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Lesson Planning NATURE/OBJECTIVE

Lesson planning

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Lesson PlanningNATURE/OBJECTIVE

BASIC CONCEPTS IN WRITING EDUCATIONAL OBJECTIVES

The following should be considered in writing lesson plans:

1. Who are to perform? (E.G., The students)

2. Actual behaviour to be performed is normally found in keywords like “discuss,” “identity,” “distinguish,” “develop,” “illustrate,” and “perform.”

3. What performances should be evaluated? ( e.g., essay and poetry writing, and critical analysis of a story)

4. What are the conditions under which the behavior is to be performed? (e.g., a 1 – hour exam, an oral exam, or a recitation for 30 minutes)

5. What is the standard for evaluating the success or the achievement of an evaluative objective? ( e.g., 90% of the class got at least 9 correct answers out of 10 questions.)

Sample Format Of A Lesson Plan

Date:_________________ Subject/Grade Level: ______________Behavioral Objectives: Cognitive: _______________________________________________________ Psychomotor: ____________________________________________________ Affective: _______________________________________________________Learning Resources (e.g., books, references, page numbers) ___________________Subject Matter _______________________________________________________Motivation (e.g., singing, dancing, question and answer, or writing lyrics of song)__________________________________________________________________

Format A Lesson Plan

Strategy can be in the form of a lecture, group discussion, film showing, or computer-aided instruction.

Boardwork, exercises, and group activities must be written explicitly in the lesson plan. The generalization must be done by learners based on logical questions of the teacher. Meanwhile, the evaluation must be formative based on the lesson for the day.

Keywords In Bloom’s Taxonomy Of Educational Objectives

Taxonomy Classification Examples of Infinitives

Reflex movements To flex, stretch, straighten, lengthen, shorten, and relax

Fundamental movements To crawl, creep, slide, walk, jump, grasp, reach, support, tighten, handle, and begin to draw

Perceptual Activities To catch, bounce, eat, write, balance, bend, draw from memory, distinguish by touching, and explore

Physical activities To endure, improve, increase, stop and start, move precisely, and touch

Skilled movements(complex response)

To waltz, type, play the piano, skate, juggle, paint, dive, and play golf

Non-discursive communication(organization)

To gesture, stand, sit gracefully, dance, perform, play, paint, and design skilfully

Origination To create new movements for a dance

Psychomotor domain