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Introduction
when the teacher envisions the learning he/she wants to occur and analyses how all the pieces of
the learning experience should fit together to make that vision a classroom reality. Jensen (2001)
states all good teachers have some kind of plan when they walk into the classroom but stresses
that there must be advanced planning by the teacher before going into the classroom. Jensen
(2001) argues that just as teachers expect students to come to class prepared, students expect
teachers to be prepared to teach and lesson planning is a part of that preparation. The following is
a critical evaluation of a lesson plan on the topic of puberty for a form two class.
Pre-Knowledge
Pre-knowledge is knowledge students already have before they are exposed to new
information. In this lesson, it was stated that students would not have any pre-knowledge.
However, students at the form two level will have some knowledge of the topic as growth and
development of the human organism is taught at the primary level in both HFLE and Social
Studies (to a lesser degree). In addition, students are developing earlier and due to the age of
technology we live in, it is safe to assume a number of the students may be aware of puberty.
Objectives
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The objectives of a lesson are the first step in writing a strong lesson. The first noticeable
aspect of the objectives of this lesson is that there are only cognitive objectives. In delivering a
lesson, teachers must try as much as possible to have a full range of student performance as
lessons to do not only cater to a student’s mind. As far as possible, objectives should encompass
all three domains of learning. The fact that the objectives cover only one of the domains makes it
severely limited in scope. Wilson (2018) states when possible, teachers should use all three
domains to construct more holistic lessons that will cater to a number of learning styles.
Objectives must also be specific and measurable so that there is no confusion as to what
students are expected to do in the lesson. The second and third objectives of this lesson are
unclear. The second objective states to apply the knowledge of puberty to understand changes in
their own body. How are the students applying the knowledge? Will the students be using an
The third objective creates confusion as one is not sure what the teacher wants students to
do. Does the teacher want the students to discuss the differences or changes? Each gender goes
through the process of puberty differently, is it that the teacher wants the class to describe how
boys and girls experience puberty? The adding of the word changes also creates uncertainty as
one does not know if students are expected to list emotional or physical changes that occur
during puberty.
Learning objectives should meet four criteria; audience, behaviour, condition and degree
(Dalto, 2013). These objectives only meet two of these four (audience & behaviour),
consequently these objectives are severely deficient in their construct. A suggested improvement
is as follows:
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Example: Students will be able to identify from a list of options provided by the teacher, four
Audience: Students
Degree: Four changes associated with puberty in boys with 100% accuracy.
Set Induction
This set induction is not attention grabbing. It is a passive activity and caters to one
learning style. In addition, leaving it up to students to read may mean that students derive
varying meanings from the letters. The set induction also lacks structure and control. The activity
for the set induction is also used in the lesson as a student activity. Rather than using the same
strategy, students can be introduced to the concept through a video or the teacher can create a
story about a teen experiencing puberty and read it for the class and at the end ask students what
Method
Content
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The teaching content can be broken down into two sections. The first objective was to
define the term puberty but where in the lesson is that taking place? A possible activity could be
to ask students to volunteer a definition based on the story read in the set induction or on the
video. When students offer definitions, they can be written on the board and then the class
There is no detail given for the student strategy which creates confusion. It appears that
these letters are heterogeneous; therefore this may result in information overload as students may
have to sift through several scenarios. Another area of concern refers to the reading of the letters;
are students reading the letters to themselves? Is each student reading a letter to the class? A
handout is listed as a resource but one does not know what handout is being distributed to
students.
There is also a lack of detail concerning group work. One does not know if students will
be labelling the diagram based on their knowledge, what was gained from the letters or the
handouts provided.
Sectional Review
The suggested activity for review is a good idea but is puzzling as one does not know
who students are showing their completed diagram to; is it that each group presents what was
done to the class? Is it that the teacher will walk around and check on the groups while the
activity is done? The numbers are also confusing as three random students, one from each group
will be asked to share what they learnt from the lesson. Students were placed in groups of three
which means nine students in total. If this is correct, why were there six sets of handouts?
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Closure
The activity is not suitable for closure; it could be used in the lesson or as an extension
activity. The session lasts 35 minutes and students may not have time to create a poem at the end.
The closing activity should encapsulate and reinforce all of the high points of the lesson, this
Final Evaluation
The teacher has written details here that were not provided earlier in the lesson plan, for
example, what picture of a boy and girl was given to the class as well as when were the action
words given to the class? The first activity is not an evaluative exercise as it measures nothing. It
is a remedial activity given after the teacher has determined that some students did not achieve
one of the learning objectives. The teacher could have given each child a blank cut-out of both a
male and female human along with labels and ask students to attach the labels correctly. The
other two evaluative exercises are done in a group setting therefore the teacher is not aware if
Overall Judgment
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The lesson plan in my opinion was not well written and seemed rushed. It is short on
detail and somewhat vague. Content did not always align with the learning objectives and the
evaluative exercises fell short of their intended outcome. In addition, as a concept lesson, it
seemed to be more suitable for the primary or form one level. The lesson plan is a blue print for
what takes place in the classroom but many times during this plan one was confused about what
was supposed to occur and as such cannot be used by another individual to teach this lesson.
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References
Dalto, J. (2013) ABCD: The Four Parts of a Learning Objective. Convergence Training.
learning-objective
Jensen, L. (2001) Planning Lessons In Celce-Murcia, M., Brinton, D., & Snow, M. A. (2014).
Learning.
Wilson, O. (2018) Three Domains of Learning. The Second Principle. Retrieved from
https://thesecondprinciple.com/instructional-design/threedomainsoflearning/