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Assignment – Lesson Plan
Ralph Tyler’s model of curriculum development identified objectives as the basis for selecting, organizing and assessing the experience of the learner.
Based on your area of specialization, select a topic and design a lesson plan for an age group of your choice.
Your plan should reflect an alignment among the major elements of Tyler’s model (objectives, content, method and evaluation).
Ensure that your objectives are SMART and formulated to capture the cognitive, affective and psychomotor domains.
Include video related to topic, power point presentation, formative assessment questions, group work activities and exit ticket.
Part B – Lesson plan – 40%
Dimensions
Excellent
Good
Satisfactory
Preliminary Information
4 marks
All preliminary information that provide explicit details about the plan are evident (subject, topic, grade, age)
4 points
Most of the preliminary information that provide explicit details about the plan are evident (subject, topic, grade, age)
3 points
One or two details about who the plan is intended for is evident.
1-2 points
Objectives
(6 marks)
There are three clearly written SMART objectives that reflect the cognitive, affective and psychomotor domains. The objects are suitable and designed to reflect the target areas about the selected topic.
6 points
There are at least two SMART objectives that reflect the cognitive, affective and or psychomotor domains. The objects are suitable for the most part and designed to reflect the target areas about the selected topic.
4-5 points
The objectives are not SMART and do not reflect all three of the stated domains (cognitive, affective and psychomotor). The objects are not always suitable and do not necessarily reflect the target areas about the selected topic.
1-2 points
Content and methodology
(20 marks)
The content and methodology align with the stated objectives. They reflect a clear and logical unfolding of the objectives. The
strategies that are embedded in the plan are well thought out and are crafted to ensure a smooth transition among steps. There is evidence of student-centered focus in the methodology.
15-20 points
The content and methodology align to an extent with the stated objectives. They reflect a clear and but not always logical unfolding of the objectives. Some
strategies in the plan are well thought out and are crafted to ensure a smooth transition among steps. There is evidence of student-centered focus in the methodology.
8-14 points
The content and methodology do not align with the stated objectives. They do not reflect the unfolding of the objectives. There is evidence of at least one strategy however, it does not lead to smooth transition among steps. There is no evidence of a student-centered focus in the methodology.
1-7 points
Evaluation
(10 marks)
The evaluation aligns with the objectives, and it is a best fit for assessing the stated objectives. The evaluation is comprehensive, clearly articulated. There is evidence of a measure of competence by which students can receive numeric or stated feedback.
8-10 points
The evaluation aligns with the objectives, and it is a best fit for assessing the stated objectives. The evaluation is not very comprehensive and well stated. There is some evidence of a measure of competence by which students can receive numeric or stated feedback.
5-7 points
The evaluation does not align with the objectives. There is little evidence of a measure of competence by which students can receive numeric or stated feedback.
1-4 points
Total 40 marks
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