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Lesson Planning: Domains & Outcomes

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by

Abigail Thomasson

on 2 October 2014

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Transcript of Lesson Planning: Domains & Outcomes

Lesson Planning:
Domains and outcomes

Conclusion
Thank you for your attention!
Journal Task - reflect on usefulness of Blooms (1965) Domains and Taxonomies

Homework - Additional reading on the theories of Andragogy (Knowles, 1984) and Pedagogy (Piaget, 1896)
And one more thing...
1. 'What is the difference between an outcome and an objective? (Class Activity)

2. Write two outcomes (Peer checks and reflection)

3. Differentiate our outcomes (are they really outcomes? or were they really an objective?)
Today's Lesson Outcomes
Task
Task
Evaluate your own and another s micro teach.

Create two learning outcomes for your next lesson or mini teach.

Propose seven strategies to use in future lessons that will improve classroom management.
Deliver your 10 min micro teach
Extension Task
Working alone, complete the objective/outcome/domain check sheet.
Task
Complete a graphic organiser of the three domains and levels as a team.
Break (10 mins)
Benjamin Bloom's (1956) Learning Taxonomies

Cognitive: mental skills (Knowledge)

Affective: growth in feelings or emotional areas (Attitude)

Psychomotor: manual or physical skills (Skills)
Task:
With a partner, write out the cognitive taxonomy onto the post-it notes provided.

Extension: with a different colour, can you explain how each level differs from the last?
Task:
With a partner, write out the affective taxonomy onto the post-it notes provided.

Extension: with a different colour, can you explain how each level differs from the last?
Task:
With a partner, can you write out the Psychomotor taxonomy onto the post-it notes provided?

Extension: Using a different colour, can you explain how each level differs from the last?
Classroom Management Ideas:
'Outstanding = Student's attitudes to learning are exemplary'
ALWAYS promote courtesy and be polite
ALWAYS uphold collaboration and cooperation no matter what. Be assertive with those who hamper peer-to-peer learning.
ALWAYS follow a systematic, consistently applied approach to behaviour management.
NEVER allow a lesson to proceed with any kind of interruption.

SWEAT THE SMALL STUFF
Morrison McGill (2013)
Other Managment Ideas:
Control entry into the classroom
Set boundaries early
Create routines
Snappy Starters and Smiley Faces
Working group plans
Challenging tasks
Assertive discipline
Assertive Responses:
Two clear components -
Communication of disapproval
Statement of what the learner is to do

'I want you to stop shouting out and raise your hand'

'I do not allow texting in my classroom; now put your phone away'
Pledge:
What three management techniques will you apply to your lessons starting this week?

Write them down in your notes or journal, sign and date it...then share your pledge with the person next to you.
What? So What? Now What?
Full transcript