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Bloom's taxonomy is a framework for categorizing educational goals, developed by a committee of educators chaired by Benjamin Bloom in 1956. It was first introduced in the publication Taxonomy of Educational Objectives: The Classification of Educational Goals.
A lesson plan is envisaged as a blue print, guide map for action, a comprehensive chart of classroom teaching-learning activities, an elastic but systematic approach for the teaching of concepts, skills and attitudes. The first thing for setting a lesson plan is to create an objective, that is, a statement of purpose for the whole lesson.
Usually an educational objective relates to gaining an ability, a skill, some knowledge, a new attitude etc. rather than having merely completed a given task. Since the achievement of objectives usually takes place during the course and the aims look forward into the student's career and life beyond the course one can expect the aims of a ...
An objective is a small goal that needs to be met on the way to fulfilling the larger course outcome or goal. A typical course will have four to five objectives that focus the various learning activities.
In a study of the experience of students in a teacher education program, Colmenares and Jarvie [5] found that the "stuckness" students encountered in the process of becoming a teacher, particularly when trying to enact social justice practices, could be understood as affective.
An outline or plan that guides teaching of a lesson; includes the following: pre-assessment of class; aims and objectives; warm-up and review; engagement, study, activation of language (controlled, guided and free practice); and assessment of lesson. A good lesson plan describes procedures for student motivation and practice activities, and ...
Educational aims and objectives – Desired result of an educational process; Mastery learning – Instructional strategy and educational philosophy; Learning standards – standards that determine which skills and knowledge students of a particular grade should have acquired
Appropriate lesson design. student fluency level is reflected; evidence of scaffolding; listening and speaking activities precede reading and writing activities; reading assignments include prereading, during reading, postreading activities; writing activities preceded by pre-writing; vocabulary emphasis; use of cooperative learning groups
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