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25SCIENTIFIC PROGRESS VOLUME 3 I ISSUE 7 I 2022 _ISSN: 2181-1601
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THE ESSENCE OF LESSON PLANNING IN TEACHING PROCESS
Bakhromjon Juraboev Khilola Mamadiyorova
Chirchik State Pedagogical University Chirchik State Pedagogical University
ABSTRACT
The following article deals with lesson planning that is at the center of being a reasonable teacher. It is a creative methodology that empowers us to consolidate our understanding of second language getting and language demonstrating instructional technique with our knowledge into our understudies, the instructive projects, and the teaching setting. It is the time when we envision the learning we have to occur and analyze how all of the bits of the learning information should fit together to make that vision an examination lobby reality.
Keywords: learning activities, assessment practices, course perusing, taking, hustling to make photocopies, mental activities, planned lesson, mental methodology
INTRODUCTION
There are different points of interest to making a lesson plan. To begin with, lesson planning produces progressively bound together lessons (Jensen, 2001). It offers instructors the opportunity to contemplate their choice of lesson objectives, the sorts of activities that will meet these objectives, the progression of those activities, the materials required, to what degree each development may take, and how understudies should be assembled. Educators can consider the associations between one activity and the accompanying; the association between the present lesson and any past or future lessons, and the connection between's learning activities and assessment practices. Since the educator has considered these affiliations and would now have the option to make the affiliations unequivocal to understudies, the lesson will be progressively critical to them.
The lesson planning process empowers educators to evaluate their own one of a kind knowledge as for the substance to be instructed (Reed and Michaud, 2010). In case a teacher needs to instruct, for example, a complex syntactic structure and isn't sure of the principles, the instructor would finish up aware of this in the midst of lesson planning and can figure out how to secure the central information. So additionally, if a teacher isn't sure how to verbalize another vocabulary word, this can benefit from outside intervention in the midst of the lesson planning process. The open entryway that lesson planning presents to evaluate one's own one of a kind knowledge is particularly positive for teachers of English for unequivocal purposes, in light of the way that these educators must be language pros, yet also familiar with
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different controls like business, building, or law-handle that usage language specifically ways.
A teacher with a plan, by then, is a logically certain educator (Jensen, 2001).The instructor is secure with what ought to be done, how, and when. The lesson will when all is said in done stream even more effectively in light of the way that every one of the information has been collected and the nuances have been settled on until now. The teacher won't waste class time flipping through the course perusing, taking into account what to do straightaway, or hustling to make photocopies.
The teacher's assurance will persuade more respect from the understudies, in like manner diminishing control issues and helping the understudies to feel continuously free and open to learning. A couple of teachers feel that lesson planning takes an over the top measure of time. Anyway lesson plans can be used afresh, in whole or somewhat, in various lessons months or years after the fact on (Jensen, 2001). Various teachers track past lessons they have instructed, which they by then pull in on to support planning for their present classes. Toward the day's end, lesson planning directly can save time later.
Lesson plans can be useful for different people likewise (Jensen, 2001).Substitute teachers face the trial of demonstrating another instructor's class and esteem tolerating a quick and dirty lesson plan to seek after. Understanding that the substitute is following the plan similarly gives the standard examination corridor teacher conviction that the class time is being used gainfully in his or her nonappearance. Also, lesson plans can similarly record for executives the direction that is occurring. In case a central needs to appreciate what was done in class two weeks back, the instructor simply needs to suggest that day's lesson plan. Finally, lesson plans can fill in as evidence of a teacher's master demonstration. Educators are now and again mentioned to fuse lesson plans, nearby various materials, as a noteworthy part of a portfolio to help their yearly execution evaluation. Educators applying for new occupations might be drawn closer to submit lesson plans as a part of their obligations application with the objective that organizations can get a sentiment of their various leveled capacities and instructing style.
Lesson planning is the most fundamental bit of teaching, and of improving understudies learning. This is because it gives teachers opportunities to plan instructional activities to even more effectively meet understudies' adjusting needs just as to isolate direction to engage all understudies to benefit by direction. Through planning, the teacher creates and structures instructional activities to vivify the scholarly incitation of understudies (Oser and Baeriswyl, 2001). Oser and Baeriswyl(2001) similarly fought that through planning teachers are depended upon to make both the detectable structure of a lesson (strong activities of understudies) and the
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significant structure of learning (the scholarly assignments of understudies).Regardless, the makers attested that most instructors mastermind only the conditions for the strong activities of understudies over the inner mental activities of understudies. The techniques of lesson planning is an amazing activity that demand the planning teachers;
(1) to structure lessons for starting learning by considering thetwo understudies prior data and understudies motivation;
(2) to predict the kind of mental activities to happen when understudies become acquainted with the planned lesson,
(3) to plan different sorts and measurements of supporting individual understudies in their learning, and
(4) to plan how to assess the consequences of executed instructional plans (Oser and Baeriswyl, 2001).
Oser and Baeriswyl proposed four measurement plot (show) of planning for teaching learning. Directly off the bat, the educators imagine the perfect learning result and plan fitting learning activities to achieve the perfect learning. A teacher at this measurement makes a mental models focusing on what substance to be instructed and an all-around requested learning framework. Likewise, the educator plans the courses of action of teaching (the observable structure of instructing). Thirdly, the educator plans for groupings of adapting (internal learning system) focusing on mental methodology of the understudy. Fourthly, the teacher anticipates both thee emotional and enthusiastic adapting thing, and the instructor plan to evaluate the accomplishment of learning things (Oser and Baeriswyl, 2001, p.1034). In once-over, the instructor plans for appearing, significant learning activities, and appraisal of learning things.
Approaches To Lesson Planning
The essential method to manage lesson planning was the Tyler's (1949)structure, which explains a straight progression of events from enunciation of goes for a lesson, through assurance and relationship of learning works out, to evaluation of its transport and results (Jalongo et al., 2007; Liyanage and Bartlett, 2008). Tyler's straight model involves a gathering of four phases: "(a) decide goals, (b) select learning works out, (c) sort out learning activities, and (d) show evaluation frameworks" (Clark and Peterson, 1984, p.28). Such philosophy of lesson planning consider instructing as a straight game plan of events facilitated by the teacher and associated with pre-described objectives (Jalongo et al., 2007). The second technique, which is built up in fundamental instructional strategy, sees lesson planning as "a strategy for testing the same old thing and drawing in understudies" (Jalongo et al.,2007, p.20). This system underlines understudies' commitment in fundamental administration frames. Backers of this get-together certification that "the immediate development of lesson plans to be an obstruction to the master progression of teachers" (Jalongo et al., 2007, p.14).
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Jalongo et al. (2007) itemized that supporters of this social event examine teacher composed game plan of events inside seeing a contrasting get-together of understudies and dynamic investigation lobby conditions.
The third system is middle people which lie between the two limits. Moderates fought that "lesson planning is one strategy for gravitating toward to the institutionalizing thought of what was depended upon to occur in the class" (Jalongoet al., 2007, p.14). Safeguards of this philosophy consider planning to be a basic bit of indicating where "the planning teacher pre-viably settles on course of action of activities through assurance of individual understudies adjusting necessities to give significant learning information to all understudies" (in a similar spot., p.14). Judges place hugeness on planning to consider preparing. They battle that lesson planning is influenced by the instructor's before study corridor experiences, and considering preparing is essential to adaptively plan lessons to meet the adjusting needs . They bolster some extension in the association of plans and battle for extended handin ess(Kagan and Tippins, 1992). Judges fight that through planning teachers must find ways to deal with make the substance basic and huge to understudies. They can't simply tell understudies what they have understands for themselves. Despite when teachers work with orchestrated materials, in spite of all that they have to clear up what they need understudies to learn, imagine how understudies are most likely going to respond, and change training recommendations to oblige their own special situation. (Dorph, 1997, p. 470)
Go betweens like Dorph (1997) raised some basic issues that instructors need to consider when planning explicitly how to consolidate their point data and instructing technique to make learning open entryways for understudies, how to design, change, and execute lesson plans. These request raised by Dorph (1997) were:
How do teachers make sense of how to consider substance from the perspective of their understudies? How might they make a move from contemplating what they know and caregiving to assuming about what understudies need to acknowledge and what they are likely going to find fascinating, dazing, or basic?
How might they make sense of how to layout tends to that welcome different possible results rather than one right answer and to build exchanges aroundun derstudies' musings? How might they develop the inclination and aptitudes to screen their preparation and its impact on understudies? (p. 470)
Jalongo et al. (2007) raised that "all of the protectors of the three procedures endeavor to give a truly fundamental stage to understudy learning and educator sufficiency and need to help instructors in achieving their greatest limit as instructors, thusly propelling the getting the hang of everything being equivalent"(p.21). Notwithstanding the nearness of these three systems, there is no obse
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rvationalverification that exhibits the general reasonability of every philosophy in the homeroom. As per this, Kagan and Tippins (1992) fought that common lesson plan qualifies as a legend in guidance in light of the way that there is no observationally surmised lesson plan structure that gets what laudable instructors do in the homeroom.
The makers saw that "despite the way that a collection of lesson plan bunches are recommended for use by pre-organization educators, none of the courses of action are deduced observationally" (Kagan and Tippins, 1992, p. 477). Clark and Peterson(1984) orchestrate ask about lesson planning into two essential sorts. The principle grouping is that pros have thought of planning as a great deal of crucial mental methodology in which an individual envisions the future, inventories the strategies and completes, and constructs a structure to coordinate his/her future action.
This beginning ofplanning draws seriously on the theories and strategies for emo tionalcerebrum examine. (p.18)
The below average is that authorities have portrayed planning as "things that teachers do when they state they are planning an unmistakable method to manage inquire about on instructor planning in which the instructor plays an essential employment as observer or even as research accomplice" (Clark and Peterson,1984, p.18). All teachers require a lesson plan that is thoughtfully prepared regardless of their ability, experience, or what their field of training involves. The importance of a lesson plan is emphasized by the need for clarity and comprehension regarding how the entire learning process will be handled as well as how students can understand and store the knowledge that is being passed onto them. Lesson plans are necessary for helping students accomplish their goals within a learning environment on a short-term and long-term basis. Studies show the value of envisioning success in order to attain it. Similarly in a classroom setting, failing to have a lesson plan in place minimizes the prospects of envisioning certain outcomes and fulfilling your expectations.
It is essential for educators to prepare their lessons on a daily basis beforehand and implement the most ideal teaching methods. Attending classroom sessions without a lesson plan is detrimental to teachers and students. When an educator is not properly prepared, they will create the impression of being unprofessional and incompetent among their peers, administrative staff, and students. A lesson plan serves as a guide that a teacher uses every day to determine what the students will learn, how the lesson will be taught as well as how learning will be evaluated. Lesson plans enable teachers to function more effectively in the classroom by giving a detailed outline that they adhere to during each class. This helps to make sure that every moment spent in class is used to teach meaningful concepts and have
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worthwhile discussions rather than figuring out what you are supposed to do as time goes on.
Lesson plans generally consist of essential components such as objectives, requirements, resources, procedures, and evaluation techniques. Since every part of an effective lesson plan has an impact on the learning process for students, it is crucial to handle them by taking a strategic approach.
CONCLUSION
A lesson plan is a vital step towards creating a complete curriculum. It delves deeper into the details to make sure that you provide your students with the right information at an appropriate time while making your career easier by giving you a clear sense of direction that you can follow each day. The basis of creating a lesson plan is the objectives of learning and giving learners a chance to discover, establish, and demonstrate what they are taught. It facilitates a learning environment that focuses on the class as a whole rather than concentrating on the teacher. All effective teachers have a plan that they consider when they deliver training. The plan may be a simple list or a more complex system that is structured and detailed. Lesson plans are essential tools that teachers develop to guide their training sessions. They are properly planned, prepared, and executed to achieve specified learning outcomes. A conventional lesson plan usually consists of details pertaining to the lesson, the outcomes that will be addressed and the method that will be used as well as the materials and activities that will be included to engage and evaluate the students. The last part of a lesson plan deals with the assessment session from both the teacher's and student's standpoints. Having a lesson plan that has been carefully constructed for every lesson boosts your confidence and maximizes the possibility of having purposeful learning sessions with your students whenever you enter the classroom. It equips you with a general outline of your goals and the things you need to achieve them. When a lesson is productive, it not only refers to everything going according to your plan, it also ensures that teachers and students learn from each other. Reflecting on lesson plans after every class gives teachers insight into what worked effectively and the reasons why in addition to what could have been handled in a different way. This makes it possible to adjust to unexpected occurrences in the classroom and make changes to the lesson plan when necessary.
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Scientific Journal Impact Factor (SJIF 2022=5.016) Passport: http://sjifactor.com/passport.php?id=222ff7
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