Lesson planning is considered to be the important part of teaching and learning process. However, teachers
usually complain it takes too much time to prepare lesson plans for every lesson. Studies indicate that many
teachers and particularly novice teachers have hard time distinguishing between goals and objectives and hardly
link lesson goals to the forms of evaluation which often translates into obscure teaching and learning process
(John, 2006). In Georgia, teachers do not prepare lesson plans on a regular basis. In most cases, occasions when
lesson plans will be prepared, is internal and external observations by evaluation groups (as part of Teacher
Professional Development Scheme).
This research aims to answer the following question:
Can well developed lesson-plans contribute to better student outcomes?
The detailed research questions would be:
1. If teachers were given well-developed lesson plans, would they be motivated to use them on a regular
basis?
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2. How would teachers use the lesson plans, would they follow it step by step, modify it to their needs and
according to their views?
3. If teachers make use of the lesson plans that are developed for them, would it change the classroom
dynamics in terms of teaching and learning?
4. Can well developed lesson plans eventually contribute to better student outcomes?
To answer the research questions, randomized control trial will be utilized to research 60 schools in Tbilisi.30
schools will be chosen as treatment schools where all teachers of Georgian Language and Literature will receive
lesson plans for at least an entire semester. Teachers will be able to modify these lesson plans as they see fit and
conduct lessons accordingly.
Before the intervention baseline study will be completed. During the intervention, observations will be
conducted and data will be collected in the middle of the intervention. After the intervention data will be
collected through qualitative and quantitative instruments to answer the research questions above.