PIDP 3100 Lesson Planning Assignment

Introduction to Lesson Planning


Photo by John Powszedny 2015


  • Blooms Taxonomy

  • Creating a Positive Learning Environment

  • Motivational Techniques

  • Media

  • Planning


Blooms Taxonomy

Apply Bloom’s Taxonomy into lessons.  Consider the component domains: The Affective Domain, Cognitive Domain and Psycho-Motor Domain.


The Affective Domain,

  • Receiving and responding to phenomena, valuing, organizing, internalizing.


Image Link


The Cognitive Domain

Stratified into layers (see figure above)

  • Knowledge (remember, recognize, recall)
  • Comprehension (interpret, exemplify, classify, summarize, infer, compare, explain)
  • Application (build, choose, construct, model)
  • Analysis (differentiate, organize, attribute)
  • Synthesis (adapt, combine)
  • Evaluation (agree, assess, judge)
  • Creation (adapt, change, maximize, modify)

The Psycho-motor Domain

  • Covers the cognitive skills used to manipulate a tool or instrument. This especially applies to my teaching of tool use and safety.



Creating a Positive Learning Environment

In order to create a positive learning environment for the students (and me), the following items should be considered:

  • Classroom management, such as rules and guidelines, sets a fair standard for all the students.
  • Learning the students’ names is a good place to start showing that the educator cars about the students. Treating each student fairly and with respect are also important ways to create a caring connection and trust
  • Use clear communication. Sarcasm and misuse of questioning is not recommended.


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Motivational Techniques

humor link.png

Humor in classroom video link


  • Define the purpose (economic etc.) to the lesson
  • Set guidelines and resources for SDL[1]. Consider aspects of the flipped classroom
  • Students take students take responsibility and accountability for their goals.
  • Incorporate stories and humorous anecdotes into lectures.
  • Stimulate motivation with enthusiasm and humor
  • Avoid unpredictability and misuse of praise.
  • Content must be relevant, practical and useful. Keep on topic.
  • Students are motivated by grades. Regular monitoring and checking with quizzes, exams and assignments are necessary.



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The following must be considered when applying media:

  • Video, often Youtube videos, are sometimes time wasters. I have had some negative feedback and have learned that sometimes it is better to do a personal demonstration on the whiteboard or using the document camera
  • Use real equipment or animation visuals for demonstrations
  • Use Powerpoint more effectively. They can enhance presentations, but do not stand alone well.
  • Our handouts are dated and need improvement
  • Online resources can be added to a blog for the students to link to
  • Concept maps used are schematic representations of the learning


The following must be considered when planning lessons

  • Objectives must be clear. The content will reflect the learning objectives in a clear concise manner. Rational must include relevance to the real world and applied to the curriculum
  • Time, digital media, slides, and handout content must be organized
  • Co-operating with other faculty and institutional schedules. Be a good team player
  • Collaborative planning[2], such as short-term planning, accommodating special needs, and allocation of resources
  • The curriculum should be divided into units. This could be approached by using backward design



I will be using this paper as a guide to plan my lessons in the future. Thanks for reading and please post your comments.


References and Links

Adult Learning – Linking Theory and Practice – (Merriam and Bierma, Jossey-Bass 2014)

The Nature of Learning: Using Research to Inspire Practice. Dumont, H. & Istance, D. (Organization for Economic Co-operative Development 2010)

Rethinking Secondary Education: A Human-Centered Approach” (Scherto Gill, Garrett Thomson, Routledge 2013 p. 49)

Blooms Taxonomy

Humor in the classroom link

My PIDP 3250 forum “Positive Learning”

Engaging Adult Learners

Creating a Positive Learning Environment for Adult Learners

Goal setting for teachers

Backward design

——Footnotes ———————

[1] Self-Directed Learning – the process in which individuals take the initiative in setting their learning goals (Merriam & Bierma 2014 p. 63)




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