1. Lesson Planning (2)
(A.E.T. Wk 11)

2. Aim
To introduce learners to the written lesson plan; what should be included and how it should be structured

3. Learning Outcomes Explain the purpose of a lesson plan
List the contents of a lesson plan
Identify effective practice in writing aims and learning outcomes
Complete a sample lesson plan and justify approaches taken to meet needs of learners

4. Purpose of a lesson plan
Provide lesson with a structure
Allows other teachers to deliver the session
Define learning outcomes and consider resources available
Provide approximate timings

5. Scheme of Work Who sessions are for (who) Aim of sessions (why)
Learning outcomes (what)
Dates and times (when)
Venue (where)
Activities, resources, assessment (how)

6. Aim Brief statement of what the lesson is intended to achieve
Tells us more than just the title of the lesson, but doesn’t go into detail
Focuses on what the teacher intends to achieve as opposed to what the learners will achieve

7. Learning Outcomes
Statements of what the learners should be able to do (or do better) as a result of the lesson
Timescale introduced
A specific learning outcome is a statement of learner behaviour which is observable and therefore measurable
Should be S.M.A.R.T.
Should consider Domains of Learning

8. Learning Domains Cognitive Affective Psychomotor
Introduce domains – head, hands, heart (to help remember)

9. Bloom’s Taxonomy (cognitive)
Evaluation
Synthesis
Analysis
Application
Understanding
Knowledge – recall of information
Understanding – understanding of meaning
Application – making use of information
Analysis – taking apart, identification of different components
Synthethis – putting together, relating knowledge from different areas, drawing conclusions
Evaluation – judging outcomes, making choices on reasoned judgement
Knowledge

10. Bloom’s Taxonomy (revised)
Create
Evaluate
Analyse
Apply
Understand
Remember – retrieve relevant knowledge
Understand – construct meaning from instructional messages
Apply – carry out or use a procedure in a given situation
Analyse – break material into constituent parts & determine how parts related to one another & to an overall structure or purpose
Evaluate – Make judgements based on criteria & standards
Create – put elements together to form a coherent whole, reorganise into a new pattern or structure
Remember
Anderson & Krathwohl (2001)

11. Dave’s Taxonomy (psychomotor)
Naturalisation
Articulation
Precision
Manipulation
Imitation
Imitation – observes skills and tries to repeat it
Manipulation – performs skill according to instruction rather than observation
Precision – reproduces a skill with accuracy, proportion and exactness. Usually performed independent of original source
Articulation – combines one or more skills in sequence with harmony and consistency
Naturalisation – completes one or more skills with ease and becomes automatic

12. Ask yourself … What am I doing? Why am I doing this?
Where is the learning?