Bloom’s taxonomy was incorporated to design a lesson plan as it provides a clear, yet concise visual

depiction of educational objectives and activities (Krathwohl, 2002). Firstly, lesson opening was
designed to stimulate learners’ interest, and build upon existing knowledge and cognitive skills.
Secondly, understanding new concepts, what learner devoir to learn, and learning outcomes were
determined followed by an engaging introduction to the new subject matter. Finally, learning
activities were devised not only to captivate learners but also to apply the new learnings. The lesson
was concluded by summarizing the vital points of the lesson. Time was effectively managed with the
intention of accomplishing lesson objectives.

An effective lesson must also engage and motivate the learners through active learning strategies
(CAIE, 2019) and by helping them connect new learning to their previous learning to fill in any
learning gaps and strengthen their understanding of the relevant topic. Incorporating collaborative
learning, using appropriate resources such as advance organizers, and integrating various AFL
strategies throughout the lesson not only enhance student learning and motivation (McMillan, J. H.
2017) but also give the teacher and learners a clear picture of what they have achieved in terms of
learning and teaching. They also make the teacher and learners aware of what areas require
improvement, so they can be addressed in future lessons. The learners must be given sufficient time
to think, analyze and reflect on their learning so that they are able to successfully apply it. Alongside
these key elements Making a lesson successful is another extremely important element - a proper
conclusion to the lesson where the student’s learning is checked and feedback is given to and from
the teacher so that the next lesson is planned accordingly. Any shortcomings in one lesson must be
considered while preparing the next lesson and addressed as soon as possible to maximize learning
and make the lesson a fruitful one.

Unit 1 helped me to understand and reflect on my teaching practices. Hence when planning the
lesson, I kept in mind the varied needs and learning styles of my learners. I incorporated Bloom’s
Taxonomy to design a lesson plan that provides a clear yet concise visual depiction of educational
objectives and activities. (Karathwohl, 2002). I used a constructive approach and made a plan where
I built new learning on the learners’ existing learning. Learners learn most effectively when they
connect new knowledge to prior knowledge. When prior knowledge is activated then learners can
easily make connections and construct their own meaning (Svinicki, 1993-94). Response cards were
used to help me assess their prior knowledge of fractions. Effective questioning helped learners to
recall what they had learned previously.