This document provides guidance on effective lesson planning. It discusses the importance of lesson planning for staying organized and meeting objectives. The key components of a lesson plan are outlined, including objectives, materials, procedures, and assessment. Bloom's Taxonomy is presented as a framework for writing measurable learning objectives at different cognitive levels. Examples of both poor and good instructional objectives are given. The lesson planning process is broken down into pre-instruction, instruction, and post-instruction phases.

1. LESSONPLANNINGMuhammad SohailIshaque

2. At the end of this lesson trainees will:Describe& Discuss the value of effective lesson planningFormulateInstructional ObjectivesApply and Follow the all steps of lesson planningPrepare effective lesson plansOBJECTIVES

3. The mind is not a vessel to be filled, but a fire to be ignited.

4. LESSON PLANA lesson plan is a detailed description of what the instructor will be teaching, and how the material will be taught.A lesson plan is a Road Map “you cannot get there if you do not know where you are going.”

5. Yardstick for covering content of the subject matterA trendsetter for better teaching and learningA confidence developer to manage unexpected crisesA motive developerA guide for test constructionWHY IS LESSON PLAN NECESSARY ?

6. WHY IS LESSON PLAN NECESSARY ?Provides sense of security and confidence.Saves times Assures the use of more appropriate examples and illustrations.Considers needs of individual and create interest in the class

7. Results in better continuity

8. Provides appropriate and effective means of evaluation in terms of goals

9. Assures more flexibilityWHY IS LESSON PLAN NECESSARY ?

10. PHASES OF LESSON PLANPre-Instructional PhaseInteractive PhasePost Instructional Phase

11. DEMOGRAPHIC DETAILTopicSubjectResource person nameClass Age groupDateAllocated Time & Others

12. Which topic to be taught ? Or Which concept to be imparted ?(SUBJECT MATTER)TITLE / TOPIC

13. INSTRUCTIONAL OBJECTIVESWhy will the topic be taught ?Criteria of Instructional Objectives or ABCD of Instructional Objectives.SMART Instructional Objectives are formulated with the help of Bloom’s Taxonomy.

14. BLOOM’s TAXONOMY1956American Educational Psychologist / Taxonomy of Educational ObjectivesThree domainsCognitive (Knowledge)Affective (Values and Attitudes)Psychomotor (Skills)

15. COGNITIVE DOMAINInvolves knowledge and the development of intellectual attitudes and skills.

16. COGNITIVE DOMAINCreatingEvaluationAnalysisingApplyingUnderstandingKnowledge/Remembering

17. KNOWLEDGE/REMEMBERINGBloom’s TaxonomyKnowledge/Remembering is defined as the remembering of previously learned material.

18. This may involve the recall of a wide range of material, from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information.

19. Learning outcomes: Knowledge represents the lowest level of learning outcomes in the cognitive domain. COMPREHENSION/UNDERSTANDINGBloom’s TaxonomyUnderstanding is defined as the ability to grasp the meaning of material.

20. This may be shown by translating material from one form to another (words to numbers), by interpreting material (explaining or summarizing), and by estimating future trends (predicting consequences or effects).

21. These learning outcomesgo one step beyond the simple remembering of material, and represent the lowest level of understanding.APPLICATION/APPLYINGApplying refers to the ability to use learned material in new and concrete situations.This may include the application of such things as rules, methods, concepts, principles, laws, and theories.

22. Learning outcomesin this area require a higher level of understanding than those under comprehension.Bloom’s Taxonomy

23. ANALYSIS/ANALYSINGAnalyzing refers to the ability to break down material into its component parts so that its organizational structure may be understood. .This may include the identification of parts, analysis of the relationship between parts, and recognition of the organizational principles involved.

24. Learning outcomeshere they represent an understanding of both the content and the structural form of the material.Bloom’s Taxonomy

25. EVALUATION/EVALUATINGEvaluatingis concerned with the ability to judge the value of material (statement, novel, poem, research report) for a given purpose. 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.

26. Learning outcomesin this area contain elements of all the other categories, plus conscious value judgments based on clearly defined criteria.Bloom’s Taxonomy

27. SYNTHESIS/CREATINGCreatingrefers to the ability to put parts together to form a new whole. 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).

28. Learning outcomesin this area are the highest in the cognitive hierarchy because they stress creative behaviours, with major emphasis on the formulation of new patterns or structure.Bloom’s TaxonomyUniversity of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html

29. by John M. Kennedy T.http://commons.wikimedia.org/wiki/Image:Bloom%27s_Rose.png

30. EXAMPLE(INSTRUCTIONAL OBJECTIVES)Poor: To know about lesson plan.Better: The student will prepare correctly lesson plan.Poor: The student will gain knowledge of automated chemistry tests.Better: The student will state the principle for each automated chemistry test listed.