Steps to Formulate RPP

Method1

Arrange the Basics

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   Know the destination. At the beginning of each lesson, write down your lesson objectives at the top. This goal should be very simple. For example, "Students will be able to recognize the body structure of various animals used to eat, breathe, move, and thrive." In essence, that's what your students can do once you've taught them! If you want to do extra things, add how they can do this (via video, games, picture cards, and more).

   • If you teach a small number of students, you can target more basic goals, such as, "Improve your reading or writing skills." Goals can be based on expertise or concepts. For more detailed information, look for articles on wikiHow on how to set educational goals.
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   Write an overview. Use a very common explanation to describe the main thoughts for the lesson. For example, if your lesson is about Shakespeare's Hamlet , then your overview might mention among other things in the Shakespearean era that the story of Hamlet is located; How factual the history is depicted; And how the theme of the desires and curiosities raised in the play with contemporary events.

   • This overview depends on the length of time lessons are available. We'll cover about half a dozen basic steps for any lesson, all of which should be included in the overview you make. But if you want you can make more.
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   Plan time allocation for teaching. If there are many things to be learned in a limited time, divide your RPP into sections that you can accelerate or slow to adjust to the changes. We will use an hour-long class as an example.

   • Hours 13: 00-13: 10: Warming up . Prepare the students to focus and summarize the previous day's discussion of the great tragedies; Connect with the story of Hamlet .
   • Jam 13: 10-13: 25: Present the information . Discuss Shakespeare's history briefly by focusing on his creative times two years before and after Hamlet .
   • Jam 13: 25-13: 40: Practice with guidance . Discuss in the class the main themes in the story.
   • Jam 13: 40-13: 55: A more free practice . The students write a paragraph explaining the present events in Shakespeare's terms. Invite bright students to write two paragraphs, and guide the slower students.
   • Jam 13: 55-14.00: Closing . Collect paper assignments, give homework (PR), and dissolve the class.
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   Get to know the students. Get familiar with the students you will be educating. What is their learning style (by sight, hearing, touch, or combination)? What might they know, and in which part do they understand less? Center your RPP so that it is generally appropriate to the group of students you are studying, then make changes as needed by taking into account students with certain deficiencies, troubled or unmotivated students, and students with more ability.

   • It is possible that you will teach a group of extroverts and introverts . Some students are more able to learn alone, while others progress by leaps and bounds when learning in pairs or in groups. Knowing this will help you design activities with various interaction options.
   • You may also have some students who know as much as you know about the topic and some students who, though clever, are staring at you as if you're speaking in another planetary language. If you know your kids, then you will know how to pair and separate them.
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   Use different patterns of student interaction. Some students learn well alone, others can learn well in pairs, and some can learn well when in large groups. As long as you let them interact and help each other, then you have done a good job. But, as each student is unique, try to provide opportunities for all kinds of interactions. The students (and class cohesiveness) will get better!

   • Actually every activity can be made to be done separately, in pairs, or in groups. If you have any ideas planned, see if you can change and integrate the different types of interactions. Usually this is quite easy to do.
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   Face a variety of learning styles. You certainly have students who can not sit quietly even just to watch a 25 minute video and other students who do not want to read a two-page quote from a book. Both students are not more stupid than other students, so be kind to change your activities in order to take advantage of the ability of each student.

   • Each student learns in a different way. Some need to see the information, some need to hear the information, and others need to touch it (literally). If you have spoken at length, stop and let them talk about it. If they have read, do physical teaching activities to apply their knowledge. They also will not be bored!

Method2

Planning Stages of Learning

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   Warm up. At the beginning of each lesson, the students' brains are still not ready to accept the content of the lesson. If anyone starts to explain about heart surgery surgery, chances are you'll behave, "Uh, uh, wait a minute, slowly. Go back to the "take the scalpel" stage. "Calm them down so that it's not warm, not just measuring their knowledge, but also preparing them for learning.

   • Warming can be a simple game (may include words or terms on the topic) to see how far their current knowledge (or what they remember from last week's lessons).Warming may also be questions, conversations (by exploring the classroom and communicating with other students), or using the images used to begin the conversation. Whatever warm-up you do, make sure they talk. Make them think about the subject matter (even if you have not already said it).
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   Present the information. This part is certainly clear. Whatever way you use to deliver it, you must do so by presenting the information. This information can be video, song, writing, or even a concept. This information is the most central part of the lesson. Without information, students will not gain any knowledge.

   • Depending on the level of the students, you may have to explain the very basic things. Determine how far away your lesson should be to retreat so that students are able to follow what you are saying. For example, the phrase, "He put a coat on a shelf," would not be understood if students did not understand what "coats" and "shelves" meant. Explain their basic concepts and let the next lesson (or next lesson) develop it.
   • It might be useful to tell students exactly what they will learn. In other words, explain the purpose of the lesson . You have to explain it as clearly as possible!Thus, they will know what they learned that day. Do not let any misunderstandings!
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   Perform guided practice. Now that the students have received the information, you should think about what activities can be done to apply that knowledge. However, since the information is new to them, start with easy activities. Use spreadsheets, matching, or using pictures. You will not be able to do more difficult if you can not do something easier!

   • If you have time for two activities, better still. It is a good thing to test their knowledge on two different levels. For example, writing and speaking (two very different skills). Try incorporating different activities for students with different talents.
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   Check the student's work and assess student progress. After guided practice, assess your students. Do they understand what you are saying so far? If yes, it means a good sign. You can continue your studies, maybe add more difficult things or practice more difficult skills. But, if the students do not understand what you are saying, go back to the lesson. How else do you present the lesson for students to understand?

   • If you have been teaching the same group for some time, chances are you know the students who are having trouble with certain concepts. If this is the case, pair the student with a smarter student so that all students can continue their studies together. Surely you do not want certain students to be left behind, but you also do not want the whole student lessons to be delayed because they have to wait for each student to reach the same level of knowledge.
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   Perform a more free practice. Once students have a knowledge base, let them train their own knowledge. Not that you left the classroom! But it means they are doing more creative endeavors that make their minds understand the information you have already told them. How do you get their minds well developed?

   • It all depends on the subject matter and the skills you want to use. This can be anything, from the task of making easy workshops with a duration of twenty minutes to two weeks of work with difficult topics of knowledge.
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   Allow time for questions. If you are teaching and have enough free time to cover all the subject matter, give them about ten minutes at the end of the lesson to receive questions from students. This can start as a discussion and turn into questions that are more directed to the content of the lesson. Or, it can be just another time for clarification.Both will benefit your students.

   • If you have a group of children who are reluctant to ask, make them a group. Give a topic to discuss for five minutes. Then, turn their attention to the front of the class and lead the group discussion. There will be some interesting things that come up!
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   End the lesson with cover. The lesson is like a conversation. If you stop it all of a sudden, it will feel as if it just hanged. It's not bad, but it feels weird and stuck. So, when it's time, give a summary as a cover. Show them that they have learned something!

   • Take five minutes to repeat the concept of the day's lesson. Ask questions that relate to their concept (instead of providing new information) to repeat what has been done and learned that day. It's kind of a repetition, which marks the end of your assignment!

Method3

Preparing myself

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   If you are nervous, write it down. New teachers sometimes feel more calm when writing lessons that they teach. While this may take more time than it should, if it helps you, do it. Writing lessons can ease your nerves if you know exactly which questions you want to ask and where you want to direct the conversation.

   • As you teach, subtract this little by little. In the end, you will be able to teach without notes. You should not take more time to plan and write than time to teach!Use this note only as an initial training tool.
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   Provide extra time. You have written your time allocation down to every minute, right? Nice. But realize it is only a reference. You should not say, "Children! It's already 13:15! Stop whatever you're doing. "That's not the correct way of teaching.Although you should try to follow the time allocation you have planned, you need to allow additional time.

   • If you are experiencing lengthy lesson time than predetermined, know what subject matter can and can not be eliminated. What should you teach your children to get as much knowledge as possible? Is the subject matter not so important and just to take the time? Conversely, if you have plenty of free time, prepare other activities that can be done when needed.
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   Design RPP carefully. Having a lot of things to do is a better problem than lack of things to do. Even if you've made time allocations, be prepared for the unexpected. If an activity takes twenty minutes, give it fifteen minutes. You will never know what your students can easily accomplish!

   • The easiest thing to do is to do a short game or brief discussion. Gather students and discuss their opinions or ask questions.
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   Make a replacement teacher understand the RPP you create. If something and other things resulted in you not being able to teach, of course you want to have a lesson that can be understood by a substitute teacher. The advantage of owning an RPP is, if you write it first and forget it, you are easier to remember a clear RPP.

   • There are many basic formats that you can find on the internet. Or, ask other teachers what format they use. If you continue to use the same format, it will be better for you. The more consistent, the better!
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   Make a backup plan. In your teaching career, you will experience days where students will quickly complete the lesson you give and surprise you. On the other hand, you will also experience days in which the test schedule is advanced, only half of all classroom attendees, or DVD pieces containing the videos you have planned for your class are stuck inside the DVD player. When bad days like this arise, you must have a backup plan.

   • Most experienced teachers have a number of RPPs they are ready to use at all times. If you've successfully taught a subject matter, such as a Punnett diagram, keep that material. You can turn them into other learning materials for other classes, such as evolution, natural selection, or genetics, depending on the ability of the class. Or, you can just prepare material for a lesson about Agnez Monica emancipation of women, the progression of pop music, and others to class on Friday. Any.