A lesson plan is the instructor’s road map
of what students need to learn and how
it will be done effectively during the class time.
Then, you can design appropriate learning activities and develop strategies to obtain feedback on student learning.
A lesson plan is the instructor’s road map
of what students need to learn and how
it will be done effectively during the class time.
Then, you can design appropriate learning activities and develop strategies to obtain feedback on student learning.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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Palestine last event orientationfvgnh .pptxRaedMohamed3
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
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Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
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2. Agenda
Objectives
Lesson Plan
Purpose
Elements of a good lesson plan
Bloom’s Taxonomy – it’s relevance
Presenting the lesson plan
Reflecting on it
Common mistakes
Activity
EnhanceEdu
3. Objectives of this session
By the end of the session, participants should be able to:
Understand lesson plan design and it’s elements
Appreciate the usage of lesson plan in the classroom
Understand Bloom’s Taxonomy & its application to
classroom
Understand & create learning objectives
EnhanceEdu
5. Lesson Plan
Purpose
Elements of a good lesson plan
Bloom’s Taxonomy – it’s relevance
Presenting the lesson plan
Reflecting on the lesson plan
Common mistakes
Activity
EnhanceEdu
6. Purpose
What do I want
students to
learn?
What teaching
and learning
activities will I
use?
How will I
check for
understanding?
EnhanceEdu
7. Elements of a good lesson plan
Information about the learners
Outline learner objectives
Develop the introduction
Plan the specific learning activities (the main body of
the lesson)
Assess understanding
Develop a conclusion and a preview
Create a realistic timeline
EnhanceEdu
8. Elements of a lesson plan:
Information about learners
EnhanceEdu
9. Elements of a lesson plan:
Outline Learner Objectives
“Begin with the end in mind”
EnhanceEdu
10. “The mind is not a vessel to be filled, but a
fire to be ignited”
Bloom’s Taxonomy
EnhanceEdu
11. Bloom’s Taxonomy
Goals of the educational process
Three domains of educational activities:
Cognitive
Affective
Psychomotor
EnhanceEdu
18. Elements of a lesson plan:
Develop a conclusion &
a preview
EnhanceEdu
Summarize
Review
Preview
19. Elements of a lesson plan:
Create a realistic timeline
EnhanceEdu
20. Presenting a lesson plan
Share lesson plan with students
write brief agenda on the board
Tell students explicitly what they will be learning
Provide handout of learning objectives for the class
Keeps them more engaged and on track
EnhanceEdu
21. Reflecting on a lesson plan
Lesson plan may not work as expected
Spend a few minutes after each class
What worked well and why
What could have done differently
Plan for additional feedback
Helps in adjusting to the contingencies of the
classroom
EnhanceEdu
22. Common mistakes
Poorly written objectives lead to faulty inferences
Lesson assessment not connected with behavior
indicated in the objective
Prerequisites not specified or inconsistent with lesson
requirements
The materials specified in the lesson irrelevant to those
described in learning activities
Teacher’s instructions inefficient
Students activities do not contribute effectively to
lesson objective
EnhanceEdu
23. Now it’s your turn…
Create 6 lesson objectives for topic of your choice
Each objective must involve a different level of Bloom’s
Taxonomy
You have 15 minutes
Be prepared to share your objectives with the group
EnhanceEdu
Instructor’s road map of:
what students need to learn
how it will be done effectively during the class time
Successful lesson plan addresses and integrates these three key components:
Objectives for student learning
Teaching/learning activities
Strategies to check student understanding
Then start a discussion on what are the elements of a lesson plan
http://www.crlt.umich.edu/gsis/p2_5
Information about the learners:
Ability and interest levels
Backgrounds
Attention spans
Ability to work together in groups
Prior knowledge and learning experiences
Learning styles & preferences
Why?
Facilitate course development through objective-directed planning
Inform students of the expectations of course
Guide the development of instructional activities
Guide the development of assessments and evaluations
Characteristics:
Specific and focused
Targets performance
Realistic to achieve
Can be measured and validated
Time-bound with a deadline
By Plutarch
Taxonomy” simply means “classification” or “categorization”.
Bloom's Taxonomy is a classification of learning objectives within education proposed in 1956 by a committee of educators chaired by Benjamin Bloom
Let me share the background… Though it was named after Bloom, this publication followed a series of conferences which were designed to improve communication between educators on the design of curricula and examinations. Educators expressed interest in a theoretical framework which could be used to facilitate communication among examiners. They felt that such a framework will help to promote the exchange of test materials and ideas about testing. After considerable discussion, there was agreement that such a theoretical framework might best be obtained through a system of classifying the goals of the educational process, since educational objectives provide the basis for building curricula and tests and represent the starting point for much of our educational research
Great scientists researched on what really made people think and what did not require much of thinking and came up with taxonomies like Bloom’s, Flink’s and SOLO (Structure of Observed Learning Outcomes). It refers to a classification of the different objectives that educators set for students. 1950s- developed by Benjamin Bloom. Means of expressing qualitatively different kinds of thinking
Bloom's Taxonomy divides educational activities into three "domains": Cognitive, Affective, and Psychomotor (sometimes loosely described asknowing/head, feeling/heart and doing/hands respectively). The Cognitive domain has received most attention both in Anderson/Bloom’s and others’ taxonomies. We will talk about soon.
Cognitive: widely cited representation of Bloom's Taxonomy and the one most valued by educators. Skills revolve around knowledge, comprehension, and critical thinking of a particular topic.
Affective: Skills in the affective domain describe the way people react emotionally and their ability to feel another living thing's pain or joy. Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings.
Psychomotor: Skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument like a hand or a hammer. Psychomotor objectives usually focus on change and/or development in behavior and/or skills.
A goal of Bloom's Taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education
Describe the knowledge that learners are to acquire
This is what Bloom proposed in cognitive domain. Within each domain, learning at higher level is dependent on having prerequisite knowledge and skills at lower levels. You can not understand a concept if you do not first remember it, similarly you can not apply knowledge and concepts if you do not understand them.
These thinking skills were further grouped into two categories, lower order thinking skills and higher order thinking skills. Knowledge and Comprehension are among lower order thinking skills and the others are higher order ones.
Lorin Anderson’s revised Taxonomy: According to him, as the taxonomy reflects different forms of thinking and thinking is an active process verbs were more accurate and better reflect the nature of the thinking described by each category. Knowledge is a product of thinking and was inappropriate to describe a category of thinking and was replaced with the word remembering instead.
Remembering: This is a fairly straight forward task for the brain, this kind of thinking is very useful for quizzes, mental maths warm-ups and trying to join in with ‘kaun banega karodpathi’. It’s the ‘you either know it or you don’t type of thinking’. This involves the recall of a wide range of material, from specific facts to complete theories. Example: meaning of motivation
Learning outcomes: Knowledge represents the lowest level of learning outcomes in the cognitive domain.
It may be at the bottom of the pile, but it’s very important for learning; it is the prior knowledge on which you will build future learning.
Understanding: The second level, Understanding, takes us another step. Here, we are checking for understanding (meaning, translation, interpolation and interpretation of instructions and problems). State a problem in one's own words. We might do this by asking students to paraphrase a theory rather than simply recite it. This may be shown by translating material from one form to another (words to numbers), by interpreting material (explaining or summarizing). Example: Understand one of the existing motivation theories
The learning outcomes go one step beyond the simple remembering of material, and represent the lowest level of understanding.
Applying: Use a concept in a new situation. Here student applies what was learned in the classroom into novel and unfamiliar situations.
Includes application of rules, methods, concepts, principles, laws and theories
Learning outcomes in this area require a higher level of understanding than those under comprehension.
Analysing: ability to break down material into its component parts so that its organizational structure may be understood. It is one of the key scienfitic instuments that we use in computer science. Includes the identification of parts, analysis of the relationship between parts, and recognition of the organizational principles involved.
Learning outcomes here represent a higher intellectual level than comprehension and application because they require an understanding of both the content and the structural form of the material.
Evaluating: Evaluation involves intelligent critiquing of a product (could be a particular version of camera, novel, poem), a process, statement, research report, or a theory. The judgments are to be based on definite criteria. These may be internal criteria (organization) or external criteria (relevance to the purpose) and the student may determine the criteria or be given them.
Learning outcomes in this area contain elements of all the other categories, plus conscious value judgments based on clearly defined criteria.
Creating: refers to the ability to put parts together to form a new whole. This is a mirror image of Analysis. Instead of breaking things down into their constituent elements, with Synthesis we are building them back up. Apply prior knowledge and skills to combine elements to form new ideas, new theories, or new creations. Often it is a design process. give a well organized speech, write a creative short story (or poem or music), formulate a new scheme for classify objects (or events, or ideas). This may involve the production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information).
Learning outcomes in this area are highest in the cognitive hierarchy because they stress creative behaviours, with major emphasis on the formulation of new patterns or structure.
Remembering: This is a fairly straight forward task for the brain, this kind of thinking is very useful for quizzes, mental maths warm-ups and trying to join in with ‘kaun banega karodpathi’. It’s the ‘you either know it or you don’t type of thinking’. This involves the recall of a wide range of material, from specific facts to complete theories. Example: meaning of motivation
Learning outcomes: Knowledge represents the lowest level of learning outcomes in the cognitive domain.
It may be at the bottom of the pile, but it’s very important for learning; it is the prior knowledge on which you will build future learning.
Understanding: The second level, Understanding, takes us another step. Here, we are checking for understanding (meaning, translation, interpolation and interpretation of instructions and problems). State a problem in one's own words. We might do this by asking students to paraphrase a theory rather than simply recite it. This may be shown by translating material from one form to another (words to numbers), by interpreting material (explaining or summarizing). Example: Understand one of the existing motivation theories
The learning outcomes go one step beyond the simple remembering of material, and represent the lowest level of understanding.
Applying: Use a concept in a new situation. Here student applies what was learned in the classroom into novel and unfamiliar situations.
Includes application of rules, methods, concepts, principles, laws and theories
Learning outcomes in this area require a higher level of understanding than those under comprehension.
Analysing: ability to break down material into its component parts so that its organizational structure may be understood. It is one of the key scienfitic instuments that we use in computer science. Includes the identification of parts, analysis of the relationship between parts, and recognition of the organizational principles involved.
Learning outcomes here represent a higher intellectual level than comprehension and application because they require an understanding of both the content and the structural form of the material.
Evaluating: Evaluation involves intelligent critiquing of a product (could be a particular version of camera, novel, poem), a process, statement, research report, or a theory. The judgments are to be based on definite criteria. These may be internal criteria (organization) or external criteria (relevance to the purpose) and the student may determine the criteria or be given them.
Learning outcomes in this area contain elements of all the other categories, plus conscious value judgments based on clearly defined criteria.
Creating: refers to the ability to put parts together to form a new whole. This is a mirror image of Analysis. Instead of breaking things down into their constituent elements, with Synthesis we are building them back up. Apply prior knowledge and skills to combine elements to form new ideas, new theories, or new creations. Often it is a design process. give a well organized speech, write a creative short story (or poem or music), formulate a new scheme for classify objects (or events, or ideas). This may involve the production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information).
Learning outcomes in this area are highest in the cognitive hierarchy because they stress creative behaviours, with major emphasis on the formulation of new patterns or structure.
Now we have our learning objectives in order of their importance. Because you will have a diverse body of students with different academic and personal experiences, they may already be familiar with the topic. That is why you might start with a question or activity to gauge students’ knowledge of the subject or possibly, their preconceived notions about it. You can also gather background information from your students prior to class by sending students an electronic survey or asking them to write comments on a small paper and give it to you. This additional information can help shape your introduction, learning activities, etc. You will also have a sense of what to focus on.
Next, develop a creative introduction to the topic to stimulate interest and encourage thinking. You can use a variety of approaches to engage students. Ask audience.
(e.g., personal anecdote, historical event, thought-provoking dilemma, real-world example, short video clip, practical application, probing question, etc.).
Consider the following questions when planning your introduction:
How will I check whether students know anything about the topic or have any preconceived notions about it?
What are some commonly held ideas (or possibly misconceptions) about this topic that students might be familiar with or might espouse?
What will I do to introduce the topic?
preconceived notion: an opinion formed beforehand without adequate evidence
personal anecdote : A short account of an interesting or humorous incident
-------------------------------------------------------------------------------------------------------
Check the familiarity of the topic
With a question/activity/electronic survey
Preconceived notions about the subject?
Develop creative introduction
to stimulate interest and encourage thinking
Variety of approaches
Use Instructional Materials
Text Books
Power point presentations
Journal articles
Multimedia materials: Instructional audio/video
Rubric
Prepare specific learning activities:
Prepare several different ways of explaining the material (real-life examples, analogies, visuals, etc.) to catch the attention of more students and appeal to different learning styles. Think about:
What will I do to illustrate the topic in a different way?
What are some relevant real-life examples, analogies, or situations that can help students understand the topic?
While designing the learning activities think about:
How to engage students in the topic?
What will students need to do to help them understand the topic better
-------------------------------------
Prepare several different ways of explaining the material (real-life examples, analogies, visuals, etc.) to catch the attention of more students and appeal to different learning styles. As you plan your examples and activities, estimate how much time you will spend on each. Build in time for extended explanation or discussion, but also be prepared to move on quickly to different applications or problems, and to identify strategies that check for understanding. These questions would help you design the learning activities you will use:
What will I do to explain the topic?
What will I do to illustrate the topic in a different way?
How can I engage students in the topic?
What are some relevant real-life examples, analogies, or situations that can help students understand the topic?
What will students need to do to help them understand the topic better?
“A good teacher makes you think even when you don’t want to“
Now that you have explained the topic and illustrated it with different examples, you need to check for student understanding – how will you know that students are learning?
Think about specific questions you can ask students in order to check for understanding, write them down, and then paraphrase them so that you are prepared to ask the questions in different ways.
Going back to my list of learning objectives, what activity can I have students do to check whether each of those has been accomplished?
An important strategy that will also help you with time management is to anticipate students’ questions. When planning your lesson, decide what kinds of questions will be productive for discussion and what questions might sidetrack the class. Think about and decide on the balance between covering content (accomplishing your learning objectives) and ensuring that students understand.
Assess understanding
Are students learning?
Ask questions
Check against learning objectives
Anticipate questions: productive/non-productive?
How is this study like another you/we have read? This question encourages students to make connections and see analogies.
· Does this story/information make you aware of any problems that need attention? This amounts to asking students to see themselves as active participants in problem identification as well as problem solving.
· What does this mean to you and how might it affect others? This pair of questions gives students a chance to express their own interests but also to empathetically consider and understand the views of, and possible consequences to, others.
· Is there anything wrong with this solution, and how else might this problem be solved? These questions are the heart of successful critical analysis.
· What more needs to be known or done to understand or do this better? This is a pointed request for creative problem solving that invites thinking “beyond the lines.”
· What is a contrary way of seeing this? Being able to examine issues from multiple points of view helps the students to clarify their thoughts.
http://pedagogy-thorndon.wikispaces.com/Pedagogy+4++Thinking
http://www.pgcps.pg.k12.md.us/~elc/isquestion2.html
http://xnet.rrc.mb.ca/glenh/hots.htm
http://ylapp.edublogs.org/files/2009/11/hots_questions.pdf
http://education.stateuniversity.com/pages/1836/Classroom-Questions.html
Lower level questions are those at the remembering, understanding and lower level application levels of the taxonomy.
Usually questions at the lower levels are appropriate for:
Evaluating students’ preparation and comprehension
Diagnosing students’ strengths and weaknesses
Reviewing and/or summarizing content
Higher level questions are those requiring complex application, analysis, evaluation or creation skills.
Questions at higher levels of the taxonomy are usually most appropriate for:
Encouraging students to think more deeply and critically
Problem solving
Encouraging discussions
Stimulating students to seek information on their own
Why? - Ask the participants
Questions at lower levels are appropriate for:
Evaluating students’ preparation and comprehension
Diagnosing students’ strengths and weaknesses
Reviewing and/or summarizing content
Questions at higher levels are appropriate for:
Encouraging students to think more deeply and critically
Stimulating students to seek information on their own
Problem solving
Encouraging discussions
Newton’s laws of motion: For example, we might ask students whose three laws of motion underlie much of classical physics (Sir Isaac Newton).
Travel: How many ways can you travel from one place to another? List and draw all the ways you know. Describe one of the vehicles from your list, draw a diagram and label the parts. Collect “transport” pictures from magazines- make a poster with info.
Newton’s laws of motion: For example, we might ask students whose three laws of motion underlie much of classical physics (Sir Isaac Newton).
Travel: How many ways can you travel from one place to another? List and draw all the ways you know. Describe one of the vehicles from your list, draw a diagram and label the parts. Collect “transport” pictures from magazines- make a poster with info.
Newton’s laws: For example, we could ask them to explain what Newton’s third law of motion means.
Travel: How do you get from school to home? Explain the method of travel and draw a map.
Newton’s laws: 1st law: car turns left and you appear to slide to the right; the difficulty of pushing a dead car
Travel: Explain why some vehicles are large and others small. Write a story about the uses of both.
Newton’s laws: When Sir Isaac Newton formulated his third law of motion, he had to analyze which factors most affected objects in motion, and he came up with mass and acceleration as the two that contributed to the force imparted by moving objects.
Travel: What problems are there with modern forms of transport and their uses- write a report. Use a Venn Diagram to compare boats to planes, or helicopters to bicycles.
Newton’s laws: For example, Einstein evaluated the Newton’s formulations about the universe and knew that his laws did not fully explain all phenomena. Einstein’s theory of relativity was developed to explain aspects of physics that Newton’s laws did not account for.
Travel: What changes would you recommend to road rules to prevent traffic accidents? Debate whether we should be able to buy fuel at a cheaper rate. Rate transport from slow to fast etc..
Newton’s laws: Newton was able to synthesize what was known about the force with which objects move into a formula that established the relationship between the critical variables (F=ma).
Travel: Invent a vehicle. Draw or construct it after careful planning. What sort of transport will there be in twenty years time? Discuss, write about it and report to the class.
Develop a conclusion & a preview
Summarize
State main points
Ask student to summarize
Ask all students to write down
Review
Gauge their understanding
Explain again if necessary
Preview the next lesson
Relate to the next lesson
Spurs student’s interest
Connect ideas in larger context
Create a realistic timeline
Why?
Students may need something else
A realistic timeline reflects your flexibility and readiness to adapt to the specific classroom environment
Strategies
Narrow down list of learning objectives
Estimate time for each activity, plan extra time
Indicate time in lesson plan
Plan for questions at end of class
Plan extra activity or discussion
Be flexible
You can share your lesson plan by writing a brief agenda on the board or telling students explicitly what they will be learning and doing in class. You can outline on the board or on a handout the learning objectives for the class
Providing a meaningful organization of the class time can help students not only remember better, but also follow your presentation and understand the rationale behind in-class activities. Having a clearly visible agenda (e.g., on the board) will also help you and students stay on track
A lesson plan may not work as well as you had expected due to a number of extraneous circumstances. You should not get discouraged – it happens to even the most experienced teachers!
Take a few minutes after each class to reflect on
what worked well and why
what you could have done differently
For additional feedback on planning and managing class time, you can use the following resources: student feedback, peer observation, viewing a videotape of your teaching, and consultation with a senior staff member
Identifying successful and less successful organization of class time and activities would make it easier to adjust to the contingencies of the classroom
Complete objectives …
State what the student will be able to do (observable behavior)
With the conditions under which they should be able to demonstrate (condition)
Under the expected degree of proficiency (criterion)
