Unit 4

PLANNING AND ASSESSING

LESSONS
 Lesson: a learning event in which all the
activities are orchestrated to serve one
central pedagogic aim (Nesamalar
Chitravelu,Saratha Sithamparam & The Soo
Choon, 2005)
Most lessons have a beginning, a middle and
an end.
Why is lesson planning important?
Teacher weighs various options available and
make choices before the lesson is done
LP acts as a route map
Preparation of software, hardware and
learning materials.
A record of work done.
 Consider the following in planning
lessons:
a) The general and specific objectives-A,B,C,D
b) Students characteristics- learning styles, MI
c) Previous knowledge-language and content
knowledge
d) Tasks-learning activities
e) Materials-selection of materials and
presentation mode.
f) Language requirements of task/activity
opportunities for language practice
g) Time: when, allocation for each task
h) Amount and type of student-teacher
participation- amount of teacher talk vs
student talk
i) Balance in allocation of time: more time for
interaction and production ?
j) Sequence and grading of activities: easy to
difficult, concrete to abstract
 A,B,C,D of learning objectives
A:
B:
C:
D:
1. A-audience
The students for whom the objective is intended.
e.g. The students will be able
to
2. 2) B behaviour expected
Should be written with verbs that are measurable
action verbs
3) C condition
The setting in which the behaviour will be
demonstrated by student and observed by teacher
4) D degree of expected performance
Assessment of student learning
5 out of 10 or 15%
 Classifying objectives
1. Cognitive Domain mental objectives from
low to high level
2. Affective Domain involves attitudes,
feelings and values range from lower level of
acquisition to highest level of internalization
& action
3. Psychomotor Domain ranges from simple
manipulation of ideas to highest level of
creative performance
Blooms Taxonomy of Learning
 Verbs
Level Verb
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
 Knowledge
The ability to recognize and recall Action Words:
information Choose
Complete
List
Define
Describe
Outline
List
Locate
Match
Name
Indicate
State
Select
Recognize
Identify
Recall
 Comprehension
Includes the ability to translate, explain or Action Verbs:
interpret knowledge & to extrapolate Change
from it to address new situation
Classify
Convert
Defend
Describe
Translate
Estimate
Expand
Explain
Generalize
Infer
Interpret
Paraphrase
Predict
Recognize
Summarize
 Application
Once learners understand Action Verbs:
information, they should be able to Apply
apply it Show
Plan
Operate
Participate
Discover
Compete
Use
Predict
Relate
Perform
Modify
Demonstrate
Develop
 Analysis
Objectives that require students Action Verbs:
to do analysis Analyze
Break down
Categorize
Clarify
Illustrate
Relate
Compare
Contrast
Debate
Deduce
Infer
Separate
Differentiate
Discriminate
Identify
Outline
 Synthesis
Objective that involve skills such Action Verbs:
as designing a plan, proposing set Arrange
of operations and describing a set Categorize
of abstract relations
Clarify
Create
Design
Develop
Formulate
Generate
Modify
Summarize
Compile
Synthesize
 Evaluation
Includes offering opinions and Action Verbs
making value judgments Argue
Assess
Compare
Support
Contrast
Criticize
Discriminate
Evaluate
Explain
Justify
Judge
 Affective Domain Hierarchy
Developed by Krathwohl, Bloom & Masia
(1964)
Consists of 6 domains:
1. Receiving
2. Responding
3. Valuing
4. Organizing
5. Internalizing
 Receiving
Being aware of the effective Action Verbs:
stimulus and beginning to Ask
have favourable feelings Choose
toward it
Describe
Differentiate
Identify
Recall
Recognize
Locate
Distinguish
 Responding
Taking an interest in the Answer
stimulus and viewing it Approve
favourably Comply
Discuss
Perform
Practice
Present
Recite
Write
Tell
 Valuing
Showing a tentative belief in Action Verbs:
the value of affective Argue
stimulus and becoming Complete
committed to it
Describe
Explain
Form
Initiate
Justify
Propose
Support
 Organizing
Placing values into a system Action Verbs:
of dominant and supporting Arrange
values Relate
Combine
Explain
Define
Generalize
Integrate
Modify
Organize
 Internalizing
Demonstrating Action Verbs:
consistent beliefs Act
and behaviour that Display
has become ways
of life Perform
Practice
Question
Revise
Solve
Verify
Proposes
 Psychomotor Domain Hierarchy

Proposed by Harrow (1977)

1. Moving involves gross motor coordination
e.g. carry, clean, locate
2. Manipulating involves fine motor
coordination
e.g. assemble, build, connect
3) Communicating involves
the communication of ideas
and feelings
e.g. analyze, ask, describe,
draw, explain & write

4) Creating represents the

students coordination of
thinking, learning and
behaving. This is the highest
level of all domains.
 Thinking Skills
1. Making associations & connections
2. Comparing & Contrasting
3. Clarifying, grouping & categorizing
4. Evaluating & sequencing
5. Identifying True or False statements
6. Identifying fact and opinion
7. Identifying bias statements
8. Identifying and giving the causes
9. Identifying the effect or
consequences, predicting
consequences
10. Generalizing
11. Making interpretations
12. Identifying the main ideas,
supporting ideas & details
13. Making summaries
14. Making decisions
15. Solving problems
 Generic components of a LP
Phase Role of teacher Role of students
I Perspective -Asks what students have learned in -Tell what theyve learned
previous lesson previously
-Previews new lesson -Respond to preview
II Stimulation -Prepares students for new activity -Relate activity to their lives
-Presents attention grabber -Respond to attention
grabber
III -Presents activity -Do activity
Instruction/ -Checks for understanding -Show understanding
Participation -Encourages involvement -Interact with others
IV Closure -Asks what students have learned -Tell what they have learned
-Previews future lessons -Give input on future lessons
V Follow-up -Presents other activities to reinforce -Do new activities
same concepts -Interact with others
-Presents opportunities for interaction
 Basic Principles of lesson planning
A good lesson:
1. shows coherence and flow
2. exhibits variety
3. Is flexible
 Procedure for planning a lesson
1. Decide on what to teach-language skills,
content
2. Decide on the general aims of the lesson
3. Deciding on specific aims or levels of
achievement
4. Decide on what circumstances learning is
best
5. Decide on the stages of the lesson
6. Decide on learning activities
7. Check for balance and variety
8. Write the lesson plan
 Evaluating LP
A form of reflection- for self-development
Success vs failure
An assessment that is formal or informal, that
you make after students have sufficient
opportunities for learning.
 Criteria for evaluating lesson
effectiveness:
a) The class seemed to be learning the material well
b) The learners were engaging with the target language
throughout
c) Learners were attentive all the time
d) The learners enjoyed the lesson and were motivated
e) The learners were active all the time
f) The lesson went according to the plan
g) The language was used communicatively throughout

Exercise: Reorder the criteria according to your priority.

 Reflection
What do you think the students actually
learned?
What tasks were most successful? Least
successful Why?
Did you finish the lesson on time?
What changes (if any) will you make in your
teaching and why (or why not)?
*Reflection is not a recount of events occurred
in your lesson.
 Exercise
Write three specific learning objectives using
verbs in Blooms Taxonomy of Learning.

At the end of the lesson, students will be able

to devise a 80-minute lesson plan to teach
writing.
At the end of the lesson, students will be able
to list at least five causes of pollution based on
the passage. `