A teacher-developed and teacher-created plan guides the classroom in education and learning.

Fundamentally a lesson plan is a set of statements that explain what a learner can do after

successfully completing a lesson, and these are learning goals. As a general rule, learning

goals should be concrete, measurable, and well-formulated. It is important that clear and

more clearer learning goals are provided for the validity of the lesson. Basically their reasons

for that .Of importance the act of providing lesson plans with clear objectives helps in

directing teaching and learning efforts, and informing of lesson content and activity choices

as well as evaluation strategies. On that note this essay seeks to discuss the importance of

well-defined objectives in lesson planning from teaching practice. Teaching practice,

objectives and lesson plan will be defined.

Carlgren (2019), teaching practice is an integral part of moderator training when peers are

involved in the learner's teaching. As James (2018) points out, teaching practice is the time

that learning facilitators spend at school as part of their training. For the purposes of this

essay, teaching practice is a form of integrated work learning that is described as the length of

time a learner works at a related institution to receive specific in-service training to practice

the theory.

According to Adam (2004), a learning objective is a statement about what a successful

learner should achieve at the end of an education module / learning unit or grade. According

to Blinko (2010), learning objectives are navigation tools such as GPS-in education and

learning. Thus once the destination is entered into the GPS, the device will guide the driver to

the correct destination while driving, without worrying about getting lost. Therefore, a

learning goal is an important statement that guides a teacher to achieve the expected outcome

of a planned lesson within a particular time.

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As postulated by Adam (2014) lesson planning is a necessary guide for teachers. This is to

instruct the teacher what, in what order, and how to teach the material learners deemed to

learn. According to Haynes (2017), a lesson plan is a detailed description of the teacher's

teaching process for a single lesson. The lesson plan is a document that describes specific

goals related to teaching methods and educational content (Cicek2013). In this article, the

lesson plan acts as a resource or tool for teachers to guide the learning process of their work.

Firstly well-defined goal gives the learner a clear understanding of what to learn from the

lesson in advance. Blinko (2010) states that well-defined learning outcomes eliminate the risk

of wasting time since time is precious. Basically, because one is focused, teachers do not

waste time with well-defined learning goals. In addition, well-defined learning goals reduce

unnecessary stress for the learner and direct them towards the learning goals. Basically this

marks the importance of well-defined goals in teaching and learning.

In addition, Cicek (2013) adds that well-defined learning outcomes allow learners to get clear

ideas about what to learn or achieve at the end of each class before the start of each class.

Lesson plans are as good as GPS, thus allowing learners to focus on what they need to

accomplish after the lesson and carefully monitor the progress of the lesson. In addition,

according to Haynes (2017), well-defined learning goals and outcomes emphasize what

learners and teachers should achieve accurately and more importantly from that particular

lesson as desired by learning goals stated.

Teachers also benefit from well-defined lesson goals, which simplifies lesson planning.

Hilgenheger (2013) states that learning outcomes help teachers plan lessons. Well-defined

lesson goals make it easier to plan lessons. Basically, learning outcomes give a clear idea of

what to teach and how much to plan accordingly. Therefore, well-defined goals serve as

guidelines for lesson planning. When well-defined goals are set, teachers can make the

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needed material available and allow more effectiveness of the lesson, thus enabling

achievement of set goals that are central to the lesson.

On the teacher's side, well-defined learning outcomes help select the right educational

strategy. In short, well-defined goals help teachers avoid additional content and ultimately

save time through effective and relevant learning outcomes. Moreover, as mentioned earlier,

Kim (2015) argues, well-defined goals are important in the creation and evaluation of

reviews. With well-defined learning outcomes, rating assignments are clear and easy. This

means that lesson evaluation will be easier once well-defined goals are set by the teacher.

Again, well-defined learning outcomes allow for intermediate corrections. According to

O`Bannon (2012), once the appropriate guidelines are set, simple modifications can be made

along the way, facilitating education and learning. Well defined learning outcomes ensure

that learners learn independently and come to well-prepared classes. Fundamentally with

well-defined learning outcomes there is easiness in measuring the effectiveness of the lesson.

Yes, well-designed learning goals allow teachers to measure class outcomes. On the teacher's

side, learning outcomes also play a major role in assigning assignment grades. Thus basically,

learning goals are what teachers teach when assigning grades, that is, according to the weight

of the question and thus making teaching simple.

Moreso's well-defined learning goals help teachers focus on the question of what the learner

should learn and how to deliver that content. According to Adam (2014), this means helping

to secure certification. Learning outcomes help accreditation bodies assess whether education

has achieved the mission and objectives of the school. When combining learning outcomes,

this helps to understand how the course or program is organized and what the different

processes are for assessing a learner's learning. As such well-defined learning outcomes serve

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as a kind of evidence, such as rubrics, diagrams, and graphics for the total learning goals of a

particular lesson.

Therefore, it is imperative for teachers to plan their teaching because it contains the content,

methods, activities, practices, and materials that teachers use to develop their teaching. The

basis is a defined learning goal developed by the teacher as a guide to the lesson. However,

according to Bloom (1975), the details depend on the teacher's preferences, the subject

covered, the learner's needs and curiosity. However, there may be requirements from the

school system regarding planning. Basically, a well-defined goal is a goal that gives teachers

a big picture and contains detailed information about each activity.

In summary, the term "planning" means that work is completed earlier than planned. The

lesson plan defines the goals that will be achieved by the end of the lesson. These goals

indicate and assist teachers in advancing and alerting teachers about goals they may

ultimately achieve. It also needs to be clearly defined as it helps teachers know the path to

follow. Therefore, well-defined and well-expressed learning goals are important. It gives

teachers a clear purpose to focus on their learning efforts, informs teachers, selects lesson

content and activities, and guides testing and evaluation strategies.

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 REFERENCES

Adam, S, (2014) “Using learning outcomes. A consideration of the nature, role, application
and implications for European education of employing ‘learning outcomes’ at
the local, national and international levels”, United Kingdom Bologna

Bennett, T. (2014) Seating plans: Advice and template. Available at:

https://www.tes.com/teaching-resource/seating-plans-advice-and-template-6081347
(Accessed: 14 September 2021).

Blinko, J. (2010) Lesson observation - Ofsted key indicators. Available at: h

ttps://www.ncetm.org.uk/public/files/725865/Ofsted+key+indicators.pdf (Accessed:
14 September 2021).

Carlgren, I. (2019) “Professionalism and teachers as designers.” Curriculum Studies. UK

Players Press
Cicek, V. (2013) 'Effective use of lesson plans to enhance education', International Journal
of Economy, Management and Social Sciences, 2(6), pp. 334-341.

Haynes, A. (2017) 100 ideas for lesson planning. London: Continuum International

Publishing.

Hilgenheger, N. (2013) 'Johann Friedrich Herbart', Prospects: The Quarterly Review of

Comparative Education, 23(3/4), pp. 649-664.

James, D. (2018) “The professional teachers.” Creative professional: Learning to

teach 14-19 years old. Ed. D. James. Florence: Taylor & Francis.
Kim, A. (2015) Johann Friedrich Herbart. Available at: h
http://plato.stanford.edu/entries/johann-herbart/ (Accessed: 14 September 2021).

O'Bannon, B. (2012) .What is a lesson plan? Available at: h

http://edtech2.tennessee.edu/projects/bobannon/lesson_plan.html (Accessed: 14 S
September 2021).

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