A sample lesson planning

To be completed by the student: Student number: up681371 Unit title: Theory and practice of TESOL Assignment title: Lesson plan and Evaluation Teachinglesson plan and rationale Due date of submission:27 th April 2013 Word count (excluding pre and post matter):3257

IQAC, Thiagarajar College of Preceptors, Madurai, 2021

10. Complex Overt Response: the ability to skillfully perform complex patterns of actions. Example: Typing a report on a computer without looking at the keyboard. 11. Adaptation: the ability to modify learned skills to meet special events. Example: A designer uses plastic bottles to create a dress. 12. Origination: creating new movement patterns for a specific situation. Example: A choreographer creates a new dance routine. The ABCDs of Writing Instructional Objectives The ABCD method of writing objectives is an excellent way to structure instructional objectives. In this method, "A" is for audience, "B" is for behavior, "C" for conditions and "D" is for degree of mastery needed. The key here is to use verbs that indicate a clearly observable and measurable action. Appropriate action verbs for the cognitive, affective, and psychomotor domains are listed below. Bloom's Taxonomy of the Cognitive Domain Bloom's taxonomy of cognitive learning, originated by Benjamin Bloom and collaborators in the 1950's, describes several categories of cognitive learning.  Knowledge-Ability to recall previously learned material.  Comprehension-Ability to grasp meaning, explain, restate ideas.  Application-Ability to use learned material in new situations.  Analysis-Ability to separate material into component parts and show relationships between parts.  Synthesis-Ability to put together the separate ideas to form new whole, establish new relationships.  Evaluation-Ability to judge the worth of material against stated criteria. Revised Anderson and Krathwohl cognitive taxonomy Category Description  Remember-Ability to recall previously learned material.  Understand-Ability to grasp meaning, explain, restate ideas.  Apply-Ability to use learned material in new situations.  Analyze-Ability to separate material into component parts and show relationships between parts.  Evaluate Ability to judge the worth of material against stated criteria.  Create-Ability to put together the separate ideas to form new whole, establish new relationships.

In Proceedings of the Annual Conference on Social Sciences and Humanities , 2018

The purpose of this research is to describe the development of learning task based on students' response in lesson study activity. The arrangement of lesson plan as the steps of lesson study needs creativity and brainstorming through learning community. This research is implemented in Cell Biology course with four times lesson study activities. This research uses descriptive qualitative method. Observations, interviews and student responses to the learning task are treated as feedbacks that describe the quality of it that have been compiled in the lesson plan. There are four finding in this study i.e. 1)variation of learning task more diverse, 2)students learning community was formed through discussion activities,3) the average time spent by students in completing the learning task are varied 4) students achieve better understanding in regard of material. We conclude that student response can be used as consideration in developing and improving the quality of learning task.