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Unit 3: Management at Different Levels-Elementary, Secondary, Higher Education

appropriate learning situations for bringing the desirable change in learner behaviours. The Notes
teaching and learning performances are evaluated on the basis of learning-objectives and a
criterion test is developed for this purpose. The learner’s performance serve the purpose for
providing feedback to planning and organizing aspect of lesson planning. The instructional
procedure can be revised and improved on the basis of students performance.
2. British Approach : The main feature of British approach is that the emphasis is given to
teacher and content presentation in lesson planning. The Britishers believe in slow change
but from 1970, new innovations and new practices have been introduced in the field of
education. The teacher has to play major role in teaching-learning process. He has to plan,
organize and control the student-activities in the teaching process. On the other hand, the
stress is given on student-testing. The achievement test has to content coverage or maintains
the content validity. The oral, essay type and objective type test are used for measuring the
students achievements.
3. Indian Approach : The Indian approach of lesson-planning has the major influence of both
earlier approaches. The learning objective. Teacher-activities, student-activities and evaluation
of student are crucial aspects of lesson-planning. The Regional Colleges of Education NCERT
have made great efforts in this direction. The Regional College of Education Mysore has
developed a paradigm of lesson plan. It consists of teaching objectives and learning
experiences. The question answer strategy is followed in developing lesson plan, because
teaching is considered as an interactive process. The classroom interaction among teacher
and students can be encouraged by this strategy of teaching. In most of training colleges the
lesson. Planning is based on Herbartian Approach.
The lesson-planning approaches may be classified into two categories on the basis of lesson-plan
structures :
(a) Macro Approach : The focus of Macro-approach of lesson planning is the development of
students and their modification of behaviours. The size of topic, size of class and size of
period are usually large. More than one objectives are achieved with the help of Macro-
lesson-plan. The cognitive., conative and affective-learning-objectives can be achieved by
one teaching- practices. This paradigm of lesson considers the general classroom teaching
activities or teacher behaviours, the specific teaching, skills are not included in this approach.
(b) Micro-Approach : It is the recent innovation in the field of teacher-education. The micro-
approach is employed in lesson-planning micro-teaching for the modification of teacher
behaviour. Its focus is to develop the specific teaching skills rather than to bring desirable
change among students. It is a real classroom teaching. The micro-lesson means to reduce the
size of the topic to be taught, the size of class and the size of the period. It is designed to
develop one teaching skill at a time. It is used in written and oral form for the modification
of pupil-teachers and also for the in-service teachers.
(c) Unwritten Form Approach : The unwritten lesson plans are developed by the in-service
teachers. They develop the outline of his teaching activities at their cognitive level, before
entering in the classroom.
The written lesson plans are generally rigid because pupil-teachers have followed the rigidly
for developing in teaching efficiency whereas unwritten lesson-plans are relatively flexible
and such lesson-plans are used by the in-service teachers. They develop tentative outline of
their teaching activities, therefore, it can be changed according to the classroom situations
and needs of the students. It is essential even for a more experienced teacher to develop an
outline of teaching takes at his cognitive level before his teaching.

3.9 Laboratory

The study of Physical Sciences is not possible without a laboratory. In laboratory the science
teacher provides students an opportunity to observe facts and carry out experiments so that they

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