This document discusses planning a student-centered IT-based lesson using the ABCD framework for writing objectives. It covers analyzing learners' backgrounds, knowledge, and other factors. It also differentiates between goals and objectives, explaining that objectives should be specific, observable, and assessable. The ABCD model is introduced for writing objectives: Audience, Behavior, Condition, Degree. An example of a good objective following this model is provided along with critique of sample objectives.

1. Session # Planning a student-centered IT based lesson (PART 1)

2. Lesson objectives By the end of this lesson, trainee teachers should be able to compose two to three measurable lesson objectives using the ABCD framework

3. Lesson planning procedures Identify goals Analyze learners Identify objectives Plan instructional activities Select media/ ICT based resources Develop assessment tools Revise instruction Implement instruction

4. Lesson planning procedures Identify goals Analyze learners Identify objectives Plan instructional activities Select media/ ICT based resources Develop assessment tools Revise instruction Implement instruction

5. Analyzing learners General background and experiences Knowledge factors Other factors

6. Learners: General background Age: attention span, mental development Grade Stream Gender General experiences with the world they live in

7. Learners: Knowledge factors Entry skills/Prerequisites/Prior knowledge Literacy level Level of IT skills

8. Learners: Other factors Readiness to learn Motivational level Group work culture Learning styles: Verbal Visual Kinesthetic Special needs?

9. Lesson planning procedures Identify goals Analyze learners Identify objectives Plan instructional activities Select media/ ICT based resources Develop assessment tools Revise instruction Implement instruction

10. Goals vs objectives Goals General statements of desired learning outcomes; can be found in syllabi Objectives Are for specific lessons targeted to specific groups of students Should be observable/assessable to guide lesson planning

11. Stating objectives ABCD model A udience : what level/ability/etc. B ehavior : observable verbs (see https://seaver.pepperdine.edu/cte/content/Blooms-Taxonomy-Action-Verbs.pdf ) C onditions : what circumstances D egree : how well

12. Good objective Given a bar, line, or circle graph, the seventh-grade mathematics students will be able to verbally present all the statistical or numerical information shown on the graph with 100% accuracy. Audience Behaviour Condition Degree

13. Bad objective Mathematics students will understand how to interpret a bar chart accurately. What level? How do you know they “understand”? All of the time? Half the time?

14. Critique the following SIOs Students should be able to: do individual mind mapping brainstorm for ideas with a partner within the group gather information on the web for life during the Japanese Occupation in Singapore

15. Reference https://seaver.pepperdine.edu/cte/content/Blooms-Taxonomy-Action-Verbs.pdf For some observable and measurable verbs based on Bloom’s taxonomy