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Lesson Planning and Lesson Plan Ideas ( Dr. Bob Kizlik) Updated, 2017
Lesson planning…who needs it? Well, maybe you do! Lesson planning is a special skill that is learned in much the same way as other skills. It is one thing to surf the Net and retrieve lesson plans from other sites. It is quite another thing to have the skill to develop your own lesson plans.
Think of a lesson plan as a way of communicating. Lesson plans also help new or inexperienced teachers organize content, materials, and methods. When you are learning the craft of teaching, organizing your subject-matter content via lesson plans is fundamental
. Teachers create lesson plans to communicate their instructional activities regarding specific subject-matter. Almost all lesson plans developed by teachers contain student learning objectives, instructional procedures, the required materials, and some written description of how the students will be evaluated. Many experienced teachers often reduce lesson plans to a mental map or short outline. New teachers, however, usually find detailed lesson plans to be indispensable. Learn to write good lesson plans – it is a skill that will serve you well as a teacher.
Definitions of Behavioral Verbs for Learning Objectives (Dr. Bob Kizlik) Updated July 7, 2012
Behavioral verbs are the heart of learning objectives and lesson plans. They are, if used effectively, the best way to indicate, and communicate to others, specific, observable student behavior. Behavioral verbs describe an observable product or action. Inferences about student learning can be made on the basis of what a student does or produces. The following verbs and their definitions can be helpful when composing behavioral objectives.. See examples of these verbs used in specific content areas,
APPLY A RULE: To state a rule as it applies to a situation, object or event that is being analyzed. The statement must convey analysis of a problem situation and/or its solution, together with the name or statement of the rule that was applied.
CLASSIFY: To place objects, words, or situations into categories according to defined criteria for each category. The criteria must be made known to the student.
COMPOSE: To formulate a composition in written, spoken, musical or artistic form.
CONSTRUCT: To make a drawing, structure, or model that identifies a designated object or set of conditions.
DEFINE: To stipulate the requirements for inclusion of an object, word, or situation in a category or class. Elements of one or both of the following must be included: (1) The characteristics of the words, objects, or situations that are included in the class or category. (2) The characteristics of the words, objects, or situations that are excluded in the class or category. To define is to set up criteria for classification.
DEMONSTRATE: The student performs the operations necessary for the application of an instrument, model, device, or implement. NOTE: There is a temptation to use demonstrate in objectives such as, “the student will demonstrate his knowledge of vowel sounds.” As the verb is defined, this is improper use of it.
DESCRIBE: To name all of the necessary categories of objects, object properties, or event properties that are relevant to the description of a designated situation. The objective is of the form, “The student will describe this order, object, or event,” and does not limit the categories that may be used in mentioning them. Specific or categorical limitations, if any, are to be given in the performance standards of each objective.
DIAGRAM: To construct a drawing with labels and with a specified organization or structure to demonstrate knowledge of that organization or structure. Graphic charting and mapping are types of diagramming, and these terms may be used where more exact communication of the structure of the situation and response is desired.
DISTINGUISH: To identify under conditions when only two contrasting identifications are involved for each response.
ESTIMATE: To assess the dimension of an object, series of objects, event or condition without applying a standard scale or measuring device. Logical techniques of estimation, such as are involved in mathematical interpolation, may be used. See MEASURE.
EVALUATE: To classify objects, situations, people, conditions, etc., according to defined criteria of quality. Indication of quality must be given in the defined criteria of each class category. Evaluation differs from general classification only in this respect.