Lesson Plan Design & Bloom’s Taxonomy

1. Lesson Plan Design & Bloom’s Taxonomy KaumudiNagaraju, EnhanceEdu

2. Agenda • Objectives • Lesson Plan • Purpose • Elements of a good lesson plan • Bloom’s Taxonomy – it’s relevance • Presenting the lesson plan • Reflecting on it • Common mistakes • Activity

3. Objectives of this session By the end of the session, participants should be able to: • Understand lesson plan design and it’s elements • Appreciate the usage of lesson plan in the classroom • Understand Bloom’s Taxonomy & its application to classroom • Create learning objectives using Bloom’s Taxonomy

5. Lesson Plan • Purpose • Elements of a good lesson plan • Bloom’s Taxonomy – it’s relevance • Presenting the lesson plan • Reflecting on the lesson plan • Common mistakes • Activity

6. Purpose

7. Elements of a good lesson plan Information about the learners Outline learner objectives Develop the introduction Plan the specific learning activities (the main body of the lesson) Develop a conclusion and a preview Assess understanding

8. Elements of a lesson plan: Information about learners

9. Elements of a lesson plan: Outline Learner Objectives “Begin with the end in mind” - Stephen Covey

10. Why Learner Objectives? Facilitate course development through objective-directed planning Guide the development of instructional activities Guide the development of assessments and evaluations Inform students of the expectations of course

11. “The mind is not a vessel to be filled, but a fire to be ignited” - Plutarch Bloom’s Taxonomy

12. Bloom’s Taxonomy • Goals of the educational process • Three domains of educational activities: • Cognitive • Affective • Psychomotor

13. Bloom’s Taxonomy – Cognitive Domain Evaluation Synthesis Analysis Application Comprehension Knowledge

14. New Terms Original Terms Creating Evaluation Evaluating Synthesis Analysis Analyzing Application Applying Comprehension Understanding Knowledge Remembering

15. Bloom’s Taxonomy - Revised Creating Evaluating Analyzing Applying Understanding Remembering

16. Bloom’s Taxonomy – Remembering • The participant should be able to name the authors of Switch • The participant should get acquainted with Educational Taxonomies and know about Bloom’s Taxonomy • The participant should know the styles in the VAK model

17. Bloom’s Taxonomy – Understanding • The participant should be able to understand Switch framework • The participant should understand Bloom’s Taxonomy • The participant should be able to explain the VAK model in his/her own words

18. Bloom’s Taxonomy – Applying • The participant should be able to apply Switch to a real life situation • The participant should be able to apply principles of Bloom’s Taxonomy to write learning objectives for a specific concept • The participant should be able to apply VAK model in developing teaching/learning activities

19. Bloom’s Taxonomy – Analyzing • The participant should be able to explain importance of each step in Switch and how do they collectively help in bringing about change • The participant should be able to analyze Bloom’s Taxonomy, its structure and relation between different levels • The participant should be able to analyze the VAK model

20. Bloom’s Taxonomy - Evaluating • The participant should be able to evaluate the effectiveness of Switch in bringing about change • The participant should be able to understand the effectiveness of Bloom’s Taxonomy in improving higher order thinking skills • The participant should be able to explain and justify how Bloom’s Taxonomy is applicable/not applicable to a particular concept • The participant should be able to choose between different theories on learner styles

21. Bloom’s Taxonomy - Creating • The participant should be able to suggest changes to Switch framework • The participant should be able to suggest modifications to the Bloom’s Taxonomy or come up with a new educational taxonomy • The participant should be able to suggest changes to VAK model or propose a new model

22. Elements of a lesson plan: Develop Introduction Check the familiarity of the topic Develop creative introduction

23. Elements of a lesson plan: Plan specific learning activities

24. Elements of a lesson plan: Develop a conclusion & a preview

25. Elements of a lesson plan: Assess understanding

26. Bloom’s Taxonomy – Remembering LO • The participant should be able to name the authors of Switch • The participant should get acquainted with Educational Taxonomies and know about Bloom’s Taxonomy • The participant should know the styles in the VAK model

27. Bloom’s Taxonomy – Remembering • Who are the authors of “Switch”? • What are Educational Taxonomies? • List the 6 levels of Bloom’s Taxonomy • Name the learner styles in the VAK model

28. Bloom’s Taxonomy – Understanding LO • The participant should be able to understand Switch framework • The participant should understand Bloom’s Taxonomy • The participant should be able to explain the VAK model in his/her own words

29. Bloom’s Taxonomy – Understanding • Explain the meaning of “Direct the rider” in Switch • Describe the higher order thinking skills in Bloom’s Taxonomy • Summarize the VAK model

30. Bloom’s Taxonomy – Applying LO • The participant should be able to apply Switch to a real life situation • The participant should be able to apply principles of Bloom’s Taxonomy to write learning objectives for a specific concept • The participant should be able to apply VAK model in developing teaching/learning activities

31. Bloom’s Taxonomy – Applying • Consider a quality that you would like to change in yourself and explain how Switch can be applied to make the change happen • Apply Bloom’s Taxonomy to a topic of your choice and write learner objectives • Illustrate how VAK model can be used in developing teaching/learning activities

32. Bloom’s Taxonomy – Analyzing LO • The participant should be able to explain importance of each step in Switch and how do they collectively help in bringing about change • The participant should be able to analyze Bloom’s Taxonomy, its structure and relation between different levels • The participant should be able to analyze the VAK model

33. Bloom’s Taxonomy – Analyzing • Analyze each step in Switch. Explain why each step is important in bringing about change • Analyze the structure of Bloom’s taxonomy and relation between different levels • Separate different styles in the VAK model

34. Bloom’s Taxonomy - Evaluating LO • The participant should be able to evaluate the effectiveness of Switch in bringing about change • The participant should be able to understand the effectiveness of Bloom’s Taxonomy in improving higher order thinking skills • The participant should be able to explain and justify how Bloom’s Taxonomy is applicable/not applicable to a particular concept • The participant should be able to choose between different theories on learner styles

35. Bloom’s Taxonomy – Evaluating • Do you think Switch covers all aspects of bringing about change? Justify your answer • Measure the effectiveness of Bloom’s Taxonomy in improving higher order thinking skills • Is Bloom’s Taxonomy applicable to all concepts? Justify • In your opinion, which theory of learner styles is applicable for your classroom? Why?

36. Bloom’s Taxonomy - Creating LO • The participant should be able to suggest changes to Switch framework • The participant should be able to suggest modifications to the Bloom’s Taxonomy or come up with a new educational taxonomy • The participant should be able to suggest changes to VAK model or propose a new model

37. Bloom’s Taxonomy – Creating • What changes do you suggest to the Switch framework to make it more effective? • Do you suggest any modifications to Bloom’s Taxonomy? • With your experience as a teacher and having knowledge of theories on learner styles would you suggest any modifications to any of the existing models or create a new model?

38. Presenting a lesson plan • Share lesson plan with students • write brief agenda on the board • Tell students explicitly what they will be learning • Provide handout of learning objectives for the class • Keeps them more engaged and on track

39. Reflecting on a lesson plan • Lesson plan may not work as expected • Spend a few minutes after each class • What worked well and why • What could have done differently • Plan for additional feedback • Helps in adjusting to the contingencies of the classroom

40. Common mistakes Poorly written objectives lead to faulty inferences Lesson assessment not connected with behavior indicated in the objective Prerequisites not specified or inconsistent with lesson requirements The materials specified in the lesson irrelevant to those described in learning activities Teacher’s instructions inefficient Students activities do not contribute effectively to lesson objective

41. Now it’s your turn… Create 6 lesson objectives for topic of your choice Each objective must involve a different level of Bloom’s Taxonomy You have 15 minutes Be prepared to share your objectives with the group

42. Thank You