Assumed knowledge

Effective teaching involves acquiring relevant knowledge about learners and using
that knowledge to inform our course design and classroom teaching.
When we teach, we do not just teach
the content, we teach learners the content. A variety of learner
characteristics can affect learning. For example, learners’ cultural and
generational backgrounds influence how they see the world disciplinary backgrounds
lead learners to approach problems in different ways; and learners’ prior knowledge
(both accurate and inaccurate aspects) shapes new learning.

The teachers work of facilitating learners' learning never ends. In order to

facilitate learning, one of the fundamental principles a teacher must employ is
understanding learners’ prior knowledge. Learners build on what they already know
and have come to understand through formal and informal experiences. People develop
attitudes and beliefs as they progress through life. For the teacher, it is
important to assess such prior knowledge or attitudes and beliefs very early before
the lesson since the knowledge learners possess may either promote or hinder their
learning. It is also important to assess prior knowledge and skills early since
such information could be used to help foster learner engagement and
critical thinking in the course.

Through assessments, the teacher will come to know the extent to

which learners’ prior knowledge is accurate or inaccurate. In the
instances when prior knowledge is inaccurate, teacher will need
to spend some time helping learners to come to terms with their misconceptions
before they can go on to help the learners build new knowledge. Again, the ease or
difficulty of such a task will lie in learners’ making a conscious or unconscious
decision to hold on to such misconceptions. In such a case, the inadequate and
inaccurate prior knowledge will tend to hinder learning. Therefore, the teacher
must assess and understand the extent and nature of learners’ prior knowledge and
skills for effective teaching and learning.

Objectives
. Objectives To identify the objectives that you hope your students
will achieve in the tasks that will engage them in the learning
process. objectives are behavioral in nature and are specific to
performance. Objectives tell what you will be observing in student
performance and describe criteria by which you can measure
performance against. In many way, objectives represent
indicators of performance that tell you, the teacher, to what
extent a student is progressing in any given task. Instructional
objectives can start with. A "given" that describes a condition
that enables your students to perform any given task. A "given"
could be any activity, a specific set of direction ,materials needed
to perform a task, any assignment, for anything that set up a
condition for students to engage in the task being observed and
measure for performance. The heart of the objective is the task
that the student is expected to perform. it is probably one of the
most important part of the lesson plan because it is student
centered and outcome based. Objectives can range form easy to
hard tasks depending on student abilities.
Bloom's Taxonomy
refers to a hierarchy of question stems that teachers use to guide
their students through the learning process. The Bloom's taxonomy
model is defined in three parts or domains which guide the teacher in objective
setting. The three domains are Cognitive domain, which deals intellectual
capability thus knowledge and thinking. Affective Domain, an aspect of the model
which deals with emotions,feelings and behaviour whereas the last domain being
Psychomotor domain that deals with manual and physical skills.
Your objective should be SMART: specific, measurable, attainable,
relevant, and time-bound.

Content
Content The teacher must list the important facts, key concepts,
skills, or key vocabulary terms that you intend to cover. You can
also prepare an outline with key learning outcomes. Remember to
refer to your curriculum guides.
Materials
"Teaching materials" is a generic term used to describe the
resources teachers use to deliver instruction. Teaching
materials can support student learning and increase
student success. Ideally, the teaching materials will be
tailored to the content in which they're being used, to the
students in whose class they are being used, and the
teacher. Teaching materials come in many shapes and
sizes, for example charts, workcards, powerpoint, realia and many others, they
all have the common ability to support
student learning. n addition to supporting learning more generally, learning
materials
can assist teachers in an important professional duty: the
differentiation of instruction. Differentiation of instruction is the
tailoring of lessons and instruction to the different learning styles and
capacities within your classroom. Learning materials such as
worksheets, group activity instructions, games, or homework
assignments all allow you to modify assignments to best activate each
individual student's learning style.red: Teachers should list any handouts
and technology equipment that is required. Use of a
template like this may be helpful in planning to reserve
any media equipment in advance that might be needed
for the lesson.

Duration