Parts of a lesson plan

Objectives
A learning objective is student centric; it states what the student will learn and be
able to accomplish by the end of instruction. It describes a specific behavior which
will lead to the desired goal. It is specific and measurable. It has three major
components:
What the student will be able to
Conditions needed for the student to accomplish the
Criteria for evaluating the student

How to write learning objectives

Learning objectives emphasize:
students’ performance
end product
what students learned
Learning objectives do not emphasize:
teacher performance
subject matter
how knowledge was acquired

Learning objectives should have the following S.M.A.R.T. attributes

Specific – Statement of learning are concise and well defined in describing what
students will be able to do.
Measurable – Use action / measurable verbs that can be observed through any
assessment such as test, homework, or project etc. to describe what the student
will be able to do. (see list attached to this document).
Attainable – Ensure that students will have the pre-requisite knowledge by the end
of the course in able to achieve the stated learning objectives.
Relevant – The stated skills or knowledge are appropriate for the program and the
course as described in the curriculum.
Time-bound – State when students should be able to demonstrate the knowledge
or skill (mid or end of course or end of program, etc.).

BLOOM’s Taxonomy
Follow Bloom’s Taxonomy cognitive process to state your learning objectives.
Ensure that the stated objectives describe a progressive cognitive process that
represents a continuum of increasing cognitive complexity.
 On a continuum of learning, students start by:
Remembering – recalling previous knowledge.
Understanding – understanding new information
and presenting it in their own words.
Applying – applying what they learned into
authentic settings.
Analyzing – distinguishing between facts and
inferences and recognizing logical fallacies in
reasoning.
Evaluating – making judgment about ideas, materials or values.
Creating – putting the parts learned together to create a whole, with a focus on
creating meaning or structure.

Putting it Together
Program and Course Level Objectives
Create Program Learning objectives that will be addressed multiple times in your
core course offering. Identify which objectives are addressed in what course.
Identify assessments, direct, indirect, formative, summative to assess whether the
students have attained the desired learning. Assess all objectives multiple times to
map a continuum of improvement. Create a Program Matrix to ensure that all stated
objectives were addressed multiple times in core curriculum offerings of the
program.

Assignments/Measures
At the assignment level, the Course Learning Objectives stated for the course are
too broad and they need to be reworded into basic measurable outcomes as defined
or stated in the assignment.
They must map directly to a specific Course Learning Objective.

If applicable, rubrics should guide the evaluation of each assessment and results
should be gathered to measure learning.
Action Verbs
(Bloom’s/Anderson & Krathwohl’s Taxonomy – Cognitive Domain)
Remember Understand Apply Analyze Evaluate
Recall facts and Explain ideas Use information in Draw connections Justify a stan
basic concepts and concepts new situations among ideas or decision
Define Choose Apply Analyze Appraise
Identify Cite Demonstrate Appraise Assess
List Demonstrate Dramatize Calculate Choose
Name Describe Employ Categorize Compare
Recall Determine Generalize Compare Critique
Recognize Differentiate Illustrate Conclude Estimate
Record Discriminate Initiate Contrast Evaluate
Relate Discuss Interpret Correlate Judge
 Criticize
Deduce
Debate
Detect
Determine
Develop
Diagram
Explain Diagnose
Express Differentiate
Give Distinguish
Identify Draw conclusion
Interpret Estimate
Locate Evaluate
Pick Examine
Practice Experiment
Report Identify
Respond Operate Infer Measure
Restate Operationalize Inspect Rate
Review Practice Inventory Revise
Recognize Relate Predict Score
Select Schedule Question Select
Simulate Shop Relate Test
Repeat Tell Use Solve Validate
Underline Translate Utilize Test Value

What is the Affective Domain Taxonomy?

Includes learner behaviors indicating attitudes, awareness, attention, concern,
interest, and responsibility.
Often assessed by the learner’s ability to listen and respond in the environment and
by attitudes and values appropriate for the field of study.
Parts of the Affective Domain Taxonomy
The parts are listed from lowest-level to highest level:
Receiving – Is the learner aware of or responding to the environment? The
focus is on simple awareness and selective attention.
RECEIVING VERBS:
Accept, Ask, Attend, Choose, Describe, Develop, Follow, Give, Hold,
Identify, Locate, Name, Point to, Recognize, Select, Sit Erect, Reply, Use
Responding – Can the learner show a new behavior due to an
experience? The focus is on interest, seeking, and enjoyment.
RESPONDING VERBS:
Answer, Assist, Complete, Comply, Conform, Cooperate, Discuss,
Examine, Greet, Help, Label, Obey, Perform, Practice, Present, Read,
Recite, Report, Respond, Select, Tell, Write
Valuing – Does the learner show involvement and commitment? The focus is
on attitudes and appreciation.
VALUING VERBS:
Accept, Complete, Defend, Describe, Devote, Differentiate, Explain,
Follow, Form, Initiate, Invite, Join, Justify, Propose, Puruse, Read, Report,
Seek, Select, Share, Study, Work
Organization – Has the learner combined and conceptualized a new value
giving it priority? The focus is on philosophy of life.
ORGANIZATION VERBS:
Adhere, Alter, Arrange, Codify, Combine, Compare, Defend, Discriminate,
Display, Explain, Generalize, Identify, Integrate, Modify, Order, Organize,
Prepare, Relate, Systemize, Weigh
Characterization by Value – Does the learner act consistently with the new
value? The focus is on patterns of adjustment.
CHARACTERIZATION BY VALUE VERBS:
Act, Discriminate, Display, Influence, Internalize, Listen, Modify, Perform,
Practice, Propose, Qualify, Question, Revise, Serve, Solve, Use, Verify

Methods and Strategies

Differences Between Teaching Methods and

Teaching Strategies

TEACHING METHODS TEACHING STRATEGIES

1. Teaching Method is a selection of methods Teaching Strategies are a collection of different
used by the teacher to teach the subject methods that are all in use by the teacher to teach
material and is clear. the subject material, and these may vary from
lesson to lesson.
2. Teaching Method can be defined as “a Teaching Strategies can be defined as “a method
teaching technique that has been used by or a set of methods used by a teacher to teach the
teachers for many years under the same subject matter,”
structure.”
3. Teaching Method is a term that demonstrates Teaching Strategies are a term that demonstrates
whether the teacher follows certain rules to in what way the teacher differs from other
teach or not. teachers in the same field.
4. Teaching Method is a new method of Teaching Strategies are an old method of teaching
teaching, which makes the students learn that requires some changes in curriculum as well
easier and faster but does not require any as the motivation of students and teachers.
change in curriculum.
5. Teaching Method is the primary concern of a Teaching Strategies are secondary concerns of a
teacher. teacher.

Inductive and Deductive as two main reasons

What is Inductive Method:

The inductive method is where the examples are served first and the learner has
the responsibility to figure the rules out. The teacher acts as the guide where the
learners are at the very center of the teaching-learning process. They start figuring
out the structure or the rule from the examples and find the answers all by
themselves.

What is Deductive Method:

The deductive method is a traditional method of teaching language and/or
grammar where rules are given by the teacher up front followed by corresponding
examples. That learners get the terminology at first, then move on to understanding
them with reference to the examples served. That means the learners do not have
much to do as the teacher does it all from dropping the rules, giving examples and
then explaining the rules with reference to the examples.

The Major Differences Inductive and Deductive Teaching:

The major differences separating these two methods are quite a few and they are -

1. Role of the Teacher

In the Deductive Teaching Method, the teacher's role is front and center in class.
S/he does all the work here. S/he plans the lessons, serves the rules and examples
in sequence before explaining the whole thing. S/he would also have to be ready to
answer questions with a view to clearing any doubts there may be.

In the Inductive Teaching Method, the teacher's role shifts to that of a guide. S/he is
there to serve the examples and guide the learners' thoughts into the right
direction. As the magic happens inside the learners' brains, s/he is the silent
spectator or rather an apt conductor leading their thoughts home.

2. Participation of the Learners

The participation of the learners in the Deductive Teaching Method is rather limited.
They are mostly the silent listeners that ask a few questions here and there when
they do not understand portions of the things explained. Listening and taking notes
are the two big responsibilities they shoulder in class.

In the Inductive Teaching Method, learners are given the center stage in the hopes
of making the learning process more interactive and effective. The learners are
tasked with a treasure hunt to figure the rules out themselves. It changes the class
chemistry and allows the learners to put in some work so that they feel part of it.

3. Rules and Examples

Staying in the situation of a grammar class, in the Deductive Teaching scenario, the
rules or the structures come first and later followed by an explanation and a few
examples to get a clear sense of it. In a more digestible sense, the solution comes
before any problem ever arises so less scope to agitate the learners’ brains.

On the contrary, the Inductive Method summons the resourcefulness of the learners
by presenting the examples first then asking them to figure out the rules or
structures from the examples. Since the examples are provided first, the learners’
are active and alert as soon as the examples hit the mark.

4. Discovery v/s Explanatory

The deductive model of teaching is more explanatory than based on discovery.

Teachers have the responsibility of explaining the rules before the learners can dig
into the whole thing. It may be the case that the learners find it hard to retain the
focus throughout the class time.

On the other hand, the inductive one is based firmly on discovery and figuring
things out. Something to do individually or in a group should spike their interest a
fair bit. Teachers can set the treasure hunt in motion and be the most silent
spectator throughout the process.
5. How it Sticks in Mind

The deductive method tends to be less effective since it lacks full participation on
the learners’ part. But it cannot universally be the case with all types of classrooms.
For example, a classroom composed of adult learners who used the deductive
method from the beginning of their learning career may surprise you.

In general, learners should find it easier to memorize and understand things taught
in the inductive method. Things tend to stick well in mind and for longer when
taught in this method. Though it is more time-consuming in type, the classroom
reaps greater rewards in the long run.

6. When is it Effective?

The deductive teaching method is the most effective when used with learners that
are already well adapted to this method of teaching for years on end. Since they
have always been known to be involved with deductive teaching, they are most
receptive to this very method.

When introduced to the fresh set of learners mostly to children barely starting their
education, the inductive method tends to be the most effective and learners grow
up to appreciate and enjoy the interactive nature of the teaching process.

7. The Speed of Learning Procedure

The Deductive Teaching Method is comparatively less time-consuming as the

teachers can soar through the checklist of things they have to discuss in the
classroom in the allotted time.

The Inductive Teaching Method takes far longer in comparison to the deductive one
since the elaborate participation of the learners is the priority here. It takes time to
bring a set of learners up to speed.

With the aforementioned differences listed upfront, it must be easier to pick out the
better method for your classroom depending on what your learners are used to and
what will be well received by them. The effectiveness of the teaching method will
reflect on the aptitude of the learners going forward

Assessment Method

The assessment method measures whether your students learned a

lesson’s information and met your lesson objectives. The methods listed on
your lesson plan will most often be formative assessments and vary from lesson to
lesson. To start, there are dozens of ways to measure student learning through
formative assessments.

Some of the most common assessment options include:

 Quizzes
 Hands-on activities
 Writing assignments
 Group presentations
 Exit slips
  Class journal entries

In addition, your assessment method may be an in-class assignment or homework

for students to complete prior to the next class.

When choosing your assessment method, it’s important to incorporate your lesson
objectives.

If an objective was related to understanding a concept, consider an assessment that

requires students to explain that concept. If an objective was for students to
demonstrate a skill, design an assessment to confirm they can do that skill.

Also, while many assessments receive grades in a class, formative assessments

don’t always need to be graded!

Ultimately, the purpose of this assessment is to measure how well your

students learned a lesson’s material based on the way you presented
information. This measurement will help you wrap up each lesson plan with the
lesson reflection.