Lesson Planning: Detailed

Generally, a lesson plan is a teacher's detailed description of the course of instruction. It is developed daily by a teacher to guide class learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the students.

Daily lesson plans maybe classified as (1) detailed, (2) semi-detailed, and (3) brief. Student teachers and beginning teachers are given training more in preparing a detailed lesson plan for the following reasons: 

• it helps him/her master what s/he is to teach and give him/her confidence
• it helps him/her foresee children's reaction and forewarns him/her about problems that may arise
• it gives critic teachers a chance to go over what the student teacher/beginning teacher plans to do and give suggestions or to make corrections and thus prevent mistakes in the actual teaching

 The detailed lesson plan is anticipatory teaching. It puts down in writing the classroom activities that may occur. The teacher writes down all the questions he is going to ask under the column Teacher Activity and the expected answers from the pupils under the column Pupil Activity. In planning the detailed lesson plan, the teacher tries to visualize how the children will react, what difficulties they are likely to encounter, and how they may be guided to achieve desired results (Lardizabal, et. al.,2007). 

Taxonomy of Educational Objectives

Overview:

The Bloom's taxonomy of educational objectives describes the arrangement of educational activities. These educational activities were identified in the different domains of learning, cognitive, affective & psychomotor. Cognitive domain in Bloom's taxonomy describes a framework of information processing through certain types of activities. Moreover, Bloom’s Cognitive domain and its categories of activities was the primary framework for designing formative and summative assessments for many years. Testing in education has usually involved beginning with knowledge activities (testing recall) and then progressing through comprehension, application, and so on with each category perceived as requiring more complex cognitive activity.

Bloom's Taxonomy of Learning Domains

A committee of colleges, led by Benjamin Bloom (1956), identified three domains of educational activities. 

A. Cognitive: mental skills (Knowledge) involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. 

Category	Example and Key Words (verbs)
Knowledge: Recall data or information.	Examples: Recite a policy. Quote prices from memory to a customer. Knows the safety rules. Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states.
Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.	Examples: Rewrites the principles of test writing. Explain in one's own words the steps for performing a complex task. Translates an equation into a computer spreadsheet. Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.
Application: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.	Examples: Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the reliability of a written test. Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.
Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.	Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training. Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.
Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.	Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome. Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.
Evaluation: Make judgments about the value of ideas or materials.	Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget. Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.

                   (Bloom, 1956)

B. Affective: growth in feelings or emotional areas (Attitude) includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes.

Category	Example and Key Words (verbs)
Receiving Phenomena: Awareness, willingness to hear, selected attention.	Examples: Listen to others with respect. Listen for and remember the name of newly introduced people. Key Words: asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to, selects, sits, erects, replies, uses.
Responding to Phenomena: Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation).	Examples:  Participates in class discussions.  Gives a presentation. Questions new ideals, concepts, models, etc. in order to fully understand them. Know the safety rules and practices them. Key Words: answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, writes.
Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner's overt behavior and are often identifiable.	Examples:  Demonstrates belief in the democratic process. Is sensitive towards individual and cultural differences (value diversity). Shows the ability to solve problems. Proposes a plan to social improvement and follows through with commitment. Informs management on matters that one feels strongly about. Key Words: completes, demonstrates, differentiates, explains, follows, forms, initiates, invites, joins, justifies, proposes, reads, reports, selects, shares, studies, works.
Organization: Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system.  The emphasis is on comparing, relating, and synthesizing values.	Examples:  Recognizes the need for balance between freedom and responsible behavior. Accepts responsibility for one's behavior. Explains the role of systematic planning in solving problems. Accepts professional ethical standards. Creates a life plan in harmony with abilities, interests, and beliefs. Prioritizes time effectively to meet the needs of the organization, family, and self. Key Words: adheres, alters, arranges, combines, compares, completes, defends, explains, formulates, generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates, synthesizes.
Internalizing values (characterization): Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional).	Examples:  Shows self-reliance when working independently. Cooperates in group activities (displays teamwork). Uses an objective approach in problem solving.  Displays a professional commitment to ethical  practice on a daily basis. Revises judgments and changes behavior in light of new evidence. Values people for what they are, not how they look. Key Words: acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, verifies.

           (Krathwohl, Bloom, Masia, 1973)

C. Psychomotor: manual or physical skills (Skills) includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution. 

Category	Example and Key Words (verbs)
Perception: The ability to use sensory cues to guide motor activity.  This ranges from sensory stimulation, through cue selection, to translation.	Examples:  Detects non-verbal communication cues. Estimate where a ball will land after it is thrown and then moving to the correct location to catch the ball. Adjusts heat of stove to correct temperature by smell and taste of food. Adjusts the height of the forks on a forklift by comparing where the forks are in relation to the pallet. Key Words: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects.
Set: Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person's response to different situations (sometimes called mindsets).	Examples:  Knows and acts upon a sequence of steps in a manufacturing process. Recognize one's abilities and limitations. Shows desire to learn a new process (motivation). NOTE: This subdivision of Psychomotor is closely related with the “Responding to phenomena” subdivision of the Affective domain. Key Words: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers.
Guided Response: The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing.	Examples:  Performs a mathematical equation as demonstrated. Follows instructions to build a model. Responds hand-signals of instructor while learning to operate a forklift. Key Words: copies, traces, follows, react, reproduce, responds
Mechanism: This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency.	Examples:  Use a personal computer. Repair a leaking faucet. Drive a car. Key Words: assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches.
Complex Overt Response: The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation, and automatic performance. For example, players are often utter sounds of satisfaction or expletives as soon as they hit a tennis ball or throw a football, because they can tell by the feel of the act what the result will produce.	Examples:  Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and accurately. Displays competence while playing the piano. Key Words: assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches. NOTE: The Key Words are the same as Mechanism, but will have adverbs or adjectives that indicate that the performance is quicker, better, more accurate, etc.
Adaptation: Skills are well developed and the individual can modify movement patterns to fit special requirements.	Examples:  Responds effectively to unexpected experiences.  Modifies instruction to meet the needs of the learners. Perform a task with a machine that it was not originally intended to do (machine is not damaged and there is no danger in performing the new task). Key Words: adapts, alters, changes, rearranges, reorganizes, revises, varies.
Origination: Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills.	Examples:  Constructs a new theory. Develops a new and comprehensive training programming. Creates a new gymnastic routine. Key Words: arranges, builds, combines, composes, constructs, creates, designs, initiate, makes, originates.

           (Simpson, 1972)

Since the work was produced by higher education, the words tend to be a little bigger than we normally use. Domains can be thought of as categories. Trainers often refer to these three categories as KSA (Knowledge, Skills, and Attitude). This taxonomy of learning behaviors can be thought of as “the goals of the learning process.” That is, after a learning episode, the learner should have acquired new skills, knowledge, and/or attitudes.

Bloom's Revised Taxonomy

Lorin Anderson, a former student of Bloom, revisited the cognitive domain in the learning taxonomy in the mid-nineties and made some changes, with perhaps the two most prominent ones being, 1) changing the names in the six categories from noun to verb forms, and 2) slightly rearranging them (Pohl, 2000).

This new taxonomy reflects a more active form of thinking and is perhaps more accurate:

Category	Example and Key Words (verbs)
Remembering: Recall previous learned information.	Examples: Recite a policy. Quote prices from memory to a customer. Knows the safety rules. Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states.
Understanding: Comprehending the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.	Examples: Rewrites the principles of test writing. Explain in one's own words the steps for performing a complex task. Translates an equation into a computer spreadsheet. Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.
Applying: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.	Examples: Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the reliability of a written test. Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.
Analyzing: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.	Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training. Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.
Evaluating: Make judgments about the value of ideas or materials.	Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget. Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.
Creating: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.	Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome. Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.

Sources:

Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.

Pohl, M. (2000). Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom Culture of Thinking. Cheltenham, Vic.: Hawker Brownlow.

Tips in Writing a Behavioral Objectives

Introduction

A well-constructed behavioral learning objective describes an intended learning outcome. It is a clear and unambiguous description of your educational expectations for students. A learning objective written in behavioral terms includes three components: student behavior, conditions of performance, and performance criteria.

These three components mean nothing if stand alone but when combined into a sentence or two it: 

• communicates the conditions under which the behavior is performed,
• contains a verb that describes the behavior itself, and
• includes the degree (criteria) to which a student must perform the behavior

If anyone of these three components is missing, the objective cannot communicate accurately.

Components

1. Student Behavior (Condition)

The conditions part of an objective specify the circumstances, commands, materials, directions, etc., that the student is given to initiate the behavior. All behavior relevant to intended student learning outcomes can best be understood within a context of the conditions under which the behavior is to be performed or demonstrated. The conditions part of an objective usually begins with a simple declarative statement.

For example: 

• Upon request, the student will (this means the student is given an oral or written request to do something).
• Given (some physical object) the student will (this means the student is actually given something, such as a map, a number or multiplication problems, a literary passage, etc., that relates to performing the intended behavior).

2. The Verb

We all learned in elementary school that a verb is an action word. In a learning objective, the verb is also an action word, but it is also a special kind of action word. The verb in a learning objective is an action word that connotes an observable behavior. It includes an action that the student is able to do and skill or knowledge to be gained. 

For example, 

• add (verb) two-digit numbers (goal or knowledge to be gained)...
• define (verb) vocabulary words (goal)...

What then are behavioral verbs? The answer is quite simple. A behavioral verb is a word that denotes an observable action or the creation of an observable product. Verbs such as identify, name, and describe are behavioral because you can observe the act or product of identifying, naming, or describing. Some verbs are embedded in a phrase that gives them a specific behavioral meaning. Such as state a rule or apply a rule. In this case, the behavior is contextual, and the context is the rule in question. Terms like "appreciate", "know", or "understand" are impossible to see when a student "appreciates", "knows", or "understand" something. Hence, these terms are not appropriate in a learning objective.

3. The Criteria

The criteria part of a learning objective is a declarative statement that describes how well the behavior must be performed to satisfy the intent of the behavioral verb. Usually, criteria are expressed in some minimum number, or as what must be, as a minimum, included in a student response. 

For example:

• 80 out of 100...
• within 500 words...

Here is an example of a learning objective containing the 3 elements:

• Given a list of the first 100 numbers arranged in ascending order (conditions), the student will identify (verb) at least nine prime numbers (criteria)
• Given the unlabelled diagram of the respiratory system (conditions), the student will label (verb) the parts of the human respiratory system to include the trachea, bronchi, lungs, thoracic cavity, and diaphragm (criteria)

References

Kizlik, B. (May 25, 2015). How to Write Learning Objectives that Meet Demanding Behavioral Criteria. Available online @ http://www.adprima.com

How to Delete Everything That Google Knows About You?

Are you worried about your privacy? Does the fact that Google collects information about you give you the creeps. While many members of the global community are angry about how much information the major online and computer companies collect on you, what if there was a way to combat and stop it. Even if it was a small part of it?

Well, Yahoo! News has the step by step instructions for “How to Download and Delete What Google Search Knows About You”. Have you ever wondered what Google Search really knows about you? Well, now you can check, as Google has added a new feature that lets you view and download your entire search history.

The feature, which was spotted by the unofficial Google Operating System Blog — though VentureBeat points out that the function was made available in January — gives you access to everything from what you searched for to the links you clicked on from those searches. It also shows you the addresses you’ve searched for.

I was even able to see the list of images I clicked on while searching for pictures of cats eating spaghetti. Now imagine what you’ve looked for. Oh, and clearing your browser history won’t delete this data.

But there’s no reason to panic, because in addition to being able to download your search history, you can clear it.

First, here’s how to download your history:

1. Navigate to Google’s Web and App Activity page.


2. Next, click the gear icon in the top-right corner of the screen.


3. Then select Download from the drop-down menu.


You’ll then receive a pop-up window warning you not to download your search history to a public computer, as it contains a large amount of sensitive information.

4. If you want to continue, click Create Archive.


Once your history is downloaded, you’ll receive a link in a few seconds that lets you view your data.

If you don’t want to download your data, and would rather get rid of it, you can do that as well. Of course, there are some reasons to let Google keep your search data. For one thing, it guarantees faster search results. It also ensures that Google Now has all of the latest relevant information about you. If you delete your data, your searches won’t be as tailored to your habits.

Still want to get rid of your search history? Here’s how:

Before we get started, it’s worth pointing out that if you want to keep your information hidden, you can use your browser’s privacy option, which keeps Google from saving your data — though it can still be seen by your service provider or employer.

Simply deleting you browser history won’t clear the data saved by Google, as you’re only deleting the information stored by your browser and not what’s on Google’s servers. To do that, you’ll have to:

1. Navigate to the Web and App Activity Page and click the gear icon in the top-right corner.


2. Select Remove Items and choose the beginning of time from the drop-down menu.


3.Click Remove and kiss your data goodbye.


That’s it. All of your search history will be deleted, and you’ll never have to worry about Google knowing about the time you looked for tickets to a Justin Bieber concert.

(Posted by Royce Christyn)

(Re-posted by: LGL)

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First Name	Last Name	Username	Password
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Arriel Feb	Andrin	arrielfebandrin	123456
Nikki Orel	AninOn	nikkiorelaninon	123456
Kaye	Arazo	kayearazoq	123456
Herna Lelaene	Arevalo	hernalelaenearevalo	123456
Alfaizzah Jahirah	Asum	alfaizzahjahasumbg	123456
Michelle	Bacahon	michellebacahon	123456
Noreen Faith	Batocael	noreenfaithbatocael	123456
Glory Salma	Beronio	glorysalmaberonio	123456
Joy Marie	Blasco	joymarieblasco	123456
Daffriel	Bucayon	daffrielbucayon	123456
Shen	Burlaos	shenburlaos	123456
Vincent	Cabulong	vincentcabulong	123456
Ricky Jr	Camado	rickyjrcamado	123456
John Anthony	Dayday	johnanthonydayday	123456
Denia	Dimamay	deniadimamay	123456
Sittie Hidaya	Dimaporo	sittiehidayadimaporo	123456
Kharimah	Dimatanday	kharimahdimatanday	123456
Donna Gift	Ednalgan	donnagiftednalgan	123456
Ivy Mae	Flordeliz	ivymaeflordeliz	123456
Lynette	Francisco	lynettefrancisco	123456
Darryl Mae	Gabutan	darrylmaegabutan	123456
Rhemarc Edzel	Lamera	rhemarcedzellamera	123456
Julie	Lapada	julielapada	123456
Ruby Joy	Laspinas	rubyjoylaspinas	123456
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Jessa	Madrid	jessamadrid	123456
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Almira Nona	Magtortor	almiranonamagtortor	123456
Arlene	Mejos	arlenemejosv	123456
Aireen Babe	Monte	aireenbabemontey	123456
Bethel Joy	Noble	betheljoynobleq	123456
Mara Krisna	Orellana	marakrisnaorellana	123456
Jessel Mae	Padilla	jesselmaepadilla	123456
Danjerick	Pantilgan	danjerickpantilgan	123456
Elisha Grace	Ramil	elishagraceramila	123456
Noraisah	Rasuman	noraisahrasuman	123456
Kristine	Ros	kristinerosh33	123456
Bazare	Saliling	bazaresaliling	123456
Aliyah	Sanguila	aliyahsanguila	123456
Salihah Marjannah	Suba	salihahmarjasubakj	123456
Kyong Mie	Suh	kyongmiesuhkcv	123456
Mae Grace	Tuburan	maegracetuburan	123456
Nickle Glory	Tulod	nickleglorytulodm	123456
Jessa Mae	Zalsos	jessamaezalsos	123456