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A Lesson Planning Framework2.Do

This document outlines the five essential elements of a well-planned lesson: 1) the content standard which describes broad learning goals, 2) a learning objective stating what students will be able to do, 3) an assessment to measure student learning, 4) instructional activities for students to meet the objectives, and 5) necessary materials. It also provides examples for writing learning objectives using Bloom's Taxonomy and questions for teachers to consider when planning lessons to reflect learning styles, higher-order thinking, and diversity.

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El Hussein
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26 views

A Lesson Planning Framework2.Do

This document outlines the five essential elements of a well-planned lesson: 1) the content standard which describes broad learning goals, 2) a learning objective stating what students will be able to do, 3) an assessment to measure student learning, 4) instructional activities for students to meet the objectives, and 5) necessary materials. It also provides examples for writing learning objectives using Bloom's Taxonomy and questions for teachers to consider when planning lessons to reflect learning styles, higher-order thinking, and diversity.

Uploaded by

El Hussein
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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A Lesson Planning Framework

Well-planned lessons contain five essential elements which must be thoughtfully


prepared by the instructor. These five elements are described below.

Content Standard
Standards are broad learning goals. They are typically listed by content area and grade
level. Use the appropriate standard for your content area or school--national, state or
district. North Dakota Content Standards can be found at
http://www.dpi.state.nd.us/standard/content.shtm

Learning Objective
A learning objective is a statement of intended accomplishments to be made by the
students; it is what the students will be able to do as a result of the instructional activity.
They are student-centered in nature and written, The students will Objectives are
derived from content standards.
Here are some samples:

The students will work in pairs to complete ten math problems.


The students will listen to a lecture on photosynthesis.
The students will understand photosynthesis.

The students will offer opinions about the atmospheric level of ozone. (Cognitive
Domain: analysis)
The students will respond attentively to their peers presentations. (affective domain/
Cognitive Domain: evaluation)

The students will define the process of photosynthesis. (Cognitive Domain: knowledge)
The students will summarize the passages read about the Civil War. (Cognitive Domain:
Comprehension)
The students will create models of DNA. (Cognitive Domain: Application)
The students will compose an alternative proposal for the water conservation program
currently in place. (Cognitive Domain: Synthesis)
*Hint: Use Blooms Taxonomy to guide you

Assessment
Simply stated, assessment is the measurement of learning. There are two general types of
assessment, formative (on-going and frequentdone to help instructor plan instruction
based on the needs of the learners) and summative (an overall measurement of learning at
the conclusion of an instructional unit). Both types of assessment do not need to be
included in every lesson plan, but each plan needs as assessment, formal or informal, to
determine if the lesson objective has been met. (Observation and checklist, selfevaluation, quiz, learning guide, analytic rubric)

Activities
The activities are instructional experiences that will allow the learner to meet the learning
objectives. These activities may range from teacher-directed activities such as lecture
and discussion to student-centered, hands-on activities such as completing a lab
experiment.

Materials
Materials are resources the teacher and learners will need to successfully complete the
learning activities and assessments. These items can include handouts, audio-visual
equipment, overheads, post-it notes, etc.
In addition to these five essential elements, there are other considerations teachers make
in creating effective lessons. Use the following questions to prompt your thinking as you
plan:
1) How does this lesson reflect your knowledge of learning styles/intelligences? Are
students with various learning styles/intelligences having their learning needs
met? What evidence do you have of this?

2) In what ways does this lesson stimulate higher order thinking? What evidence do
you have that all students are thinking beyond knowledge and comprehension?

3) In what ways does this lesson reflect your appreciation of human diversity?
(exceptionality, language, socioeconomic status, culture, family and community
values)

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