This document discusses lesson planning and assessment. It provides details on assessing two subjects: Teaching Language Knowledge for Non-English Majors and Teaching Skills 1. Assessment is based on participation, assignments, teaching reflections, lesson plans, and demonstrations. The document also discusses Bloom's Revised Taxonomy, explaining that it provides a hierarchy of learning objectives to help teachers plan instruction and assessment aligned with the objectives. The taxonomy involves six levels of objectives from remember to create. Examples are given of objectives written for each level involving physics concepts. References for further information on Bloom's Taxonomy are also provided.

1. LESSON PLANNING

2. ELT2
KIỂM TRA – ĐÁNH GIÁ
◦ Môn Dạy ngữ liệu KNNN:
◦ Điểm A1: Tham gia trên lớp + BTVN
◦ Điểm A2: Tiểu luận Teaching Reflection
(Cá nhân: Sau khi dạy Demo teaching -
> Viết Reflection)
◦ Điểm A3: Thi cuối kì
◦ Môn THSP1:
◦ Điểm A1: Tham gia trên lớp + BTVN
◦ Điểm A2: Soạn giáo án (Cá nhân)
◦ Điểm A3: Demo teaching (Nhóm:
Điểm giáo án: 30% + Điểm dạy: 70%)

3. Is it a lesson plan?

4. BLOOM’S
REVISED
TAXONOMY
(THANG CẤP ĐỘ
TƯ DUY BLOOM)

5. Why Use Bloom’s Taxonomy?
◦ Objectives (learning goals) are important to establish in a pedagogical
interchange so that teachers and students alike understand the
purpose of that interchange.
◦ Organizing objectives helps to clarify objectives for themselves and for
students.
◦ Having an organized set of objectives helps teachers to:
◦ “plan and deliver appropriate instruction”;
◦ “design valid assessment tasks and strategies”;
◦ “ensure that instruction and assessment are aligned with the
objectives.”

6. Bloom’s Level Key Verbs (keywords) Example Learning Objective
Create
design, formulate, build, invent, create,
compose, generate, derive, modify, develop.
By the end of this lesson, the student will be able to
an original homework problem dealing with the principle
conservation of energy.
Evaluate
choose, support, relate, determine, defend,
judge, grade, compare, contrast, argue,
support, convince, select, evaluate.
By the end of this lesson, the student will be able to
determine whether using conservation of energy or
conservation of momentum would be more appropriate
solving a dynamics problem.
Analyze
classify, break down, categorize, analyze,
diagram, illustrate, criticize, simplify,
By the end of this lesson, the student will be able
to differentiate between potential and kinetic energy.
Apply
calculate, predict, apply, solve, illustrate, use,
demonstrate, determine, model, perform,
present.
By the end of this lesson, the student will be able
to calculate the kinetic energy of a projectile.
Understand
describe, explain, paraphrase, restate, give
original examples of, summarize, contrast,
interpret, discuss.
By the end of this lesson, the student will be able
to describe Newton’s three laws of motion to in her/his
own words
Remember
list, recite, outline, define, name, match,
quote, recall, identify, label, recognize.
By the end of this lesson, the student will be able to recite
Newton’s three laws of motion.

7. MỤC TIÊU KIẾN THỨC

8. MỤC TIÊU KỸ NĂNG

10. References
◦ https://tips.uark.edu/using-blooms-taxonomy/
◦ http://www.ntu.edu.vn/Portals/96/Tu%20lieu%20tham%20khao/Phuong%20phap%20danh%20
gia/thang%20tu%20duy%20bloom.pdf
◦ YOUTUBE: BLOOM’S TAXONOMY IN LEARNING ENGLISH