Methods of Teaching

 
l
write learning goals for both knowledge and understanding that can be confirmed
through assessment
 
l
differentiate formative assessment from summative assessment and give two
examples of formative assessment
 
l
describe how to create one example of low- or no-cost instructional material.
 
l
be able to create a lesson plan that includes learning objectives, assessments, and a
teaching sequence
 
l
identify major changes in personal theories of teaching and learning that occurred
during this course.
Handouts 
• Handout 8 ‘Learning Goals vs. Activities and Assignments’
• Handout 9 ‘The Concept of Formative Assessment’
Week 12: Sources of knowledge for 
designing lessons
Sub-topics
• Learning principles
• Pakistan’s primary school curriculum
• Definitions of standards, goals, and objectives
• Examples of standards, goals, and objectives
• Bloom’s Taxonomy of Educational Goals and Objectives 

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68
UNIT 1
UNIT 4
UNIT 5
UNIT 3
UNIT 6
UNIT 2
UNIT 7
ASSOCIATE DEGREE IN EDUCATION/B.ED. (HONS) ELEMENTARY
NOTE TO FACULTY: The purpose of this unit is to give Student Teachers the opportunity to 
practise creating a lesson plan. At this stage, the plans they write will be underdeveloped 
and imperfect. This is to be expected. Good planning takes practice and Student Teachers 
are just beginning that process. 
Week 12, session 1 has two purposes: to introduce Student Teachers to the national 
curriculum and to Bloom’s Taxonomy. First, the introduction to the National Curriculum 
(2006) and to Pakistan’s Learning Standards for Primary School Students will help Student 
Teachers understand the origins of required topics for which they must plan lessons. 
Second, the introduction to Bloom’s Taxonomy of Educational Goals and Objectives will help 
Student Teachers learn how to write learning goals/objectives. Student Teachers may write a 
lesson plan on a topic of their choice from the broad topic ‘nutrition’ in the class 4 General 
Science Curriculum. Approximately 25 minutes in class can be allocated to introducing 
Bloom’s Taxonomy. The discussion should emphasize the difference between lower-order 
thinking skills (knowledge, comprehension, and application) and higher-order thinking skills 
(analysis, evaluation, and synthesis). Remind Student Teachers that they are supposed to 
write objectives that require both lower- and higher-order thinking skills. 
Try to obtain a copy of the General Science Curriculum, and using either transparencies 
and an overhead projector or a PowerPoint presentation, show the class 4 General 
Science Curriculum focusing on nutrition. Do the same for the Learning Standards for 
primary school children. 
Week 12, session 2 is described below.
Study the lesson plan formats and sample lesson plans from Unit 3 during week 12, 
session 3. Focus on the activities and materials that are the roadmap between objec-
tives and assessment. Notice whether a lesson has objectives and an evaluation plan. 
For those that do, critique these elements of the plan.
Week 12, session 2 lesson