Lesson Planning for OTHM Level 6 Diploma in Teaching and Learning

This report provides an understanding of lesson planning, theories of teaching and learning, and how to create effective lesson plans for OTHM Level 6 Diploma in Teaching and Learning. It covers the aim and characteristics of lesson planning, learning styles and taxonomies, inclusivity in lesson planning, and the need for flexibility and adaptability in lesson plans. The report is useful for teachers and learners pursuing OTHM Level 6 Diploma in Teaching and Learning.

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Qualification Title OTHM Level 6 Diploma in Teaching and Learning
Unit Reference No. R/618/4986
Unit Title Lesson Planning
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Lesson Planning 1

Contents
Contents................................................................................................................................................2
Introduction (Task 1 to 3)......................................................................................................................3
1. LO-1 Understand lesson planning...............................................................................................3
1.1. Explain the aim of lesson planning.........................................................................................3
1.2. Describe the characteristics of an effective lesson plan.........................................................3
1.3. Describe how to design lesson plans that incorporate the goals and needs of learners........4
2. LO-2 Understand theories of teaching and learning to be considered when lesson planning....5
2.1. Analyse learning styles and learning taxonomies to be included when planning a lesson.....5
2.2. Explain how lesson plans incorporate learning styles and taxonomies..................................5
2.3. Explain how to ensure lesson plans are inclusive...................................................................6
3. LO-3 Understand how to create lesson plans..............................................................................6
3.1. Explain how to prepare an effective lesson plan....................................................................6
3.2. Analyse the need for flexibility and adaptability in the design of lesson plans......................7
3.3. Explain how lesson plan design affects the delivery of inclusive teaching and learning........7
4. LO-4 Be able to apply theories of teaching and learning to lesson planning...............................8
4.1. Design a lesson plan that meets the individual needs of learners........................................8
4.2. Use lesson plans to monitor learners’ achievements and progress.......................................9
4.3. Explain how to enable learners and others to provide feedback to inform lesson planning
10
5. LO5 Understand the application of assessment and evaluation when lesson planning............10
5.1. Define assessment and evaluation.......................................................................................10
5.2. Analyse the use of different methods of assessment and evaluation.................................11
5.3. Explain the use of differentiated assessments to incorporate the individual needs of
learners............................................................................................................................................12
5.4. Explain how analysis of assessment and evaluation results can be used to inform lesson
planning...........................................................................................................................................13
6. Conclusion...................................................................................................................................14
7. Reference List..............................................................................................................................15
Lesson Planning 2

Introduction (Task 1 to 3)
The lesson planning provides the general outline of teaching goals, learning objectives and
means for accomplishing them. It is the activity which is perform by teacher before actual lesson
take place. The lesson plan is detail description of instructional strategies and learning activities that
is to be performed during learning process (König and et.al., 2020). The lesson plan is designed
around learning objectives which provides the learner an opportunity for exploring, building and
demonstrating learning. The approach of lesson planning shifts learning environment from which is
very teacher-centred to one that learner-centred. The lesson plan involves details of lesson, learning
outcomes to be covered, methodology used, required resources and materials as well as activities
that is to be carried out both to engage and assessing learners. The report is covered on lesson
planning which provides understanding of lesson planning by consisting of aim, characteristics. The
understanding of teaching and learning theories is provided which is considered when planning for
lesson. Moreover, how lesson plan are created is covered and designing lesson plan that helps in
meeting individual needs of learner.
1. LO-1 Understand lesson planning.
1.1. Explain the aim of lesson planning.
The aim of lesson planning is what teacher and learner wants to attain in lesson or course. In
order to achieve the aims different classroom activities are planned. The aim of lesson planning is to
demonstrate, investigate, develop and create (Süral, 2019). In the lesson planning there must be
clear outline of aims in order to identify the learning goals of students. The aim of lesson planning is
basically thought which encompass the lesson as whole. The aim of lesson planning has mainly focus
on what to plan to do and to be achieved by students in lesson. The effective lesson are prepared by
defining the aims which helps in making decisions about materials, procedures and stages that needs
to be present in lesson. The set of aims in lesson planning helps in professional development. The
lesson aims should be according to SMART objectives. In lesson planning there are different types of
lesson aims such as linguistic aims has focus on systems of language, grammar, pronunciation,
vocabulary etc. skill aim has focus on reading, writing, listening and speaking.
1.2. Describe the characteristics of an effective lesson plan
The lesson plan helps in teaching better by comprising this it helps in tracking teaching
activities throughout the term. The lesson plan has some characteristics such as length of lesson
Lesson Planning 3

which clearly state the time span (Kola, 2021). This helps the teacher in determining the amount of
content that lesson take. The lesson plan has feature of class learner for which lesson is designed.
The language of lesson is depended on class of learner. The assumption is feature of lesson plan
which is called presumed student knowledge. This aspect of lesson plan deals with students which
already cover in previous lessons or courses. Some important characteristics of lesson plan are
mentioned below:
 The lesson plan has the main objective is to meet students' interests and needs which helps
them to loan and that's why one important characteristic of a lesson plan is flexibility which
is required by teachers. It is identified that an effective lesson plan should always allow more
flexibility so that students are able to ask questions from the teacher and also participate in
role-playing sessions and problem-solving sessions.
 It is important in the lesson plan that teachers maintain the attention of students and
engage them throughout the stages and that's why they need to make lessons coherent.
 It is necessary to consider that an effective lesson plan should not be only descriptive as it
should also include an evaluation.
1.3.Describe how to design lesson plans that incorporate the goals and needs of
learners.
It is important for the teacher that they should consider the goals and needs of learners only
their lesson plan will get effective. It is identified that a successful lesson plan can be addressed with
the integration of three important key components which include learning objective, learning
activities and also include assessment for the purpose of checking student understanding
(Nyirahagenimana, Uwamahoro and Ndihokubwayo, 2022). It is necessary that doesn't plan should
provide a journal offline of teaching goals and object terms. It is necessary for the Teachers that they
need to include the goals and needs of students in their lesson plans. For example, a teacher of
mathematics provides an overview of linear equations in front of the student. But a student has not
had any knowledge about algebra and that's why it is very important for the teacher to include the
basic discussion of algebra as well so that they are able to incorporate the goals and needs of
students. The most effective lesson plan should include the following components which are
mentioned below:
 Clearly stated objectives
 Introduction to the lesson
 Engagement of students
 Opportunities for students by providing an opportunity for feedback
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 Summary or closing to the lesson
 Assessment of the learning of students
2. LO-2 Understand theories of teaching and learning to be considered
when lesson planning.
2.1. Analyse learning styles and learning taxonomies to be included when
planning a lesson.
It is identified that a teacher should understand the learning styles and learning taxonomy
which helps them to achieve the goals and objectives (McConnell, Conrad and Uhrmacher, 2020).
Some important learning styles of the mention below which is necessary to include in the lesson plan
by teachers so that they can understand the behaviour of all students and provide lesson accordingly
which helps them to achieve the goals and objectives of the lesson plan:
 Visual learners are found to be the learners who learn with the help of seeing and observing
things that include diagrams, pictures and written directions.
 Auditory learners are found to be the learners who learn better when the subject matter is
reinforced by sound and that's why it includes reading written notes in own voice.
 Kinaesthetic learners are learners who recognise subject matter with the help of
experienced and that's why it includes the use of hands to touch and handle for a better
understanding of the concept.
 Reading learners preferred to learn with the help of written words. So it includes writing
essays and reading books.
In addition to the learning styles, it is very important for teachers that they should consider
the taxonomy of learning which is utilised as a way of describing different kinds of learning
behaviour. It includes 3 important taxonomy such as cognitive, effective and psychomotor.
2.2. Explain how lesson plans incorporate learning styles and taxonomies.
A teacher can achieve the goals and objectives of the lesson plan when they are
incorporating learning styles and taxonomies with lesson plans. It is very important for teachers to
include some important learning styles which help them to provide an overview of their students
(Sawyer and et.al., 2020). It is very well understood that taxonomies are very important and that's
why they should be included in the lesson plan but the question is arise is how taxonomies
incorporate into the lesson plan. There are some points a mentioned below which help to
incorporate taxonomy in the lesson plan:
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 It is very important for the teachers to use action verbs for the purpose of informing the
learning intentions. The use of action verbs is found to be very important for attracting
students to their lesson plan.
 It is important to use bloom style questions for the purpose of thinking. Bloom style
questions include how many?, What is the underline theme?, etc. This type of question help
individuals to think deeper about the topic.
 It is very important to use Bloom's taxonomy in order to differentiate the lessons and for
that purpose, the teacher should use work resource and questions resource which helps
them to differentiate lessons.
2.3. Explain how to ensure lesson plans are inclusive.
It is very important that unless should be inclusive which means it has an ability to include
each and every student in the lesson plan (Arthur and Golder, 2020). For that purpose, it is necessary
for a teacher to think about the student's needs and use differentiated resources. Using
differentiated resources was found to be a very simple and important step which allows all the
children in the class to complete the task. This is very short that each and every child has different
abilities and skills and that's why it becomes more important to make an inclusive plan but he has it
is very tricky. After meeting an inclusive plan it is very important that they should ensure the
inclusivity in the lesson plan which can be possible with the help of the following ways:
 The first and most important way is to provide an opportunity for feedback to the students
so that they are able to share their views and opinions related to the lesson plan. It provides
a real situation faced by students. If teachers get positive feedback then it helps to ensure
inclusivity in the lesson plan.
 Varying learning opportunities are found to be important to ensure inclusivity in lessons.
 Collaboratively is found to be one of the important ways which assist in ensuring inclusivity.
3. LO-3 Understand how to create lesson plans.
3.1. Explain how to prepare an effective lesson plan
For the purpose of preparing an effective lesson plan, it is very important for a teacher to
include the following steps:
 The first step is to identify the learning objectives. A learning objective is concerned with the
description of what the learner will learn from this lesson. It is very important that the
written language of the learning objective should be easy for understanding by students.
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 It is very important to plan the specific learning activities and that's why it is crucial for
teachers to consider the important types of activities for the purpose of engagement and
development of skills and knowledge to the students (Cuñado and Abocejo, 2019). The need
to make sure that learning activities should be directly related to the learning object is and
also provide an experience for engaging students in the learning lesson.
 The next step is to plan for assessing student understanding which can be possible with the
help of some important assessments such as tests, problem sets, papers, etc. These
assessments are providing an opportunity to demonstrate the knowledge and skills of
students which were articulated in the learning objectives.
 The next step is to plan to sequence the lesson for the purpose of a meaningful and
engaging manner. It should include Gagne's 9 events which are to gain attention, inform the
learner of objectives, prior learning, and present content, provide guidance, practice,
provide feedback, assess performance and enhance retention.
 Now it is very important for the teacher to create a realistic timeline and for that purpose it
is very important to narrow down the learning objectives into two or three key concepts.
 The last is taking the plan for a lesson closure which provides an opportunity to solidify the
learning of students. Lesson closure should be useful for students as well as instructors.
3.2. Analyse the need for flexibility and adaptability in the design of lesson plans
It is important to know that a teacher should be flexible and adaptable in the designing of
lesson plans because every student has different needs and wants. This is the main reason that it
requires to be flexible and adaptable during the designing of the lesson plan. It helps to poster
learners' cognitive and curiosity engagement. In addition to this, flexibility and adaptability also
allow differentiating the lesson plan from others. It also offers feedback which becomes easy to
meet students' diverse needs.
3.3. Explain how lesson plan design affects the delivery of inclusive teaching and
learning
It is identified that lesson plan design is providing a direct or indirect impact on the delivery
of inclusive teaching and learning. This can be better understood with the help of an example. For
example, a teacher makes a lesson plan in order to provide information related to the topic of
management. It is very important for the teacher that they need to make sure the teaching and
learning should be inclusive so that each and every student is able to learn about the management.
Lesson Planning 7

Because of that, the lesson plan should be designed in such a way which includes each and every
individual (Tunney and Hanreddy, 2021). If a teacher is using only those tools and techniques which
can only understand by an intelligent student then it becomes effective. This is the main reason that
lesson plan design is providing an effect on the delivery of inclusive teaching and learning. The lesson
plan design decides whether teaching and learning will get inclusive or not. An effective lesson plan
design enables the teacher to more effectively function in the classroom which can be possible by
providing a detailed outline of the topic in each class.
Task 2 of 3: Exemplar lesson plans (AC 4.1, 4.2, 4.3)
4. LO-4 Be able to apply theories of teaching and learning to lesson
planning.
4.1.Design a lesson plan that meets the individual needs of learners
It is important to know that designing a lesson plan should always focus on meeting the
individual needs of learners. That means it becomes very important to include the needs of learners
than only they are able to develop the design and effective lesson plans. Without analysis of the
individual needs of the learner, it is not possible for teachers to design a lesson plan. Designing a
lesson plan is found to be very important for a teacher as it has to meet the needs of learners.
Designing the lesson plan is not an easy task because it is identified that there is much uncertainty
present which affects the delivery of the lesson plan (Peltekov, 2020). It is important that a teacher
should make a lesson plan which has all flexibility as if any circumstances occurred then they are
able to deal with it. For the designing of a lesson plan, it is very important for the teacher to consider
some important steps which are mentioned below:
 The first step is to describe students. That means it is concerned with describing a group of
students included in the lesson plan and for those a teacher is designing a lesson plan.
 Now the next step for a teacher is to include the learning objective with his concern with the
learning of a student during the lesson. The learning objective is found to be an important
step in which a teacher needs to include some learning objectives in the form of bulleted
points which shows the overall learning in the lesson plan by students. For example, a
teacher includes three important learning objectives in the lesson plan of management such
as to understand the concept of management, understand the principles of management,
understand the key theories of management, etc.
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 After writing learning objectives, now it is very important for the Teachers to introduce
learning outcomes. Learning outcomes include the demonstration of students learning. That
means how the student will use the learning that they learn from the lesson plan. It is very
important for the students in order to achieve their learning goals and objectives.
 The next step is a lesson structure. It is very important to know that lesson structure should
include a hook which is found to be an opening or introduction of a lesson that helps to grab
the tension of the students (Wright and Monsour, 2019). It is identified that a lesson hook
provides an opportunity for the teachers for injecting energy into the learning journey. In
the lesson structure, it is necessary to include the middle pet which is found to be the main
content of the lesson. A teacher should include a variety of activities if possible but it
depends on the way of teaching and the audience. For that purpose, it is crucial to include
some important considerations such as variation, challenge, differentiation and
improvisation. Varying activities were found to be very important as they allowed learners to
engage in the material in many important ways such as discussion, critical reading, etc.
 Now the next status to include the main content and for that purpose, it is necessary to
consider students' and teachers learning objectives. It is necessary to describe two
important techniques that help students to understand the learning objective of a lesson
plan.
 The last step is plenary which should be considered in the lesson plan. It is important to note
that the plenary is used by teachers either during or at the end of a lesson. It aims the
consolidation students learning.
4.2.Use lesson plans to monitor learners’ achievements and progress
It is identified that a lesson plan is very helpful in order to monitor the achievement and
progress of learners. It is important to know that lesson plans are found to be playing a very
important role because they include the assessments and evaluation which helps to analyse the
progress and achievement of learners (Mogea and et.al., 2020). The teacher is able to know the real
position of learners and understand whether their learning lessons are able to satisfy the needs of
learners or not. It is crucial to understand that lesson plans should be designed in such a way which
helps to monitor the progress and achievements and for that purpose, it is necessary to include
some important evaluations such as formative, summative, etc. A student can achieve their goals
and objectives only when they are correctly monitored by the teachers.
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4.3.Explain how to enable learners and others to provide feedback to inform
lesson planning
It is identify that providing feedback is filling a very important role in the lesson planning,
especially for teachers as it provides an overview of the performances of teachers. This is necessary
to understand that a teacher needs to focus on collective feedback from the students which helps to
inform about the lesson planning (Sabetra and Aziz, 2021). Providing questionnaires and other
important tools and techniques for gathering feedback from students is playing a very important role
in order to inform the lesson planning. It is also important to understand that providing feedback to
the teachers about lesson planning helps to know the opinions of students regarding their lesson
plan. It will help them to take the right action in the future.
Task 3 of 3: Assessment and Evaluation Guidance Document (AC 5.1, 5.2, 5.3,
5.4)
5. LO5 Understand the application of assessment and evaluation when
lesson planning.
5.1. Define assessment and evaluation
Assessment and evaluation are found to be the tools used by a teacher in the classroom for
the purpose of effective learning in the lesson plan. It is very important to understand the meaning
of these two terms. Assessment is considered a classroom result which provides useful feedback.
This feedback is very helpful for improving the way of teaching and learning teachers. Assessment is
found to be feedback which collect from the students to the instructor in order to get the knowledge
of a student's learning. Students have the freedom to give their opinions and views related to the
teaching and learning of teachers (Cavanagh and et.al., 2019). It is identified that the classroom
assessment purpose is to improve student learning. It is the observation of students which can
collect from students in the form of feedback. It includes an important process of collecting,
reviewing and using data so that a teacher is able to improve their performance in the field of
learning and teaching.
Evaluation is found to be an important process which uses majors and methods in order to
judge the learning and understanding of students for the purpose of reporting and grading. It is the
feedback which collects from the instructor to the students so that they are able to understand the
students learning. For the success and growth of a student, evaluation is very important because it
examines the strength and weaknesses of students. Evaluation is found to be an objective and
Lesson Planning 10

systematic process of observing and measuring someone or something. It is for the purpose of
drawing a conclusion on the basis of observation and measurement. It is identified that evaluation
includes qualitative as well as quantitative analysis of data. Evaluation is found to be a process of
passing judgement on the basis of evidence and defining criteria. It is very important to understand
that evaluation is found to be broader down as compared to the measurement. It is also more
comprehensive than measurement (Clivaz, 2018). Evaluation exclusive is related to measurement
but not a measurement. It includes an inclusive informal and intuitive judgement of the students'
progress. It is necessary to understand that each and every student should get an evaluation by the
teachers that only they are able to achieve the goals and objectives of learning. Evaluation is done by
the teachers for the students.
From the above discussion, now it is understanding the meaning of assessment and evaluation.
It is identified that both evaluation and assessment are found to be very important in education
especially when the teacher is planning a lesson because they should consider both terms in order to
achieve the goals and objectives of learning. An effective lesson can be possible only when a teacher
is using both evaluation and assessment in the lesson planning.
5.2.Analyse the use of different methods of assessment and evaluation
Educational assessment and evaluation are the systematic processes using empirical data for
knowledge skills and belief programs to improve student learning. Assessment is feedback given by
the student o instructor about the study learning and evaluation is also feedback but it is given by
the instructor to the student about the student learning. The method of the assessment is
depending on the learning.
The direct method is when an occurring student demonstrates achieving the learning
outcome. In this method sample of student work is produced in the programme examples exhibit,
senior thesis. This method includes written work, portfolio work, presentations, and capstone
projects. These assessments are directly measured so that teacher gives the task to the student and
gives the instruction as per work (Warwick and et.al., 2019). It is the direct observation of the
student's knowledge and skill. Faculty conduct direct assessments to measure student learning
outcomes. Results reveal the particular strength or weakness given curriculum that may result in the
future outcome. This assessment is oral and written which helps the instructor assess what the
student learns. These are the direct method which is asses a student direct.
Indirect assessment includes the survey and curriculum analysis course evolution external
reviews this method helps to assess the information from an indirect way. In the indirect method
gathering information from various means.
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Evaluation: Evaluation is the broader term for Measurement it implicates the numerical value.
Evaluation is the systematic process which determines that what extent the instruction objective is
achieved. Evaluation is help to assess the learner's needs. The evaluation also helps to prepare the
learner's objectives. Evaluation in the simple word feedback to the student. By the use of the
evolution, parents know the student's progress. It is very useful for guidance and counselling. It also
helps to know about the student learning section and skills. The evaluation is a study about the
student learning from the curriculum (Ndihokubwayo, Ndayambaje and Uwamahoro, 2020).
Specifically, there are three types of evolution used for the student. These are summative
evaluation, diagnostic evaluation, and formative evaluation. The summative evaluation is the most
common type of evaluation it comes at the end of the term course of teaching. It is the evaluation of
what the student learns throughout the year. It focuses on the outcome that comes the last. This
evaluation is very necessary for the student it gives the result for the learner outcome. Formative
evaluation is conducted during program development or improvement. it is used in the teaching
learning process. The evaluation aims to improve teacher teaching and student learning. Summative
evaluation includes the test for student learning. This evaluation also helps to improve this student's
learning skills and also a teacher because of this evaluation every student should learn according to
the course.
5.3.Explain the use of differentiated assessments to incorporate the individual
needs of learners
Differentiated Assessment is the ongoing process where teachers gather data before and
after instruction from various sources because of this assessment teachers know the learner's needs
and strengths (Schoenfeld and et.al., 2019). Every student is different from others they differ in their
skill and knowledge. They also differ in their adapting to new learning and understanding. They also
differ in the progress where they are so progressive. So that every student is different from another
in various ways. So that teachers apply various techniques for their students to know their strengths
and what are lack point where their students do not learn new knowledge. The teacher applies the
principle of the consequential and sophisticated Level. Teachers plan instruction to accommodate
differences in the student design. Teachers select the various tool and techniques to reveal student
knowledge, abilities, experience, multiple intelligence, attitudes behaviour, and interest. Teachers
plan lessons according to the student's interests and abilities so this gives the resulting student to
take part in the learning and give the good result.
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Every student is different in their strength and weakness. They also differ in learning skills.
So that teacher uses various techniques to demonstrate their skills and abilities. The traditional
assessment system allows for multiple questions these questions do not help the student to
demonstrate their skill and knowledge (Hafizova, 2020). So that teachers use various techniques to
demonstrate the student's skills and knowledge. They use various test methods such as essays,
quizzes, portfolios, maps, journals, graphs, presentations, brochures, peer evaluations, models,
exhibitions, games, and assignments. These techniques use by the teacher to know the student's
strengths and weaknesses. These techniques help the teacher the weakness so they use some tool in
their lesson plan to increase the knowledge of the student. These assessments also help the teacher
to know the abilities which have in the student. So they use this technique to increase their ability. a
teacher is artistic they make the student what they want. So the teacher uses their artistic behaviour
and helps the student to increase their knowledge and skill. In the schools, various programs occurs
these programs debate and essays help students to leave their hesitation and gain confidence. Self-
confidence is help students in various fields and towards him also. In the modern time teacher
assessment technique is different they use the online 3 d technique of showing the movies for a
related topic and increase the knowledge of the student. These techniques are very useful for their
learning when teacher use this technique in the lesson plan this help students and increase their
knowledge and vast level (Myngbay and Tukenova, 2019). These knowledge students never forgot.
The teacher also uses this technique differently they use their technique according to the student
some student is very intelligent and some are not so they do not demonstrate and give instruction
according to the need and ability.
5.4.Explain how analysis of assessment and evaluation results can be used to
inform lesson planning
Assessment and evaluation results help to make a lesson plan because if this technique
teacher learns the student's weaknesses and strengths. This technique also helps teachers to
understand their falling points. The assessment helps to learn the teacher because the assessment
directly observes the student (Sayukti, 2018). These assessments also enhance to teach the teacher
where they lacked and use this technique they improve their skill also. They innovate the classroom
as per the lesson and also give the example of a necessary topic. The evaluation is also used in to
maintain consistency. Evaluation lesson plan improves the lesson plan and practices this help to
develop the strong reflective habit and meet the need of the learner. The assessment also helps to
evaluate the knowledge of the learner. Teacher makes a plan according to the learner assessment
they know the weak point of the student so they include the topic which helps the student. They use
Lesson Planning 13

presentation, and broachers to interest the lesson plan which helps the student to stay a long term
learning. The assessment uses the direct and indirect methods to assess the student the knowledge
it includes various methods to help to make the lesson plan. This is very important to the student
and also the teacher. Evaluation technique for the help to use in the compression. The lesson is very
big so the teacher uses the evaluation (Becker, Waldis and Staub, 2019). Evaluation comes when the
lesson plan is complete it gives the result of what the learner learns from the teacher. It is the
outcome of the lesson. This gives the result to the teacher it is the evaluation is not the student it is
the evaluation of the teacher who teaches in the classroom. This is very necessary for the student
and also the teacher. The teacher also helps the student to evaluate the quarry teacher asks a
question during the classroom which evaluates Assessment and evaluation help to make the lesson
plan which is necessary for the teacher. A teacher uses this technique for the welfare of the student
they learn a lot of things and new knowledge. Every teacher uses this technique and makes a
question for the learner it gives the result to the learner. Evaluation is providing feedback to the
student. Evaluation helps prepare the program material. It helps to know the progress of the
student. The student where stands. They learn what the teacher is giving in the classroom. The
evolution technique is very useful for the student and teacher because it helps the teacher to
understand the student's learning. Every teacher makes the lesson plan to evaluate the student
learning these help to student also to the teacher.
6. Conclusion
From the above discussion, it is analysed that lesson plan is playing a very important role in
the education and teaching. This is necessary to understand that lesson plan should focus on
achievement of learner’s need and they need to design a lesson plan accordingly. It is also found
that assessment and evaluation is necessary to include in lesson plan. It helps them to achieve the
goals and objectives. It is necessary to use differentiated assessment in order to incorporate of
learner’s needs and wants. This report discussed all the important elements which should be
consider in the lesson plan.
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7. Reference List
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and Evaluation Supports Effective Learning and Teaching. In Learning to Teach Physical
Education in the Secondary School (pp. 87-105). Routledge.
Becker, E.S., Waldis, M. and Staub, F.C., 2019. Advancing student teachers’ learning in the teaching
practicum through Content-Focused Coaching: A field experiment. Teaching and Teacher
Education, 83, pp.12-26.
Cavanagh, M., and et.al., 2019. Pre-service teachers' impact on student learning: Planning, teaching,
and assessing during professional practice. Australian Journal of Teacher Education
(Online), 44(2), pp.66-81.
Clivaz, S., 2018. Lesson study as a fundamental situation for the knowledge of teaching. International
Journal for Lesson and Learning Studies.
Cuñado, A.G. and Abocejo, F.T., 2019. Lesson planning competency of English major university
sophomore students. European Journal of Education Studies.
Hafizova, D., 2020. PROBLEMS OF PLANNING FOREIGN LANGUAGE LESSON. Мировая наука, (6),
pp.31-33.
Kola, M., 2021. Pre-service teachers’ action research: technology education lesson planning in a
South African University. Educational Action Research, 29(1), pp.99-117.
König, J., and et.al., 2020. Pre–service teachers’ generic and subject-specific lesson-planning skills:
On learning adaptive teaching during initial teacher education. European Journal of Teacher
Education, 43(2), pp.131-150.
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