Introduction
Lesson planning is the backbone of effective teaching. A well-structured lesson plan helps teachers achieve instructional objectives, manage classroom activities, and ensure meaningful learning. Over time, several approaches to lesson planning have evolved, such as the Herbartian Approach, Bloom’s Taxonomy-based planning, and RCEM Approach.
Among these, the RCEM (Regional College of Education, Mysuru) Approach of Lesson Planning is considered a modern and psychological approach, focusing on cognitive development, student participation, and teacher-student interaction.
Meaning of RCEM Approach of Lesson Planning
The RCEM Approach of Lesson Planning was developed by the Regional College of Education (RCEM), Mysuru, under the guidance of NCERT.
This approach is based on:
Psychological principles of learning
Cognitive development of learners
Structured classroom interaction
Unlike traditional approaches that are teacher-centered, the RCEM approach gives importance to:
Learners’ previous knowledge
Mental processes
Active participation
Continuous evaluation
Definition
The RCEM approach of lesson planning is a systematic and learner-centered method that organizes teaching into distinct stages, focusing on mental readiness, presentation, interaction, and evaluation for effective learning outcomes.
Need and Importance of RCEM Lesson Planning
The RCEM approach emerged to overcome the limitations of traditional lesson planning models. Its importance lies in:
Making teaching scientific and psychological
Encouraging student involvement
Developing thinking and reasoning skills
Ensuring clear instructional objectives
Improving teacher-student interaction
Objectives of RCEM Approach
The major objectives of the RCEM approach are:
To develop cognitive abilities of learners
To make learning meaningful and activity-based
To ensure systematic classroom teaching
To evaluate learning outcomes continuously
To promote reflective and logical thinking
Principles of RCEM Approach of Lesson Planning
The RCEM approach is based on the following principles:
Psychological principle – learning depends on mental readiness
Activity principle – learning by doing
Child-centered principle – learner is the focal point
Interaction principle – effective questioning and discussion
Evaluation principle – continuous assessment of learning
Stages of RCEM Approach of Lesson Planning
The RCEM lesson plan is divided into three broad phases and several sub-stages.
Phase I: Input Phase
This phase deals with planning before teaching.
1. Identification of Objectives
Objectives are framed in behavioral terms focusing on:
Knowledge
Understanding
Application
Skill development
Clear objectives guide the teaching-learning process.
2. Analysis of Content
The subject matter is:
Analyzed logically
Organized sequentially
Divided into manageable units
This helps in systematic presentation.
Phase II: Process Phase
This is the actual classroom teaching phase, where interaction occurs.
3. Previous Knowledge Testing
Teacher assesses learners’ prior knowledge
Questions are asked related to earlier concepts
Helps in mental readiness and motivation
4. Presentation of Content
Content is presented step-by-step
Use of teaching aids, examples, and illustrations
Explanation followed by questioning
5. Interaction (Teacher–Student Interaction)
Questions are asked to stimulate thinking
Students respond and discuss
Teacher provides feedback and reinforcement
This stage is the core of RCEM lesson planning.
Phase III: Output Phase
This phase focuses on learning outcomes and evaluation.
6. Evaluation
Evaluation is done through:
Oral questions
Written tests
Classwork and homework
It checks whether objectives are achieved.
7. Feedback and Reinforcement
Correct responses are reinforced
Errors are corrected
Helps in retention and confidence building
Format of RCEM Lesson Plan (General Structure)
A typical RCEM lesson plan includes:
General Information (Class, Subject, Topic, Time)
Instructional Objectives
Teaching-Learning Materials
Previous Knowledge Test
Presentation and Interaction
Evaluation
Blackboard Work
Homework
Role of Teacher in RCEM Approach
In the RCEM approach, the teacher acts as:
Planner
Facilitator
Motivator
Evaluator
Guide
The teacher ensures a balanced interaction between content and learners.
Role of Learners in RCEM Approach
Learners are not passive listeners. They:
Participate actively
Respond to questions
Engage in discussion
Apply knowledge
Reflect on learning
Advantages of RCEM Approach of Lesson Planning
The major advantages are:
Learner-centered and psychological
Encourages active participation
Promotes cognitive development
Systematic and well-organized
Improves classroom interaction
Suitable for all subjects
Helpful for novice teachers
Limitations of RCEM Approach
Despite its merits, the RCEM approach has some limitations:
Time-consuming
Requires skilled teachers
Difficult to apply in overcrowded classrooms
Less flexibility compared to constructivist approaches
RCEM Approach vs Herbartian Approach
| RCEM Approach | Herbartian Approach |
|---|---|
| Learner-centered | Teacher-centered |
| Psychological | Formal and rigid |
| Emphasizes interaction | Emphasizes presentation |
| Continuous evaluation | Limited evaluation |
Educational Significance of RCEM Approach
The RCEM approach is significant because:
It aligns with modern educational psychology
Encourages meaningful learning
Develops thinking, reasoning, and problem-solving skills
Prepares teachers for real classroom situations
Highly relevant for teacher education programs
Conclusion
The RCEM Approach of Lesson Planning represents a shift from traditional teaching to a learner-centered, interactive, and psychological approach. It emphasizes systematic planning, effective classroom interaction, and continuous evaluation, making teaching more meaningful and goal-oriented.
For teachers and teaching aspirants, mastering the RCEM approach not only improves classroom effectiveness but also enhances performance in professional examinations.
Discover more from YOUR SMART CLASS
Subscribe to get the latest posts sent to your email.
