Lesson Plan

Teacher: Ruba Mohsen                                                 Grade Level: College Level :15sts

Class Period (s): 90 min                                               Course Title: Methodology 1

Date: Nov 2, 2012                                                         Lesson Topic: Bloom’s Taxonomy

Lesson Objectives                                                                                                            The student will be able to formulate instructional objectives at all levels of the cognitive domain of Bloom’s Taxonomy.

Procedures

Introductory Activities

1.      To assess pre-knowledge, teacher draws a three columned chart on the board with the following titles: Action statements, condition statements, and criterion statements. Students go on the board individually to fill in the chart. (5 min.) (Appendix A)

2.      Teacher tells students that today’s lesson is to formulate instructional objectives on the six levels of the cognitive domain of Bloom’s Taxonomy. (2 min.)

Developmental Activities

1.      Warm-up activity: Students watch a very short You Tube video on Bloom’s Taxonomy to grab their attention and arouse their interest. (2 min.) (Appendix B)

2.      After the video, teacher brainstorms students by asking questions to stir their inquisitive minds in predicting the relationship between the words in the video and Bloom’s Taxonomy. (10 min.)

3.      Students watch another You Tube video on Bloom’s Taxonomy. (6 min.) (Appendix C)

4.      Teacher involves students in a discussion to measure their perceptions and attitudes on the different levels of Bloom’s Taxonomy. (13 min)

·         Were you correct in your predictions? If not, why?

·         Did you get an “A-ha” after watching the video?

·         Do you agree with Bloom on the six levels of cognitive thinking?

·         How can students benefit from Bloom’s Taxonomy?

5.      Teacher asks students to refer to page 71, table 3.2 (cognitive Domain: Illustrative Objectives and Verbs) in students’ books.

Students are grouped in threes. Each group chooses a certain level in the cognitive domain of Bloom’s Taxonomy and each member will formulate one statement of an instructional objective. Then students join the three parts to form a complete objective. A delegate from each group will write the objective on the board. Teacher corrects and gives feedback. (15 min.)

6.      Think-Pair-Share. The two students of each pair will formulate a complete instructional objective using the six levels of Bloom’s Taxonomy using Table 3.2, page 71.They swap papers and correct each others’. (10 min.)

7.      Students work individually after teacher gives them a hand-out with a matching and a true and false exercises. Students give their answers orally. Teacher corrects with feedback. (Appendix D) (15 min.)

Closing Activity

Teacher wraps-up by providing a Get-Out-of-Class Ticket. Students create their own quiz questions to form a quiz or a warm-up activity for the beginning of the next session. (10 min)

Assignment

 HW: Students will write a paragraph about their perceptions on the value of Bloom’s Taxonomy in the field of education. (2 min.)

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APPENDIX A   

Action Statements	Condition Statements	Criterion Statements

APPENDIX B

You Tube: Bloom Taxonomy Digital Verbs … (by Profadeinfo 08)

APPENDIX C

You Tube: bloom’s taxonomy overview (Dr. Andrew Johnson, www.OPDT-Jhonson.com

APPENDIX D

Bloom’s Taxonomy

A.    Match each objective to its level of Critical Thinking:

1.      The student will be able to list the kinds of pollution.                 Analysis

2.      The student will be able to identify action verbs.                        Synthesis

3.      The student will be able to predict the effects of pollution.        Evaluation

4.      The student will be able to identify bias in a story.                    Comprehension

5.      The student will be able to write an acceptable paper.                Knowledge     

6.      The student will be able to explain why smoking is                   Application

dangerous.

            

B.     Put T for the true and F for the false statements:

  

1.      ----- To know something falls into the level of knowledge.

2.      ----- To illustrates falls into the level of Evaluation. 

3.      ----- To categorize falls into the level of Comprehension.

4.      ----- To conclude falls into the level of Evaluation.

5.      ----- To select falls into the level of Analysis.

6.      ----- To summarize falls into the level of Synthesis.

7.       ----- To paraphrase falls into the level of Evaluation.

8.      ----- To solve falls into the level of Application.

9.      ----- To reproduce falls into the level of Knowledge.

10.  ----- To criticize falls into the level of Application.