Drivers for Lesson Planning in Pre-Schools in Kenya (A Case of Allen Grove School, Nairobi)

Abstract

Achieving quality in lessons depends not only upon the teacher's ability to present material but also to analyze learning outcomes and assess the pedagogical communication. This study was guided by the following specific objectives: to assess determine the benefits of lesson planning; to analyze the factors that influence the effectiveness of lesson planning; and to evaluate the qualities of an effective lesson plan. A descriptive survey was undertaken using a representative sample of 18 pre-school teachers, who represented 67% of the total of 27 teachers of Allen Grove School. The main data collection tools were a questionnaire, interview schedules and disguised observation method. Statistical Package for Social Sciences (SPSS) was used to aid in analysis. Findings of the study indicate that the following were listed as the benefits derived from lesson planning at Allen Grove School:- Giving a sense of direction; Helping students become aware of the lesson objectives and the learning tasks they are asked to perform; classroom management purposes; Helping teachers to solve, in advance, teaching problems; and Reducing anxiety on the part of students and, especially the teacher. The factors that influence the effectiveness of lesson planning in Allen Grove School were listed as follows:- Relevant expertise; Participatory planning; Adequate time allocation; Whole package of programmes; Team work; Learners’ learning experience; Flexibility and linkage between lesson plans and schemes of work; Focus on learning and teaching; Resource allocation; and Institutionalized Quality assurance systems. An effective lesson plan is characterized by the following:- having clear objectives; Pre-assessment of the lesson plan; available list of required materials; Warm-up and introduction; Presentation; Learning Activities; adequate practice (Applying What Is Learned); Evaluation; Closure; and reflection.