2. ELABORATION OF A LESSON
PLAN
Daniel Sineus
Presentation Date: June 19 and 20,
2013
WORKSHOP
3. Objectives
Getting to know the components of a lesson plan
and be able to write one
Redesigning instructions through the lesson plan
Reasoning teaching and assessment methods
4. Overview
Lesson Plan
A. Elements of Thoughts
B. Outline of a lesson plan
C. Teaching approaches from CT perspective
D. Bloom’s Taxonomy
E. Assessments
6. Critical Thinking
Critical Thinking is that mode of thinking —
about any subject, content, or problem — in
which the thinker improves the quality of his or
her thinking by skillfully analyzing, assessing,
and reconstructing it. Critical thinking is self-directed,
self-disciplined, self-monitored, and
self-corrective thinking. It presupposes assent to
rigorous standards of excellence and mindful
command of their use. It entails effective
communication and problem-solving abilities,
as well as a commitment to overcome our
native egocentrism and sociocentrism.
9. Delimitation of the Topic
Lesson plan from a procedural
teaching perspective
ELEMENTS to focus on
OBJECTIVES
CONCEPTS
TEACHING
ACTIVITIES/STRATE
GIES
STUDENT
ASSESSMENTS
Lesson plan from a CT
perspective
ELEMENTS to focus on
OBJECTIVES
TEACHING ACTIVITIES
STUDENTS ASSESSMENT
STUDENT-TEACHER RELATIONSHIP
10. The ABCD Model for writing objectives
• Describes the intended learner of the instruction
• Often the audience is identified only in the 1st level of
objective because of redundancy
AUDIENCE
• Describes learner capability
• Demonstration of knowledge or skills in any of the
domains of learning: cognitive, psychomotor or affective.
BEHAVIOR
• Equipments or tools that may (or may not) be utilized in
completion of the behavior
• Environmental conditions may also be included
CONDITION
Degree: Describe the minimum criteria for acceptable
student performance.
11. Phrases/words of ABCD Model of
Writing Objectives
A: The
Students/participants/C
olleagues/teaching Staff
B: Should/will be able to
C: given some handouts
about/ a set of vocabulary/
given access to the
internet,
D: Without error/ 9 times
out of 10 times, within 60
seconds
ABCD
OBJECTIVES
12. Let’s try this activity together
Identify the different parts of an ABCD
Objective
Given a standard sentence, the E010 students
should be able to identify the noun and verb without
error.
The EMT-B participant in this pediatric workshop
should be able to identify at least 4 warning signs of
possible child abuse from a family member’s
interview that contains 5 warning signs.
14. Teaching Strategies
Active Learning
Inclusive Learning
Case Based-Teaching
Discussion-Based
Teaching
Group Work or Team Work
Mediative Teaching
Collaborative Teaching
Scaffolding
17. Three Types of Learning/Domains
of learning or activites
Cognitive: Mental Skills (Knowledge). The cognitive
domain involves knowledge and the development of
intellectual skills (Bloom, 1956).
Affective: growth in feelings or emotional areas (Attitude
or self). The affective domain (Krathwohl, Bloom, Masia,
1973) includes the manner in which we deal with things
emotionally, such as feelings, values, appreciation,
enthusiasm, motivation, and attitudes.
Psychomotor: The psychomotor domain (Simpson, 1972)
includes physical movement, coordination, and use of the
motor-skill areas. Development of these skills requires
practice and is measured in terms of speed, precision,
distance, procedures, or techniques in execution.
23. Traditional Methods
Tests/exams (usually done at the end of a unit
of study or at the completion of a semester or
academic year)
Quizzes (usually weekly or even daily)
Pop-quizzes (given without warning)
Term papers/Reports/Research projects
(usually assigned only in “higher ability”
classes; student researches a topic or person)
24. Pros and Cons
Advantages (+)
More questions can be asked
in little time
Scoring is easier, more
accurate
Greater content sampling
(multiple-choice tests)
Can measure higher mental
processes
Some (for example, essays)
can measure writing ability
Disadvantages (-)
Higher mental processes are
more difficult to measure in
certain kinds
Encourages rote
memorization
Encourages guessing
Can neglect writing ability
If essay, poor content
sampling, unreliable
scoring, encourages bluffing
27. Product-Based Assessment
Assessment that requires a concrete end result
Some examples:
Posters
Art
Exhibit
Music
Poetry
Role-playing
Video
28. Authentic Assessment
Methods of assessing student achievement or
performance that are as close to real-life
situations as possible.
Students are asked to apply knowledge and/or
skills.
Usually have a higher rate of completion and
student involvement. The incidence of cheating
is also greatly reduced.
29. 3…2…1…
What are 3 things you learned today?
What are 2 things you would like to know more
about?
1 thing you plan to change in your teaching or
evaluation of students?
