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Types of Lesson Plan, Formats and Parts (with Samples)

Teaching is an art, and every masterpiece begins with a plan. For educators in Nigeria and all over the world, that plan is called Lesson Plan . In this guide, we will be looking at the Types of Lesson Plan, the various formats, the parts and sample lesson plans.

Lesson Plans are simply the plan of how teachers plan to deliver their lessons. Lesson plans are not just for formality, they are the backbone of a successful teaching and learning.

Lesson plans are the guiding light for teachers, outlining the objectives of the lesson (what the students need to learn), teaching and learning activities (the teaching methodology), and assessment (what evaluation methods will be used to measure if the objectives of the lesson was achieved or not).

The Importance of Lesson Planning

Teaching without a lesson plan is like trying to find your way around in a new city without a map or city tour guide. It can be so frustrating trying to teach a class unprepared and without a lesson plan. And that is why this article on “Types of Lesson Plan” will not be complete if I fail to mention some of the importance of lesson planning .

Here are some of the reasons why lesson plans are important:

Guidance: A well-structured lesson plan serves as a guiding roadmap for teachers, providing a clear and organised framework to follow. It acts as a compass that helps in achieving the lesson’s objectives while maintaining a logical flow of content.
Builds Confidence in Teachers: A well-prepared and detailed lesson plan equips the teacher with understanding of the subject matter, teaching strategies, and potential challenges, fostering a sense of preparedness that directly translates into confidence in the classroom.
Adequate Preparation: Lesson planning is synonymous with preparation. It prompts teachers to thoroughly research and understand the content they are about to impart. This preparation enhances the overall quality of teaching.
Creates Anticipatory Mode for Students: A well-structured lesson plan sparks curiosity and engagement in learners making them to anticipate what is going to be taught. Students are more likely to be actively involved in the learning process when they have a clear understanding of the lesson’s direction.
Time Management: Efficient time management is a crucial aspect of effective teaching. Lesson plans assist teachers in allocating time wisely for each segment of the lesson, preventing overshooting or falling short of time. This ensures that all planned activities are executed within the allocated timeframe.
Avoids Repetition: Through careful planning, teachers can avoid unnecessary repetition in their teaching.
Evaluation: Lesson plans serve as a valuable tool for assessing the effectiveness of teaching methods. They enable teachers to reflect on what worked well and what could be improved, fostering continuous professional development.

Key Components of a Lesson Plan

There are different Types of Lesson Plan , various formats and structure, and that is great. However, no matter the type, style or format adopted, every lesson plan should some basic components.

Below are the key components that make a lesson plan effective and impactful.

1. Learning Objectives

The learning objectives is the most important component of the lesson plan. They define the reasons for the lesson and serve as a compass for the teaching and learning activities.

From the lesson plan objectives, one can easy tell what the students are going to learn during the lesson and how learning will be evaluated at the end of the lesson.

Your lesson objectives must be SMART – Specific, Measurable, Attainable, Relevant, and Time-based.

Here are a few examples for Lesson Objectives for SS1 Physics for the topic “Motion in Nature”.

Specific Objectives: By the end of this lesson, students should be able to:

Define motion and its importance.
Describe the types of motion, including translational, oscillatory, random, and rotational.
Explain the concept of relative motion.

2. Subject Matter

The subject matter has to do with the specific topic to be taught and how it aligns with the National Curriculum. Hence it is not just about what to teach, but how to teach it to achieve learning objectives. It includes sources of information and reference materials such as textbooks, lesson notes, websites, or tools for enhancing teaching and learning.

3. Procedure

The procedure is the step-by-step details of how the teacher will deliver the lesson and achieve the stated lesson objectives. The procedure can be arranged in sequential steps or in a tabular form depending on the lesson plan format or style. The procedure includes teacher’s activities, learners’ activities, questions and answers geared towards achieving the learning objects.

4. Evaluation

Assessing student understanding is a pivotal aspect of effective teaching. From multiple-choice questions to formative tests, evaluation helps teachers gauge the effectiveness of their teaching methods and make necessary adjustments.

5. Assignment

The assignment component of Lesson Plan isn’t just about giving the students tasks to do. Assignments are designed to reinforce students’ learning. It includes focused specific questions and exercises that will help reinforce the students’ knowledge of the subject matter.

Types of Lesson Plan: Step Lesson Plan vs. Tabular Lesson Plan

(1) Step Lesson Plan

The Step Lesson Plan is a detailed guide for teachers, ensuring a logical and effective structure for their lessons. Each step serves a specific purpose, contributing to a comprehensive learning experience.

Introduction: During the introduction, the teacher set the stage for the lesson by introducing the topic and then go ahead to provide background information, and states the learning objectives so as to create anticipation in the students.
Warm-up: After creating anticipation in students during the lesson introduction, next is to engage the students in short activity or exercise such as game or an interactive session or a quick review of previous lesson, so as to arose their interest and prepare them for learning.
Presentation: This is the stage where the teacher impart the learners with new information or concepts. Presentation is the heart of the teaching and learning process, and can be achieved using any instructional method such as demonstrations, discussion, storytelling, technology-based or the use of multimedia to pass new information across to the learners.
Practice: Practice time is set aside to engage the students in applying what they have learnt through individual or group activities and exercises.
Review: This is a brief recapitulation of the main points covered in the lesson to ensure understanding.
Conclusion: The final stage where the teacher reviews learning objectives, highlights key takeaways, and may preview the next lesson or assign classwork.

Layout of Step Lesson Plan

(2) Tabular Lesson Plan

The Tabular Lesson Plan offers an organized table format for teachers, streamlining information for efficient lesson delivery. It includes the following elements:

Subject/Topic of the Lesson: Clearly stating the main subject or topic of the lesson.
Objectives or Learning Outcomes: Specifying the desired outcomes the lesson aims to achieve.
Materials or Resources: Listing the instructional materials or resources needed for the lesson.
Anticipated Problems: Identifying potential challenges and outlining solutions in advance.
Teaching Strategies: Describing the approaches or methods the teacher will use during the lesson.
Assessments or Evaluations: Outlining the methods used to assess or evaluate student understanding.
Time Allocation: Defining the time allocated for each activity or task to ensure efficient use of class time.

Layout of Tabular Lesson Plan

NUMBER OF LEARNERS IN ATTENDANCE:

AVERAGE AGE:

BEHAVIORAL OBJECTIVES:

PRE-REQUISITE KNOWLEDGE:

LEARNING MATERIALS:

REFERENCE MATERIALS:

LESSON DEVELOPMENT

Where to Buy and Sell Lesson Plans in Nigeria

I will share a sample each of Step and Tabular Lesson Plan layout with you, but before then, let me introduce you to TermlyPlan. TermlyPlan.com is an online marketplace where teachers and educators like buy and sell lesson plans, question banks and other teaching resources. On the platform, you will find different Types of Lesson Plan across all classes and subjects.

If you have been teaching for years and have your lesson plans in place, you can sell them on TermlyPlan.com and make good money. Or Perhaps you are new to teaching and are struggling with your lesson planning, we’ve got you covered. You can buy the lesson plan you need on TermlyPlan with ease and at an affordable price so you can meet your lesson planning goals and deadlines.

To Buy already-made fixed price Lesson Plans, “ Click Here ”.

However, if you are interested in registering as a seller and to make money selling your own lesson plans, then “ Click Here Now ”.

Alright, back to the article. Let me quickly share two lesson plan samples with you, one for Step Lesson Plan and one for Tabular Lesson Plan.

Samples of Step and Tabular Lesson Plans

(A) Example of Step Lesson Plan: Sample Step Lesson Plan on Family Conflict for JSS2 Home Economics.

LESSON PLAN FOR WEEK TWO ENDING 22ND NOVEMBER, 2023

Click here to download the Lesson Plan sample above in pdf format

(B) Example of Tabular Lesson Plan: Sample Tabular Lesson Plan on Family Conflict for JSS2 Home Economics.

LESSON PLAN FOR WEEK TWO ENDING 22 ND NOVEMBER, 2023

SUBJECT: Home Economics
THEME: Home Economics
TOPIC: Family Conflict
SUB-TOPIC: Understanding Causes and Resolving Issues
DATE: 22nd November, 2023
CLASS: JSS2
NUMBER OF LEARNERS IN ATTENDANCE: 25
AVERAGE AGE: 13 years
BEHAVIORAL OBJECTIVES: At the end of the lesson, learners should be able to:

Cognitive:

define family conflict.
identify situational causes of family conflict.
discuss personality differences as contributors to family conflict.
explain the concept of power struggles in the context of family conflicts.

Affective:

recognize the negative emotional impact of unresolved family conflicts.
reflect on personal experiences related to family conflicts.
value the importance of open communication in conflict resolution within the family.
appreciate the significance of addressing conflicts to maintain healthy family relationships.

Psychomotor:

demonstrate effective communication skills during conflict resolution.
engage in role-playing activities to simulate conflict resolution scenarios.
apply negotiation and compromise techniques in resolving conflicts.
exhibit active listening skills when participating in discussions about family conflicts.
RATIONALE (Why am I teaching the lesson? Why do students need to learn it): (1) To empower learners to comprehend the concept of family conflict, fostering a clear understanding of what constitutes conflicts within the family dynamic. (2) To equip learners with the awareness of the detrimental consequences of unresolved family conflicts, emphasizing the importance of addressing and resolving issues promptly. (3) Recognizing that there are intricate aspects to family relationships and conflicts that learners may not fully grasp, this step encourages students to explore the complexities of their own thoughts and emotions, fostering self-awareness and facilitating effective conflict resolution within the family unit.
PRE-REQUISITE KNOWLEDGE: Basic understanding of family relationships.
LEARNING MATERIALS: Pictures of people engaging in conflict resolution.
REFERENCE MATERIALS: Home Economics for Junior Secondary Schools

Lesson Plan Formats: Types of Lesson Plan in Nigeria

Nigeria’s educational landscape boasts various lesson plan formats, each with its unique strengths. Let’s explore some widely used Types of Lesson Plan.

1. SMASE ASEI PDSI Lesson Plan Format

The SMASE ASEI (Activities, Students, Experiments, and Improvisation) PDSI lesson plan format is the current government-approved lesson plan format in Nigeria. This student-centered plan engages learners through activities, critical thinking, and teamwork. The ASEI lesson plan can be presented either in Step or Tabular style (See sample lesson plans above). ASEI lesson plan is based on PDSI practice (Plan, Do, See, Improve). Its advantages include holistic learning and the incorporation of different learning styles.

2. TKT Lesson Plan Format

The Teaching Knowledge Test (TKT) lesson plan format, offered by Cambridge Assessment English, has a basic structure that includes a title, aim, objectives, materials, anticipated problems and solutions, procedure, teaching and learning activities, differentiation, assessment, reflection. It is one of the oldest format of writing lesson plans in Nigeria. However, most school prefer the ASEI format to the TKT format of Lesson Plans.

3. ESSPIN Lesson Plan Format

The ESSPIN (Evaluating Student Skills and Progress in Information and Communication Technology) lesson plan format is a method used for assessing progress students in ICT. ESSPIN Lesson plan includes elements such as a descriptive title, specific and measurable objectives, necessary materials, an introduction, a detailed procedure, evaluation methods, and a conclusive summary.

4. ESL Lesson Plan Format

ESL lesson plan format is designed for teaching English as a Second Language (ESL) to learners. Elements of the lesson plan includes identifying goals, choosing suitable materials, creating an outline, planning for assessment, considering student needs, planning for interaction, and maintaining flexibility.

5. UNESCO Lesson Plan Format

Adaptable to various teaching contexts, UNESCO’s lesson plan format includes essential components like the title, objectives, time allocation, materials, introduction, body, conclusion, evaluation, follow-up, and reflection. Its flexibility makes it suitable for both face-to-face and online teaching.

Buy and Sell Lesson Plans, Question Banks and other Digital Teaching Resources on TermlyPlan.com

TermlyPlan.com is an online marketplace designed to cater to the needs of Nigerian teachers. It’s a platform powered by a community of educators like you. Buy and Sell different Types of Lesson Plans and Teaching Resources on TermlyPlan – Click Here to Get Started today.

There you have it, comprehensive article on the Types of Lesson Plan, Formats and Parts (with Samples). Let me know what you think about this piece in the comment section. I am open to your contributions, suggestions and questions.

PS: Putting Lesson Plans together is not an easy tasks and that is why we created TermlyPlan.com – an online marketplace for buying and selling lesson plans. You can easily order for any lesson plan you need and save yourself from the stress of trying to create one from scratch. Register on TermlyPlan today – it’s easy and completely FREE, “ Click Here ”.

ASEI Lesson Plans – A Comprehensive Guide

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Short-Term Lesson Plan
Medium Term Lesson plan
Long-Term Lesson Plan
Bloom’s Taxonomy
Flink’s Taxonomy
Solo’s Taxonomy

Different Types of Lesson Plans

Introduction

understanding the classification of types of lesson plans

Classification 1: Based on Timeline

Short-term/ daily lesson plan
Medium-term/ weekly lesson plan
Long-term/monthly lesson plan

Classification 2: Based on Taxonomies

Classification 3: based on sequence.

Types of Lesson Plan Classification based on Timeline

1. Short-Term Lesson Plan

Micro-Objectives: Short-term lesson plans focus on small, specific learning objectives achievable within a single class period, allowing for a targeted and measurable approach.
Quick Assessments: Short-term lesson plans often integrate brief formative assessments, enabling you to take immediate feedback and rapid adjustments to teaching strategies within a short timeframe.
Minute-to-Minute Timing: Short-term lesson plans meticulously allocate time for each activity, ensuring a well-paced lesson and maximizing the efficient use of limited class time.
Daily Routine Integration: Short-term lesson plans seamlessly integrate daily routines, creating consistency for students and optimizing the short time available for learning each day.
In-the-Moment Adaptability: Short-term lesson plans prioritize flexibility, allowing teachers to adapt quickly to unforeseen circumstances or student needs, maintaining engagement and momentum.
Date: The date of the lesson, so it's clear when this plan is meant to be used.
Objective: The lesson's main goal or what students should learn from it. This sets the target for the day.
Materials: A list of all the things needed for the lesson, like books, worksheets, or any special equipment.
Introduction: How the lesson will begin, often with a way to grab students' attention and introduce the topic.
Main Activities: The core of the lesson, where the teacher explains the topic and guides students through learning it. This part is broken down into smaller steps.
Assessment: How the teacher will check if students have learned the material. This could be through questions, quizzes, or assignments.
Differentiation: If there are students with different needs or abilities in the class, this section explains how the teacher will adapt the lesson for them.
Closure: How the lesson will end, often by summarizing what was learned and connecting it to future lessons.
Homework: If there's homework, it should be clearly defined here.

Free Template

2. medium term lesson plan.

Interconnected Curriculum: Weekly plans emphasize the interconnectedness of daily lessons throughout the week, fostering a holistic integrated experience for students.
Differentiation Across Days: Weekly plans strategically incorporate differentiated instruction on specific days, catering to diverse learning styles and needs of students.
Day-to-Day Skill Progression: Weekly plans outline a deliberate progression of skills or concepts on a day-to-day basis, ensuring a logical and sequential development of knowledge throughout the week.
Midweek Checkpoints: Midweek, there are checkpoints for progress assessment and adjustments, enabling teachers to gauge student comprehension and adapt teaching strategies to optimize learning for the remainder of the week.

Put Your Learning to Practice

Week Commencement Date: The starting date for the week's plan.
Unit Objectives: The overarching learning goals for the entire unit of study.
Weekly Overview: A summary of the topics and activities planned for the week.
Daily Lessons: A breakdown of what will be taught on each day of the week. This can be a simple list of daily objectives and key activities.
Materials: A general list of materials that will be needed throughout the week.
Assessment: An overview of how student progress will be assessed during the week.
Homework: If there is weekly homework, it should be outlined.

3. Long-Term Lesson Plan

Detailed Planning for Comprehensive Coverage: Long-term planning ensures thorough coverage of all necessary topics and objectives over the extended monthly time frame, promoting a well-rounded learning experience.
Substitute Teacher-Friendly Structure: It is designed to be substitute teacher-friendly. In case the regular teacher is absent, substitute teachers can easily follow the plan to maintain the students' learning progress.
Consistency Across Weeks: Monthly planning maintains consistency in teaching ensuring that each week contributes to the broader monthly objectives. This consistency enhances the student's understanding and retention of key concepts.
Collaborative Integration: By dividing subjects into monthly segments, teachers from different subjects can collaborate to plan their lessons in an integrated manner. This fosters interdisciplinary connections, promoting a holistic approach to education that goes beyond individual subject boundaries.
Academic Year: Mention the school year to which the plan applies.
Yearly Objectives: Summarise the major learning goals for the entire year.
Monthly or Segment Breakdown: Divide the academic year into months or segments, specifying what topics and activities will be taught during each.
Weekly/Daily Lessons: For each month or segment, provide a more detailed breakdown of weekly and daily lesson objectives, activities, and resources.
Materials/Resources: List the materials, textbooks, and resources needed for the entire academic year.
Assessment and Evaluation: Describe the methods and tools used to assess student progress over the year, including quizzes, tests, projects, or assignments.
Homework/Assignments: Mention any long-term assignments, projects, or homework that extend throughout the year.
Adaptations/Differentiation: Explain how the plan will adapt to meet the diverse needs, abilities, and learning styles of students over the year.
Reflection/Adjustment: Allocate time for reflection and potential adjustments to the plan based on student progress and any changing needs.

1. Bloom’s Taxonomy

is everyone ready to explore lesson plan format and key elements of a lesson plan

Remember: Recall facts and basic concepts.
Understand: Grasp the meaning of information.
Apply: Use knowledge in new situations.
Analyse: Break down information into parts and explore relationships.
Evaluate: Make judgments based on criteria and standards
Create: Generate new ideas, products, or ways of viewing things.

Using Bloom's Taxonomy in Different Components of Lesson Plans:

Remembering : In the introduction phase of a lesson plan, set the stage by prompting students to recall relevant prior knowledge. For example, in a History lesson about World War II, ask students to list key events leading to the war.
Understanding: Incorporate understanding into the explanation section of your lesson. Use visuals, analogies, or real-world examples to ensure students comprehend the concepts being taught. In a Science lesson about ecosystems, explain how different species interact using a local ecosystem as an example.
Applying: During the activity portion of the lesson plan, design tasks that require students to apply what they've learned. In a Mathematics lesson on Geometry, have students solve real-world problems involving angles and shapes.
Analyzing: Integrate analytical skills into the discussion or group work segment. For instance, in an English literature lesson, have students analyze the motivations of characters in a novel and discuss how their actions contribute to the plot.
Evaluating: Foster evaluation skills during class discussions or debate sessions. In a Social Studies lesson on government systems, encourage students to evaluate the strengths and weaknesses of different political structures.
Creating: Culminate the lesson with a creative project or assignment that allows students to showcase their understanding in an original way. In an Art class, students could create a visual representation of a historical event studied during the lesson.

Benefits of Bloom's Taxonomy in Lesson Planning:

Clear Learning Objectives: Bloom's Taxonomy helps you to define clear and measurable learning objectives for each lesson stage.
Differentiated Instruction: you can tailor activities to address various cognitive levels, catering to the diverse learning styles and abilities of your students.
Critical Thinking Development: By progressing through the stages, students develop critical thinking skills and a deeper understanding of the subject matter.
Assessment Alignment: Bloom’s taxonomy facilitates the creation of assessments that align with the desired learning outcomes, ensuring a comprehensive evaluation of your student's understanding.

2. Flink’s Taxonomy

Foundational Knowledge : Building a solid base of factual information.
Application : Using knowledge and skills in various contexts.
Integration : Connecting ideas across disciplines and experiences.
Human Dimension : Emphasising personal and interpersonal development.
Caring : Developing empathy and a sense of responsibility.
Learning How to Learn : Cultivating skills for lifelong learning and adaptation.

Using Flink’s Taxonomy in Different Components of Lesson Plans:

Foundational Knowledge : Begin the lesson with a focus on foundational knowledge. In a Biology class, introduce key concepts about cell structure and function as a basis for understanding more complex topics later in the lesson.
Application : Design activities that encourage students to apply what they've learned. In an English lesson, have students apply grammar rules by writing short stories or essay
Integration : Create opportunities for students to integrate knowledge from different subjects. For example, in a Social Studies lesson about ancient civilizations, encourage students to connect historical events to geographical and cultural aspects.
Human Dimension : Foster personal and interpersonal development through class discussions or group projects. In a psychology lesson, discuss the impact of different personality traits on interpersonal relationships.
Caring : Integrate caring into the values and ethics discussion within the lesson. In an Environmental Science class, explore how human actions impact ecosystems and discuss responsible environmental practices.
Learning How to Learn : Conclude the lesson by reflecting on the learning process itself. In a Mathematics class, guide students in analyzing problem-solving strategies and encourage them to think about how they can improve their approach in future assignments.

Benefits of Fink's Taxonomy in Lesson Planning:

Holistic Learning: Fink's Taxonomy ensures a comprehensive approach to education, addressing not only knowledge acquisition but also personal and interpersonal development.
Real-World Application: The taxonomy encourages educators to design activities that simulate real-world scenarios, promoting the practical application of knowledge.
Interdisciplinary Connections: Integration of ideas across disciplines fosters a deeper understanding of the interconnected nature of knowledge.
Values and Ethics Integration: By incorporating caring into lesson plans, you can instil a sense of responsibility and ethical considerations in your students.
Lifelong Learning Skills: Emphasizing "Learning How to Learn" equips students with skills necessary for continuous learning and adaptation in a rapidly changing world.

3. Solo’s Taxonomy

Prestructural: The learner is at the point of not grasping the main concept and has gaps.
Unistructural: Understanding is based on a single point (one aspect) or idea.
Multistructural: Recognition of several points, though unrelated and unorganized.
Relational: Points are logically related to an answer.
Extended Abstract: Demonstrating a deep, abstract understanding through unexpected extensions.

Using Solo’s Taxonomy in Different Components of Lesson Plans:

Prestructural: Begin the lesson by assessing students' prior knowledge and addressing any gaps in understanding. Use simple, introductory questions to identify areas where students might be missing the point. In an environmental studies class, a student is unfamiliar with basic terms related to trees.
Unistructural: Introduce key concepts and encourage students to focus on understanding one aspect thoroughly. Provide examples and exercises that allow them to explore deeply into a single dimension of the topic. In a History lesson, a student can recall a single cause of a historical event.
Multistructural: Expand the complexity by prompting students to consider multiple, yet unrelated, aspects of a topic. Assign tasks that require listing various elements without the expectation of connecting them initially. In a geography class, a student lists various climate zones without explaining their interconnections.
Relational: Guide students to establish logical connections between different aspects of the lesson. Encourage discussions and activities that prompt them to explain how different elements are related and influence each other.In a physics lesson, a student explains how different physical laws interact to produce a specific phenomenon.
Extended Abstract: Come to an end of the lesson with activities that challenge students to apply their knowledge in unexpected ways. Assign projects or tasks that require creativity and the synthesis of information learned throughout the lesson. In a literature class, a student creates an entirely new story inspired by the themes of a studied novel.

Benefits of Solo’s Taxonomy in Lesson Planning:

Targeted Differentiation: Solo's Taxonomy allows for targeted differentiation, tailoring instruction to individual students based on their current level of understanding.
Progressive Development: The taxonomy emphasizes the progression of understanding, guiding students from basic comprehension to deeper, more abstract thinking.
Diagnostic Assessment: Teachers can use the taxonomy to conduct diagnostic assessments, identifying and addressing specific areas of weakness in students' understanding.
Clear Learning Path: Solo's Taxonomy provides a clear learning path, helping educators structure lessons to guide students through increasingly complex levels of understanding.
Promotion of Critical Thinking: By focusing on logical connections and abstract thinking, Solo's Taxonomy encourages the development of critical thinking skills essential for higher-level learning.

Classification 3: Sequential Lesson Plans

Seamless Integration: Sequential lesson plans seamlessly integrate concepts and skills across multiple lessons, fostering a deeper understanding of the subject matter.
Continuous Development: By building upon prior knowledge and experiences, sequential lesson plans promote continuous student development and mastery of content.
Interdisciplinary Connections: Sequential lesson plans provide opportunities to make interdisciplinary connections, demonstrating the relevance of learning across various subjects and contexts.
Long-Term Planning: They facilitate long-term planning by outlining the progression of learning over an extended period, ensuring coherence and alignment with curriculum goals.
Unit Overview: An overview of the unit or thematic focus, outlining the key concepts, objectives, and essential questions to be addressed.
Lesson Objectives: Clear and measurable learning objectives for each lesson, aligned with the broader unit goals
Sequence of Lessons: A detailed sequence of lessons, organized in a logical progression, highlighting connections and transitions between lessons.
Activities and Resources: Description of activities, materials, and resources to be used in each lesson, ensuring engagement and active participation.
Assessment and Evaluation: Strategies for assessing student understanding and progress throughout the unit, including formative and summative assessment methods.
Reflection and Adjustment: Opportunities for reflection on student learning and instructional practices, allowing for ongoing adjustment and refinement of teaching strategies.

Benefits of Sequential Lesson Plans:

Progressive Learning: Sequential lesson plans promote progressive learning, guiding students through a structured sequence of activities and experiences that build upon one another.
Coherent Instruction: They ensure coherence and consistency in instruction by establishing clear connections between lessons and reinforcing key concepts and skills.
Differentiated Instruction: Sequential lesson plans allow for differentiation based on student needs, interests, and learning styles, supporting individualized learning experiences within the context of the unit.
Enhanced Engagement: By providing a sense of continuity and purpose, sequential lesson plans enhance student engagement and motivation, fostering a positive learning environment.
Holistic Understanding: They promote a holistic understanding of the subject matter by exploring concepts from multiple perspectives and integrating various learning experiences.

Pre-Primary Teacher

Assistant teacher, primary teacher, post graduate teacher, head of department, format of a stellar lesson plan with samples, how to create a lesson plan, common mistakes in lesson plans, wrapping up, frequently asked questions.

Lesson planning comes in various types, including short-term, medium-term, and long-term plans based on timelines. There are also plans categorized by educational taxonomies like Bloom's, Flink's, and Solo's, as well as plans based on sequencing, such as sequential plans.

An effective lesson plan begins with clear learning objectives that align with students' needs and curriculum standards. It should incorporate engaging activities, differentiated instruction, and formative assessments to gauge student understanding. To create effective lesson plans, read this blog on how to create effective lesson plans.

Using different types of lesson plans allows teachers to cater to diverse learning styles, adapt to varying classroom dynamics, and meet specific instructional goals. Short-term plans are useful for quick, focused lessons, while long-term plans provide a roadmap for comprehensive curriculum coverage. Taxonomy-based plans offer frameworks for cognitive development, and sequential plans ensure logical progression and coherence in learning experiences.

Choosing the right type of lesson plan depends on factors such as instructional goals, student needs, and curriculum requirements. Consider the learning objectives, available time, and resources when selecting a lesson planning approach.

Simran Agarwal

Simran is a writer here at Suraasa and has formerly worked as a Teacher. She is passionate about learning and making a difference through her words.

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What is a Lesson Objective?

When planning lessons, GOALS describe the lesson’s summative outcomes (where students will go) and the OBJECTIVES describe how students will get there.

Include SMART attributes when writing objectives:

S-Specific: Concise, well-defined statements of what students will know, understand, and be able to do at the end of the lesson. The objective should state exactly what is to be accomplished by the student and the conditions in place, such as, “Given a topic on American history”, “Provided with a calculator and a three minute time limit”, or “Independently, following the five-step scientific method”.

Learning outcomes should be simply stated in student-centered terms. If students are aware of the intended outcome, then they know where their focus should lie. This clarity helps decrease anxiety about their ability to succeed and helps build intrinsic motivation.

M-Measurable: Learning objectives must be quantifiable. Measurable objectives state the outcomes that can be assessed in definite and specific ways; the quality or level of performance that will be considered acceptable (mastery level). The criterion can be expressed by describing the performance standard to be met, such as, “Write a descriptive paragraph that includes a topic sentence, three supporting detail sentences, and a closing sentence.” When writing mastery level, you often begin with the word “with”, then add description, such as “90% accuracy”, “no errors”, “appropriate punctuation” or “accurate vocabulary”.

Start with behavioral verbs (action verbs) that can be observed (either informally or formally) and measured. Using concrete verbs will help keep your objectives clear and concise. Bloom’s Taxonomy provides a list of such verbs and these are categorized according to the level of achievement at which students should be performing.

While the verbs above clearly distinguish the action that should be performed, there are verbs to avoid when writing a learning objective. The following verbs are too vague or difficult to measure: appreciate, cover, realize, be aware of, familiarize, study, become acquainted with, gain knowledge of, comprehend, know, learn, understand, learn.

A-Attainable: Learning objectives should be written at the appropriate developmental level for student success. It is essential that students have the pre-requisite knowledge and skills and that the lesson’s time frame supports achievement of the objective. You can determine the appropriate level of challenge by referring to pre assessment results. Learning activities should be challenging, yet offer students a realistic chance to master the objective.

R-Relevant: The skills or knowledge described must be appropriate for the grade level and subject area or an individual’s IEP goals. The process of setting learning objectives begins with knowing the specific standards, benchmarks, and supporting knowledge students in your school or district are required to learn. Common Core State Standards and curriculum documents are the source for this information. This is essential to ensure students receive the same important content from teacher to teacher.

T-Time-bound: Time-bound – State when students should be able to demonstrate the skill (“By the end of the lesson” , etc.).

Note: As you complete your clinical experiences, it will be expected that written lesson objectives present all of the attributes of a SMART Goal. You may write more than one lesson objective for a single lesson as a result of grouping your students in response to their needs. Determination of the need for more than one objective will be the result of your analysis of students’ current performance (formative assessment).

SMART GOAL EXAMPLES

After reading the book “Life in the Rainforest” and participating in a class discussion, students will accurately identify three specific similarities and three specific differences of plants and animals as demonstrated through written completion of a Venn diagram.
At the conclusion of this lesson and following class discussion, students will accurately present, in writing or explanation with illustrations, three roles of local government and the responsibilities of each.
After two lessons on the pattern of digestion, students will accurately identify, in writing, the digestive function of each area of the alimentary digestive system as demonstrated in a student generated labeled diagram.

(Center for Educational Resources – John Hopkins University, The Innovative Instructor Blog-Marcia Hall, July 2016; Designing Lessons for the Diverse Classroom, Bureau of Instructional Support and Community Services, Division of Public Schools and Community Education, Florida Department of Education)

Additional examples:

Following this 30 minute lesson, provided with 5 index cards containing two-syllable nonsense words ending with the “consonant-le” syllable pattern, students will correctly read at least 4 of the 5 words without visually marking them.
By the end of two lessons on bullying, students will correctly explain the difference between a bully and a friend. Students will have a choice of writing a short paragraph that includes a thesis statement and call to action or providing an oral presentation that includes a thesis statement and call to action.
At the conclusion of this lesson on measuring volume, in which students will work in pairs to measure the volume of a cone, sphere, and cylinder, students will individually measure the volume of each correctly. Students will choose one object of each shape from a variety of everyday objects, correctly identify each shape, and choose the correct formula for measuring as well as label each measurement accurately.

Measurable Objectives in the CPS Lesson Plan

Section 1a calls for a lesson goal/objective, an introductory criteria to lesson planning. As discussed above, this lesson goal should be written as a SMART goal and clearly articulate what students should know and/or be able to do at the end of the lesson.

In subsequent lessons, this objective will be revised and adapted based on evidenced student progress toward the objective. In other words, students who master the objective move on to more complex and/or new skills in subsequent lessons. Others who are unable to demonstrate mastery yet might continue to target this lesson objective in upcoming small group lesson activities that provide remediation and support.

The best lesson objectives require that students utilize higher order/deep thought processes. Goals that target learning (versus completion) are more likely to be connected to quality learning experiences that stretch students’ thinking, foster self-reflection, and encourage transfer of skills. Lesson objectives that are learning oriented (EX: “Students will accurately describe four cause and effect relationships” vs “Students will accurately answer four of five comprehension questions”) focus on the actual skill that the lesson objective targets.

CPS’s Aligned Lesson Plan Section

Cps’s aligned loft evaluation criteria and aligned annotation, cps’s aligned lesson plan rubric criteria, gsc’s, standards, curricular goals, and iep goal.

As stated above, Common Core State Standards or, as necessary, curriculum documents are referred to when planning lessons. The lesson objective is the appropriate ‘next step’ in moving towards mastery of a standard or goal. While more than one standard may be addressed by an objective, identifying one is sufficient. This must be a standard in the subject area in which the lesson is being taught. For example, if you are teaching a science lesson, note a science standard you are specifically addressing.

CPS’s Aligned LOFT Evaluation Criteria and Annotations

Essential questions.

State the ‘big understanding’ your lesson is targeting. Identify the reason this lesson is important in real life, outside of the classroom. This should be a higher level thinking question that presents the ‘why’ of the lesson. Essential questions are not answerable with finality in a single lesson or a brief sentence. Their aim is to stimulate thought , to provoke inquiry , and to spark more questions .

How do we identify patterns and use them to predict what will happen next?
When and why should we estimate?
What are all of the ways to represent a number?
How does what we measure influence how we measure?
How can you use equations to solve real-world problems?
How should governments balance the rights of individuals with the common good?
How do we overcome prejudice and social bias?
What is worth fighting for?
What can we learn from the past?
What remains the same?
What strategies can you use to make writing come alive for a reader?
What do good readers do, especially when they don’t recognize a word?
How does what I am reading influence how I should read it?
What impact does fluency have on comprehension?
How does word choice affect meaning?
How do we create, test, and validate a scientific model?
When and how do scientific theories change?
How are structure and function related in living things?
Why are scientists concerned with cause and effect?
How can we determine what is truly “real” and what is not?

Essential Questions by Jay McTighe & Grant Wiggins, ASCD 2013

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Designing Assignments for Learning

The rapid shift to remote teaching and learning meant that many instructors reimagined their assessment practices. Whether adapting existing assignments or creatively designing new opportunities for their students to learn, instructors focused on helping students make meaning and demonstrate their learning outside of the traditional, face-to-face classroom setting. This resource distills the elements of assignment design that are important to carry forward as we continue to seek better ways of assessing learning and build on our innovative assignment designs.

Reflect On Your Assignment Design

Connect with the ctl.

Resources and References

Cite this resource: Columbia Center for Teaching and Learning (2021). Designing Assignments for Learning. Columbia University. Retrieved [today’s date] from https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/designing-assignments/

Traditional assessments tend to reveal whether students can recognize, recall, or replicate what was learned out of context, and tend to focus on students providing correct responses (Wiggins, 1990). In contrast, authentic assignments, which are course assessments, engage students in higher order thinking, as they grapple with real or simulated challenges that help them prepare for their professional lives, and draw on the course knowledge learned and the skills acquired to create justifiable answers, performances or products (Wiggins, 1990). An authentic assessment provides opportunities for students to practice, consult resources, learn from feedback, and refine their performances and products accordingly (Wiggins 1990, 1998, 2014).

Authentic assignments ask students to “do” the subject with an audience in mind and apply their learning in a new situation. Examples of authentic assignments include asking students to:

Write for a real audience (e.g., a memo, a policy brief, letter to the editor, a grant proposal, reports, building a website) and/or publication;
Solve problem sets that have real world application;
Design projects that address a real world problem;
Engage in a community-partnered research project;
Create an exhibit, performance, or conference presentation ;
Compile and reflect on their work through a portfolio/e-portfolio.

Noteworthy elements of authentic designs are that instructors scaffold the assignment, and play an active role in preparing students for the tasks assigned, while students are intentionally asked to reflect on the process and product of their work thus building their metacognitive skills (Herrington and Oliver, 2000; Ashford-Rowe, Herrington and Brown, 2013; Frey, Schmitt, and Allen, 2012).

It’s worth noting here that authentic assessments can initially be time consuming to design, implement, and grade. They are critiqued for being challenging to use across course contexts and for grading reliability issues (Maclellan, 2004). Despite these challenges, authentic assessments are recognized as beneficial to student learning (Svinicki, 2004) as they are learner-centered (Weimer, 2013), promote academic integrity (McLaughlin, L. and Ricevuto, 2021; Sotiriadou et al., 2019; Schroeder, 2021) and motivate students to learn (Ambrose et al., 2010). The Columbia Center for Teaching and Learning is always available to consult with faculty who are considering authentic assessment designs and to discuss challenges and affordances.

Examples from the Columbia University Classroom

Columbia instructors have experimented with alternative ways of assessing student learning from oral exams to technology-enhanced assignments. Below are a few examples of authentic assignments in various teaching contexts across Columbia University.

E-portfolios: Statia Cook shares her experiences with an ePorfolio assignment in her co-taught Frontiers of Science course (a submission to the Voices of Hybrid and Online Teaching and Learning initiative); CUIMC use of ePortfolios ;
Case studies: Columbia instructors have engaged their students in authentic ways through case studies drawing on the Case Consortium at Columbia University. Read and watch a faculty spotlight to learn how Professor Mary Ann Price uses the case method to place pre-med students in real-life scenarios;
Simulations: students at CUIMC engage in simulations to develop their professional skills in The Mary & Michael Jaharis Simulation Center in the Vagelos College of Physicians and Surgeons and the Helene Fuld Health Trust Simulation Center in the Columbia School of Nursing;
Experiential learning: instructors have drawn on New York City as a learning laboratory such as Barnard’s NYC as Lab webpage which highlights courses that engage students in NYC;
Design projects that address real world problems: Yevgeniy Yesilevskiy on the Engineering design projects completed using lab kits during remote learning. Watch Dr. Yesilevskiy talk about his teaching and read the Columbia News article .
Writing assignments: Lia Marshall and her teaching associate Aparna Balasundaram reflect on their “non-disposable or renewable assignments” to prepare social work students for their professional lives as they write for a real audience; and Hannah Weaver spoke about a sandbox assignment used in her Core Literature Humanities course at the 2021 Celebration of Teaching and Learning Symposium . Watch Dr. Weaver share her experiences.

Tips for Designing Assignments for Learning

While designing an effective authentic assignment may seem like a daunting task, the following tips can be used as a starting point. See the Resources section for frameworks and tools that may be useful in this effort.

Align the assignment with your course learning objectives

Identify the kind of thinking that is important in your course, the knowledge students will apply, and the skills they will practice using through the assignment. What kind of thinking will students be asked to do for the assignment? What will students learn by completing this assignment? How will the assignment help students achieve the desired course learning outcomes? For more information on course learning objectives, see the CTL’s Course Design Essentials self-paced course and watch the video on Articulating Learning Objectives .

Identify an authentic meaning-making task

For meaning-making to occur, students need to understand the relevance of the assignment to the course and beyond (Ambrose et al., 2010). To Bean (2011) a “meaning-making” or “meaning-constructing” task has two dimensions: 1) it presents students with an authentic disciplinary problem or asks students to formulate their own problems, both of which engage them in active critical thinking, and 2) the problem is placed in “a context that gives students a role or purpose, a targeted audience, and a genre.” (Bean, 2011: 97-98).

An authentic task gives students a realistic challenge to grapple with, a role to take on that allows them to “rehearse for the complex ambiguities” of life, provides resources and supports to draw on, and requires students to justify their work and the process they used to inform their solution (Wiggins, 1990). Note that if students find an assignment interesting or relevant, they will see value in completing it.

Consider the kind of activities in the real world that use the knowledge and skills that are the focus of your course. How is this knowledge and these skills applied to answer real-world questions to solve real-world problems? (Herrington et al., 2010: 22). What do professionals or academics in your discipline do on a regular basis? What does it mean to think like a biologist, statistician, historian, social scientist? How might your assignment ask students to draw on current events, issues, or problems that relate to the course and are of interest to them? How might your assignment tap into student motivation and engage them in the kinds of thinking they can apply to better understand the world around them? (Ambrose et al., 2010).

Determine the evaluation criteria and create a rubric

To ensure equitable and consistent grading of assignments across students, make transparent the criteria you will use to evaluate student work. The criteria should focus on the knowledge and skills that are central to the assignment. Build on the criteria identified, create a rubric that makes explicit the expectations of deliverables and share this rubric with your students so they can use it as they work on the assignment. For more information on rubrics, see the CTL’s resource Incorporating Rubrics into Your Grading and Feedback Practices , and explore the Association of American Colleges & Universities VALUE Rubrics (Valid Assessment of Learning in Undergraduate Education).

Build in metacognition

Ask students to reflect on what and how they learned from the assignment. Help students uncover personal relevance of the assignment, find intrinsic value in their work, and deepen their motivation by asking them to reflect on their process and their assignment deliverable. Sample prompts might include: what did you learn from this assignment? How might you draw on the knowledge and skills you used on this assignment in the future? See Ambrose et al., 2010 for more strategies that support motivation and the CTL’s resource on Metacognition ).

Provide students with opportunities to practice

Design your assignment to be a learning experience and prepare students for success on the assignment. If students can reasonably expect to be successful on an assignment when they put in the required effort ,with the support and guidance of the instructor, they are more likely to engage in the behaviors necessary for learning (Ambrose et al., 2010). Ensure student success by actively teaching the knowledge and skills of the course (e.g., how to problem solve, how to write for a particular audience), modeling the desired thinking, and creating learning activities that build up to a graded assignment. Provide opportunities for students to practice using the knowledge and skills they will need for the assignment, whether through low-stakes in-class activities or homework activities that include opportunities to receive and incorporate formative feedback. For more information on providing feedback, see the CTL resource Feedback for Learning .

Communicate about the assignment

Share the purpose, task, audience, expectations, and criteria for the assignment. Students may have expectations about assessments and how they will be graded that is informed by their prior experiences completing high-stakes assessments, so be transparent. Tell your students why you are asking them to do this assignment, what skills they will be using, how it aligns with the course learning outcomes, and why it is relevant to their learning and their professional lives (i.e., how practitioners / professionals use the knowledge and skills in your course in real world contexts and for what purposes). Finally, verify that students understand what they need to do to complete the assignment. This can be done by asking students to respond to poll questions about different parts of the assignment, a “scavenger hunt” of the assignment instructions–giving students questions to answer about the assignment and having them work in small groups to answer the questions, or by having students share back what they think is expected of them.

Plan to iterate and to keep the focus on learning

Draw on multiple sources of data to help make decisions about what changes are needed to the assignment, the assignment instructions, and/or rubric to ensure that it contributes to student learning. Explore assignment performance data. As Deandra Little reminds us: “a really good assignment, which is a really good assessment, also teaches you something or tells the instructor something. As much as it tells you what students are learning, it’s also telling you what they aren’t learning.” ( Teaching in Higher Ed podcast episode 337 ). Assignment bottlenecks–where students get stuck or struggle–can be good indicators that students need further support or opportunities to practice prior to completing an assignment. This awareness can inform teaching decisions.

Triangulate the performance data by collecting student feedback, and noting your own reflections about what worked well and what did not. Revise the assignment instructions, rubric, and teaching practices accordingly. Consider how you might better align your assignment with your course objectives and/or provide more opportunities for students to practice using the knowledge and skills that they will rely on for the assignment. Additionally, keep in mind societal, disciplinary, and technological changes as you tweak your assignments for future use.

Now is a great time to reflect on your practices and experiences with assignment design and think critically about your approach. Take a closer look at an existing assignment. Questions to consider include: What is this assignment meant to do? What purpose does it serve? Why do you ask students to do this assignment? How are they prepared to complete the assignment? Does the assignment assess the kind of learning that you really want? What would help students learn from this assignment?

Using the tips in the previous section: How can the assignment be tweaked to be more authentic and meaningful to students?

As you plan forward for post-pandemic teaching and reflect on your practices and reimagine your course design, you may find the following CTL resources helpful: Reflecting On Your Experiences with Remote Teaching , Transition to In-Person Teaching , and Course Design Support .

The Columbia Center for Teaching and Learning (CTL) is here to help!

For assistance with assignment design, rubric design, or any other teaching and learning need, please request a consultation by emailing [email protected] .

Transparency in Learning and Teaching (TILT) framework for assignments. The TILT Examples and Resources page ( https://tilthighered.com/tiltexamplesandresources ) includes example assignments from across disciplines, as well as a transparent assignment template and a checklist for designing transparent assignments . Each emphasizes the importance of articulating to students the purpose of the assignment or activity, the what and how of the task, and specifying the criteria that will be used to assess students.

Association of American Colleges & Universities (AAC&U) offers VALUE ADD (Assignment Design and Diagnostic) tools ( https://www.aacu.org/value-add-tools ) to help with the creation of clear and effective assignments that align with the desired learning outcomes and associated VALUE rubrics (Valid Assessment of Learning in Undergraduate Education). VALUE ADD encourages instructors to explicitly state assignment information such as the purpose of the assignment, what skills students will be using, how it aligns with course learning outcomes, the assignment type, the audience and context for the assignment, clear evaluation criteria, desired formatting, and expectations for completion whether individual or in a group.

Villarroel et al. (2017) propose a blueprint for building authentic assessments which includes four steps: 1) consider the workplace context, 2) design the authentic assessment; 3) learn and apply standards for judgement; and 4) give feedback.

References

Ambrose, S. A., Bridges, M. W., & DiPietro, M. (2010). Chapter 3: What Factors Motivate Students to Learn? In How Learning Works: Seven Research-Based Principles for Smart Teaching . Jossey-Bass.

Ashford-Rowe, K., Herrington, J., and Brown, C. (2013). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education. 39(2), 205-222, http://dx.doi.org/10.1080/02602938.2013.819566 .

Bean, J.C. (2011). Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom . Second Edition. Jossey-Bass.

Frey, B. B, Schmitt, V. L., and Allen, J. P. (2012). Defining Authentic Classroom Assessment. Practical Assessment, Research, and Evaluation. 17(2). DOI: https://doi.org/10.7275/sxbs-0829

Herrington, J., Reeves, T. C., and Oliver, R. (2010). A Guide to Authentic e-Learning . Routledge.

Herrington, J. and Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48.

Litchfield, B. C. and Dempsey, J. V. (2015). Authentic Assessment of Knowledge, Skills, and Attitudes. New Directions for Teaching and Learning. 142 (Summer 2015), 65-80.

Maclellan, E. (2004). How convincing is alternative assessment for use in higher education. Assessment & Evaluation in Higher Education. 29(3), June 2004. DOI: 10.1080/0260293042000188267

McLaughlin, L. and Ricevuto, J. (2021). Assessments in a Virtual Environment: You Won’t Need that Lockdown Browser! Faculty Focus. June 2, 2021.

Mueller, J. (2005). The Authentic Assessment Toolbox: Enhancing Student Learning through Online Faculty Development . MERLOT Journal of Online Learning and Teaching. 1(1). July 2005. Mueller’s Authentic Assessment Toolbox is available online.

Schroeder, R. (2021). Vaccinate Against Cheating With Authentic Assessment . Inside Higher Ed. (February 26, 2021).

Sotiriadou, P., Logan, D., Daly, A., and Guest, R. (2019). The role of authentic assessment to preserve academic integrity and promote skills development and employability. Studies in Higher Education. 45(111), 2132-2148. https://doi.org/10.1080/03075079.2019.1582015

Stachowiak, B. (Host). (November 25, 2020). Authentic Assignments with Deandra Little. (Episode 337). In Teaching in Higher Ed . https://teachinginhighered.com/podcast/authentic-assignments/

Svinicki, M. D. (2004). Authentic Assessment: Testing in Reality. New Directions for Teaching and Learning. 100 (Winter 2004): 23-29.

Villarroel, V., Bloxham, S, Bruna, D., Bruna, C., and Herrera-Seda, C. (2017). Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education. 43(5), 840-854. https://doi.org/10.1080/02602938.2017.1412396

Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice . Second Edition. San Francisco: Jossey-Bass.

Wiggins, G. (2014). Authenticity in assessment, (re-)defined and explained. Retrieved from https://grantwiggins.wordpress.com/2014/01/26/authenticity-in-assessment-re-defined-and-explained/

Wiggins, G. (1998). Teaching to the (Authentic) Test. Educational Leadership . April 1989. 41-47.

Wiggins, Grant (1990). The Case for Authentic Assessment . Practical Assessment, Research & Evaluation , 2(2).

Wondering how AI tools might play a role in your course assignments?

See the CTL’s resource “Considerations for AI Tools in the Classroom.”

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Creating Lesson Plans

There are many approaches to writing lesson plans. Some instructors develop their plans independently from scratch, while others borrow plans from a shared curriculum. Some carefully write out all the details for their lesson, while others use a brief outline. Your approach to writing lesson plans will depend on various factors: how well you know the material you're teaching, how long you've been teaching, the kinds of teaching you've done, and the students you expect to have in your class. There is no single formula for writing lesson plans, but this guide will help you think through some of the processes that other instructors have found valuable to their own lesson planning.

Guidelines for writing lesson plans:

Consider Your Destination

Sequence your objectives, know your time frame.

Create Activities to Meet Your Objectives

Check for Understanding

Sample lesson plan format.

Citation Information

When creating lesson plans, always keep your destination in mind. Where do you want students to end up? If you're planning daily activities, think about how these activities connect to the larger goals for the course. Ask yourself, how will each activity prepare students for the upcoming portfolio assignment? Assuming that your assignment sheets accurately reflect the course goals, use them at the beginning of each unit to determine:

What is the overall goal for this assignment? What is the assignment asking students to do?
What knowledge do students already have that will help them meet the goals for writing this assignment?
What skills and concepts will students need to meet the goals for this assignment?

From these questions, create a list of smaller objectives to use as stepping stones for your destination. If you are planning writing assignments for student portfolios, your list of objectives may include:

Portfolio 1 - Objectives for Teaching Summary/Response

Students will think about their purpose, audience and context for writing.
Students will use critical thinking skills and critical reading strategies to become better writers.
Students will practice writing academic summaries.
Students will practice writing different types of response.
Students will learn to develop a claim and support that claim with reasons and evidence.
Students will learn to value revision through workshops and other peer review activities.

While sequencing your objectives, consider how each one builds off another. How might one objective prepare students for learning another? If reading critically helps students summarize an argument, you might address your critical reading objective before teaching summary.

Also, think about what your students know. Given the information they already have, which objectives would be best met at certain points in the unit? Will simpler objectives work better at the start of a unit? Will more complicated objectives make clearer sense to students after some basic objectives have already been met?

Finally, determine how your sequencing of objectives will best meet these goals and requirements for the upcoming assignment.

While sequencing your objectives, be aware of the amount of time allotted for each portfolio. Based on the overall goals for the portfolio, determine how much time you will need to spend addressing each objective. Keep in mind that a single lesson will address only one or two objectives. Some of these goals will be easily met, while others will present a challenge for students. You may decide to build in extra time to review concepts that are more challenging.

Try to be flexible, but remain within a reasonable time frame. Spending three days on one essay may be too much (even if students are thrilled by the subject matter). One strategy to help you keep up your pace, is to utilize outside resources such as the CSU Writing Center or online tutorials. The Writing at CSU home page contains plenty of online resources as well. Use these resources to compliment discussions and save you some time in class.

Below is an example for how you might organize your sequence and time frame for the first student portfolio:

Portfolio I - Sequence and Time Frame for Objectives:

Students will begin to think about their purpose, audience and context for writing. (day 1)
Students will use critical thinking skills and critical reading strategies to become better writers. (day 2)
Students will practice writing academic summaries. (days 3 - 4)
Students will practice writing different types of response. (days 5 - 6)
Students will learn to develop a claim and support that claim with reasons and evidence. (day 7)
Students will learn to value revision through workshops and other peer- review activities. (day 8)

Develop Activities to Meet Objectives

Once you've sequenced your objectives within a given time frame, the next step is to create activities that will help students meet each objective. Decide which activities are most relevant to your desired objectives. Take the time to revise existing activities and to create new ones that meet the needs of your class. You may also combine activities or eliminate some that seem less related to your objectives.

Two questions that you should always keep in mind when constructing activities are: "What do my students already know that will help them meet a desired objective?" And, "What activities will best help students meet a desired objective?"

Below is an example illustrating how you might design activities to meet a particular objective:

Objective: Students will use critical thinking skills and critical reading strategies to become better writers.

Activities:

Define critical reading and provide a list of strategies on an overhead (this is useful because many students do not know what critical reading is).
Model critical reading strategies (show students how to implement critical reading strategies).
Have students practice critical reading strategies with their homework.
Ask students to respond to an in class writing, describing their experience with the critical reading assignment. Have them speculate as to how this process of critical reading will influence their own writing. As a group, discuss the connection between reading and writing.

Just as you did with objectives, you'll need to create a sequence and time frame for your activities. Which activities should come first? How much class time will each activity take? Planning this out ahead of time will help you create smoother transitions between activities and it will help you connect your activities to larger, writing-related objectives.

The final step in planning lessons is to make time for assessing students' learning. How will you check to see that students understand the new concepts you're teaching? When will you revisit the material that they didn't quite grasp?

Intervention along the way can help you learn what students are struggling with. Many instructors collect homework once a week, or assign quizzes and short writing exercises to assess their students' progress. Conferences and e-mail exchanges are other effective means for gauging students' understanding.

Depending on what you learn from using evaluative measures, you may need to revise your lesson plans. If students' homework indicates that they're having trouble summarizing main points, you may spend the first fifteen minutes of the next class reviewing this concept. Addressing such struggles early on will help students face the more challenging objectives that follow.

Just as you did with objectives, you'll need to create a sequence and time frame for your activities. Which activities should come first? How much class time will each activity take? Planning this out ahead of time will help you create smoother transitions between activities, and help you connect your activities to larger, writing-related objectives.

Course: Date: Materials needed: Class Announcements:

Class Objectives: Write out the goals or objectives for class. Try to limit these to one or two things.
Connection to Course Goals: Describe how your daily objectives connect to the overall course goals.
Anticipatory Set: Sometimes referred to as a "hook." Use an informal Writing to Learn (WTL) exercise, a question, a quote, or an object to focus students' attention at the start of class. This activity should be brief and directly related to the lesson.
Introduction: Write down what you'll need to inform students of the daily goals and class procedures. Be sure to explain how these procedures relate to students' own writing.
Procedures: List your activities, including any discussion questions and transitions along the way.
Conclusion: Describe the objective for the lesson and point students forward by connecting your objective to their own writing.
What to do Next Time: Leave space in your plan to reflect on the lesson and suggest future changes.

Also see the guide on Planning a Class for help with writing introductions, transitions, and conclusions.

Eglin, Kerry. (2008). Creating Lesson Plans. Writing@CSU . Colorado State University. https://writing.colostate.edu/teaching/guide.cfm?guideid=96

Types of Assignments and Assessments

Assignments and assessments are much the same thing: an instructor is unlikely to give students an assignment that does not receive some sort of assessment, whether formal or informal, formative or summative; and an assessment must be assigned, whether it is an essay, case study, or final exam. When the two terms are distinquished, "assignment" tends to refer to a learning activity that is primarily intended to foster or consolidate learning, while "assessment" tends to refer to an activity that is primarily intended to measure how well a student has learned.

In the list below, some attempt has been made to put the assignments/assessments in into logical categories. However, many of them could appear in multiple categories, so to prevent the list from becoming needlessly long, each item has been allocated to just one category.

Written Assignments:

Annotated Bibliography : An annotated bibliography is a list of citations or references to sources such as books, articles, websites, etc., along with brief descriptions or annotations that summarize, evaluate, and explain the content, relevance, and quality of each source. These annotations provide readers with insights into the source's content and its potential usefulness for research or reference.
Summary/Abstract : A summary or abstract is a concise and condensed version of a longer document or research article, presenting the main points, key findings, and essential information in a clear and brief manner. It allows readers to quickly grasp the main ideas and determine whether the full document is relevant to their needs or interests. Abstracts are commonly found at the beginning of academic papers, research articles, and reports, providing a snapshot of the entire content.
Case Analysis : Case analysis refers to a systematic examination and evaluation of a particular situation, problem, or scenario. It involves gathering relevant information, identifying key factors, analyzing various aspects, and formulating conclusions or recommendations based on the findings. Case analysis is commonly used in business, law, and other fields to make informed decisions and solve complex problems.
Definition : A definition is a clear and concise explanation that describes the meaning of a specific term, concept, or object. It aims to provide a precise understanding of the item being defined, often by using words, phrases, or context that distinguish it from other similar or related things.
Description of a Process : A description of a process is a step-by-step account or narrative that outlines the sequence of actions, tasks, or events involved in completing a particular activity or achieving a specific goal. Process descriptions are commonly used in various industries to document procedures, guide employees, and ensure consistent and efficient workflows.
Executive Summary : An executive summary is a condensed version of a longer document or report that provides an overview of the main points, key findings, and major recommendations. It is typically aimed at busy executives or decision-makers who need a quick understanding of the content without delving into the full details. Executive summaries are commonly used in business proposals, project reports, and research papers to present essential information concisely.
Proposal/Plan : A piece of writing that explains how a future problem or project will be approached.
Laboratory or Field Notes: Laboratory/field notes are detailed and systematic written records taken by scientists, researchers, or students during experiments, observations, or fieldwork. These notes document the procedures, observations, data, and any unexpected findings encountered during the scientific investigation. They serve as a vital reference for later analysis, replication, and communication of the research process and results.
Research Paper : A research paper is a more extensive and in-depth academic work that involves original research, data collection from multiple sources, and analysis. It aims to contribute new insights to the existing body of knowledge on a specific subject. Compare to "essay" below.
Essay : A composition that calls for exposition of a thesis and is composed of several paragraphs including an introduction, a body, and a conclusion. It is different from a research paper in that the synthesis of bibliographic sources is not required. Compare to "Research Paper" above.
Memo : A memo, short for memorandum, is a brief written message or communication used within an organization or business. It is often used to convey information, provide updates, make announcements, or request actions from colleagues or team members.
Micro-theme : A micro-theme refers to a concise and focused piece of writing that addresses a specific topic or question. It is usually shorter than a traditional essay or research paper and requires the writer to present their ideas clearly and concisely.
Notes on Reading : Notes on reading are annotations, comments, or summaries taken while reading a book, article, or any other written material. They serve as aids for understanding, retention, and later reference, helping the reader recall essential points and ideas from the text.
Outline : An outline is a structured and organized plan that lays out the main points and structure of a written work, such as an essay, research paper, or presentation. It provides a roadmap for the writer, ensuring logical flow and coherence in the final piece.
Plan for Conducting a Project : A plan for conducting a project outlines the steps, resources, timelines, and objectives for successfully completing a specific project. It includes details on how tasks will be executed and managed to achieve the desired outcomes.
Poem : A poem is a literary work written in verse, using poetic devices like rhythm, rhyme, and imagery to convey emotions, ideas, and experiences.
Play : A play is a form of literature written for performance, typically involving dialogue and actions by characters to tell a story or convey a message on stage.
Choreography : Choreography refers to the art of designing dance sequences or movements, often for performances in various dance styles.
Article/Book Review : An article or book review is a critical evaluation and analysis of a piece of writing, such as an article or a book. It typically includes a summary of the content and the reviewer's assessment of its strengths, weaknesses, and overall value.
Review of Literature : A review of literature is a comprehensive summary and analysis of existing research and scholarly writings on a particular topic. It aims to provide an overview of the current state of knowledge in a specific field and may be a part of academic research or a standalone piece.
Essay-based Exam : An essay-based exam is an assessment format where students are required to respond to questions or prompts with written, structured responses. It involves expressing ideas, arguments, and explanations in a coherent and organized manner, often requiring critical thinking and analysis.
"Start" : In the context of academic writing, "start" refers to the initial phase of organizing and planning a piece of writing. It involves formulating a clear and focused thesis statement, which presents the main argument or central idea of the work, and creating an outline or list of ideas that will support and develop the thesis throughout the writing process.
Statement of Assumptions : A statement of assumptions is a declaration or acknowledgment made at the beginning of a document or research paper, highlighting the underlying beliefs, conditions, or premises on which the work is based. It helps readers understand the foundation of the writer's perspective and the context in which the content is presented.
Summary or Precis : A summary or precis is a concise and condensed version of a longer piece of writing, such as an article, book, or research paper. It captures the main points, key arguments, and essential information in a succinct manner, enabling readers to grasp the content without reading the full text.
Unstructured Writing : Unstructured writing refers to the process of writing without following a specific plan, outline, or organizational structure. It allows the writer to freely explore ideas, thoughts, and creativity without the constraints of a predefined format or order. Unstructured writing is often used for brainstorming, creative expression, or personal reflection.
Rough Draft or Freewrite : A rough draft or freewrite is an initial version of a piece of writing that is not polished or edited. It serves as an early attempt by the writer to get ideas on paper without worrying about perfection, allowing for exploration and creativity before revising and refining the final version.
Technical or Scientific Report : A technical or scientific report is a document that presents detailed information about a specific technical or scientific project, research study, experiment, or investigation. It follows a structured format and includes sections like abstract, introduction, methods, results, discussion, and conclusion to communicate findings and insights in a clear and systematic manner.
Journal article : A formal article reporting original research that could be submitted to an academic journal. Rather than a format dictated by the professor, the writer must use the conventional form of academic journals in the relevant discipline.
Thesis statement : A clear and concise sentence or two that presents the main argument or central claim of an essay, research paper, or any written piece. It serves as a roadmap for the reader, outlining the writer's stance on the topic and the key points that will be discussed and supported in the rest of the work. The thesis statement provides focus and direction to the paper, guiding the writer's approach to the subject matter and helping to maintain coherence throughout the writing.

Visual Representation

Brochure : A brochure is a printed or digital document used for advertising, providing information, or promoting a product, service, or event. It typically contains a combination of text and visuals, such as images or graphics, arranged in a visually appealing layout to convey a message effectively.
Poster : A poster is a large printed visual display intended to catch the attention of an audience. It often contains a combination of text, images, and graphics to communicate information or promote a particular message, event, or cause.
Chart : A chart is a visual representation of data or information using various formats such as pie charts, bar charts, line charts, or tables. It helps to illustrate relationships, trends, and comparisons in a concise and easy-to-understand manner.
Graph : A graph is a visual representation of numerical data, usually presented using lines, bars, points, or other symbols on a coordinate plane. Graphs are commonly used to show trends, patterns, and relationships between variables.
Concept Map : A concept map is a graphical tool used to organize and represent the connections and relationships between different concepts or ideas. It typically uses nodes or boxes to represent concepts and lines or arrows to show the connections or links between them, helping to visualize the relationships and hierarchy of ideas.
Diagram : A diagram is a visual representation of a process, system, or structure using labeled symbols, shapes, or lines. Diagrams are used to explain complex concepts or procedures in a simplified and easy-to-understand manner.
Table : A table is a systematic arrangement of data or information in rows and columns, allowing for easy comparison and reference. It is commonly used to present numerical data or detailed information in an organized format.
Flowchart : A flowchart is a graphical representation of a process, workflow, or algorithm, using various shapes and arrows to show the sequence of steps or decisions involved. It helps visualize the logical flow and decision points, making it easier to understand and analyze complex processes.
Multimedia or Slide Presentation : A multimedia or slide presentation is a visual communication tool that combines text, images, audio, video, and other media elements to deliver information or a message to an audience. It is often used for educational, business, or informational purposes and can be presented in person or virtually using software like Microsoft PowerPoint or Google Slides.
ePortfolio : An ePortfolio, short for electronic portfolio, is a digital collection of an individual's work, accomplishments, skills, and reflections. It typically includes a variety of multimedia artifacts such as documents, presentations, videos, images, and links to showcase a person's academic, professional, or personal achievements. Eportfolios are used for self-reflection, professional development, and showcasing one's abilities to potential employers, educators, or peers. They provide a comprehensive and organized way to present evidence of learning, growth, and accomplishments over time.

Multiple-Choice Questions : These questions present a statement or question with several possible answer options, of which one or more may be correct. Test-takers must select the most appropriate choice(s). See CTE's Teaching Tip "Designing Multiple-Choice Questions."

True or False Questions : These questions require test-takers to determine whether a given statement is true or false based on their knowledge of the subject.

Short-Answer Questions : Test-takers are asked to provide brief written responses to questions or prompts. These responses are usually a few sentences or a paragraph in length.

Essay Questions : Essay questions require test-takers to provide longer, more detailed written responses to a specific topic or question. They may involve analysis, critical thinking, and the development of coherent arguments.

Matching Questions : In matching questions, test-takers are asked to pair related items from two lists. They must correctly match the items based on their associations.

Fill-in-the-Blank Questions : Test-takers must complete sentences or passages by filling in the missing words or phrases. This type of question tests recall and understanding of specific information.

Multiple-Response Questions : Similar to multiple-choice questions, but with multiple correct options. Test-takers must select all the correct choices to receive full credit.

Diagram or Image-Based Questions : These questions require test-takers to analyze or interpret diagrams, charts, graphs, or images to answer specific queries.

Problem-Solving Questions : These questions present real-world or theoretical problems that require test-takers to apply their knowledge and skills to arrive at a solution.

Vignettes or Case-Based Questions : In these questions, test-takers are presented with a scenario or case study and must analyze the information to answer related questions.

Sequencing or Order Questions : Test-takers are asked to arrange items or events in a particular order or sequence based on their understanding of the subject matter.

Projects intended for a specific audience :

Advertisement : An advertisement is a promotional message or communication aimed at promoting a product, service, event, or idea to a target audience. It often uses persuasive techniques, visuals, and compelling language to attract attention and encourage consumers to take specific actions, such as making a purchase or seeking more information.
Client Report for an Agency : A client report for an agency is a formal document prepared by a service provider or agency to communicate the results, progress, or recommendations of their work to their client. It typically includes an analysis of data, achievements, challenges, and future plans related to the project or services provided.
News or Feature Story : A news story is a journalistic piece that reports on current events or recent developments, providing objective information in a factual and unbiased manner. A feature story, on the other hand, is a more in-depth and creative piece that explores human interest topics, profiles individuals, or delves into issues from a unique perspective.
Instructional Manual : An instructional manual is a detailed document that provides step-by-step guidance, explanations, and procedures on how to use, assemble, operate, or perform specific tasks with a product or system. It aims to help users understand and utilize the item effectively and safely.
Letter to the Editor : A letter to the editor is a written communication submitted by a reader to a newspaper, magazine, or online publication, expressing their opinion, feedback, or comments on a particular article, topic, or issue. It is intended for publication and allows individuals to share their perspectives with a broader audience.

Problem-Solving and Analysis :

Taxonomy : Taxonomy is the science of classification, categorization, and naming of organisms, objects, or concepts based on their characteristics, similarities, and differences. It involves creating hierarchical systems that group related items together, facilitating organization and understanding within a particular domain.
Budget with Rationale : A budget with rationale is a financial plan that outlines projected income and expenses for a specific period, such as a month or a year. The rationale provides explanations or justifications for each budget item, explaining the purpose and reasoning behind the allocated funds.
Case Analysis : Case analysis refers to a methodical examination of a particular situation, scenario, or problem. It involves gathering relevant data, identifying key issues, analyzing different factors, and formulating conclusions or recommendations based on the findings. Case analysis is commonly used in various fields, such as business, law, and education, to make informed decisions and solve complex problems.
Case Study : A case study is an in-depth analysis of a specific individual, group, organization, or situation. It involves thorough research, data collection, and detailed examination to understand the context, challenges, and outcomes associated with the subject of study. Case studies are widely used in academic research and professional contexts to gain insights into real-world scenarios.
Word Problem : A word problem is a type of mathematical or logical question presented in a contextual format using words rather than purely numerical or symbolic representations. It challenges students to apply their knowledge and problem-solving skills to real-life situations.

Collaborative Activities

Debate : A debate is a structured discussion between two or more individuals or teams with differing viewpoints on a specific topic or issue. Participants present arguments and counterarguments to support their positions, aiming to persuade the audience and ultimately reach a resolution or conclusion. Debates are commonly used in academic settings, public forums, and formal competitions to foster critical thinking, communication skills, and understanding of diverse perspectives.
Group Discussion : A group discussion is an interactive conversation involving several individuals who come together to exchange ideas, opinions, and information on a particular subject. The discussion is typically moderated to ensure that everyone has an opportunity to participate, and it encourages active listening, collaboration, and problem-solving. Group discussions are commonly used in educational settings, team meetings, and decision-making processes to promote dialogue and collective decision-making.
An oral report is a form of communication in which a person or group of persons present information, findings, or ideas verbally to an audience. It involves speaking in front of others, often in a formal setting, and delivering a structured presentation that may include visual aids, such as slides or props, to support the content. Oral reports are commonly used in academic settings, business environments, and various professional settings to share knowledge, research findings, project updates, or persuasive arguments. Effective oral reports require clear organization, articulation, and engaging delivery to effectively convey the intended message to the listeners.

Planning and Organization

Inventory : An inventory involves systematically listing and categorizing items or resources to assess their availability, quantity, and condition. In an educational context, students might conduct an inventory of books in a library, equipment in a lab, or supplies in a classroom, enhancing their organizational and data collection skills.
Materials and Methods Plan : A materials and methods plan involves developing a structured outline or description of the materials, tools, and procedures to be used in a specific experiment, research project, or practical task. It helps learners understand the importance of proper planning and documentation in scientific and research endeavors.
Plan for Conducting a Project : This learning activity requires students to create a detailed roadmap for executing a project. It includes defining the project's objectives, identifying tasks and timelines, allocating resources, and setting milestones to monitor progress. It enhances students' project management and organizational abilities.
Research Proposal Addressed to a Granting Agency : A formal document requesting financial support for a research project from a granting agency or organization. The proposal outlines the research questions, objectives, methodology, budget, and potential outcomes. It familiarizes learners with the process of seeking funding and strengthens their research and persuasive writing skills.
Mathematical Problem : A mathematical problem is a task or question that requires the application of mathematical principles, formulas, or operations to find a solution. It could involve arithmetic, algebra, geometry, calculus, or other branches of mathematics, challenging individuals to solve the problem logically and accurately.
Question : A question is a sentence or phrase used to elicit information, seek clarification, or provoke thought from someone else. Questions can be open-ended, closed-ended, or leading, depending on their purpose, and they play a crucial role in communication, problem-solving, and learning.

More Resources

CTE Teaching Tips

Personal Response Systems
Designing Multiple-Choice Questions
Aligning Outcomes, Assessments, and Instruction

Other Resources

Types of Assignments . University of Queensland.

If you would like support applying these tips to your own teaching, CTE staff members are here to help. View the CTE Support page to find the most relevant staff member to contact.

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Designing Assessments of Student Learning

Image Hollie Nyseth Brehm, Associate Professor, Department of Sociology Professor Hollie Nyseth Brehm was a graduate student the first time she taught a class, “I didn’t have any training on how to teach, so I assigned a final paper and gave them instructions: ‘Turn it in at the end of course.’ That was sort of it.” Brehm didn’t have a rubric or a process to check in with students along the way. Needless to say, the assignment didn’t lead to any major breakthroughs for her students. But it was a learning experience for Brehm. As she grew her teaching skills, she began to carefully craft assignments to align to course goals, make tasks realistic and meaningful, and break down large assignments into manageable steps. "Now I always have rubrics. … I always scaffold the assignment such that they’ll start by giving me their paper topic and a couple of sources and then turn in a smaller portion of it, and we write it in pieces. And that leads to a much better learning experience for them—and also for me, frankly, when I turn to grade it .”

Reflect

Have you ever planned a big assignment that didn’t turn out as you’d hoped? What did you learn, and how would you design that assignment differently now?

What are students learning in your class? Are they meeting your learning outcomes? You simply cannot answer these questions without assessment of some kind.

As educators, we measure student learning through many means, including assignments, quizzes, and tests. These assessments can be formal or informal, graded or ungraded. But assessment is not simply about awarding points and assigning grades. Learning is a process, not a product, and that process takes place during activities such as recall and practice. Assessing skills in varied ways helps you adjust your teaching throughout your course to support student learning

Instructor speaking to student on their laptop

Research tells us that our methods of assessment don’t only measure how much students have learned. They also play an important role in the learning process. A phenomenon known as the “testing effect” suggests students learn more from repeated testing than from repeated exposure to the material they are trying to learn (Karpicke & Roediger, 2008). While exposure to material, such as during lecture or study, helps students store new information, it’s crucial that students actively practice retrieving that information and putting it to use. Frequent assessment throughout a course provides students with the practice opportunities that are essential to learning.

In addition we can’t assume students can transfer what they have practiced in one context to a different context. Successful transfer of learning requires understanding of deep, structural features and patterns that novices to a subject are still developing (Barnett & Ceci, 2002; Bransford & Schwartz, 1999). If we want students to be able to apply their learning in a wide variety of contexts, they must practice what they’re learning in a wide variety of contexts .

Providing a variety of assessment types gives students multiple opportunities to practice and demonstrate learning. One way to categorize the range of assessment options is as formative or summative.

Formative and Summative Assessment

Opportunities not simply to practice, but to receive feedback on that practice, are crucial to learning (Ambrose et al., 2010). Formative assessment facilitates student learning by providing frequent low-stakes practice coupled with immediate and focused feedback. Whether graded or ungraded, formative assessment helps you monitor student progress and guide students to understand which outcomes they’ve mastered, which they need to focus on, and what strategies can support their learning. Formative assessment also informs how you modify your teaching to better meet student needs throughout your course.

Technology Tip

Design quizzes in CarmenCanvas to provide immediate and useful feedback to students based on their answers. Learn more about setting up quizzes in Carmen.

Summative assessment measures student learning by comparing it to a standard. Usually these types of assessments evaluate a range of skills or overall performance at the end of a unit, module, or course. Unlike formative assessment, they tend to focus more on product than process. These high-stakes experiences are typically graded and should be less frequent (Ambrose et al., 2010).

Using Bloom's Taxonomy

A visual depiction of the Bloom's Taxonomy categories positioned like the layers of a cake. [row 1, at bottom] Remember; Recognizing and recalling facts. [Row 2] Understand: Understanding what the facts mean. [Row 3] Apply: Applying the facts, rules, concepts, and ideas. [Row 4] Analyze: Breaking down information into component parts. [Row 5] Evaluate: Judging the value of information or ideas. [Row 6, at top] Create: Combining parts to make a new whole.

Bloom’s Taxonomy is a common framework for thinking about how students can demonstrate their learning on assessments, as well as for articulating course and lesson learning outcomes .

Benjamin Bloom (alongside collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl) published Taxonomy of Educational Objectives in 1956. The taxonomy provided a system for categorizing educational goals with the intent of aiding educators with assessment. Commonly known as Bloom’s Taxonomy, the framework has been widely used to guide and define instruction in both K-12 and university settings. The original taxonomy from 1956 included a cognitive domain made up of six categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

A revised Bloom's Taxonomy from 2001 updated these six categories to reflect how learners interact with knowledge. In the revised version, students can: Remember content, Understand ideas, Apply information to new situations, Analyze relationships between ideas, Evaluate information to justify perspectives or decisions, and Create new ideas or original work. In the graphic pictured here, the categories from the revised taxonomy are imagined as the layers of a cake.

Assessing students on a variety of Bloom's categories will give you a better sense of how well they understand your course content. The taxonomy can be a helpful guide to predicting which tasks will be most difficult for students so you can provide extra support where it is needed. It can also be used to craft more transparent assignments and test questions by honing in on the specific skills you want to assess and finding the right language to communicate exactly what you want students to do. See the Sample Bloom's Verbs in the Examples section below.

Diving deeper into Bloom's Taxonomy

Like most aspects of our lives, activities and assessments in today’s classroom are inextricably linked with technology. In 2008, Andrew Churches extended Bloom’s Taxonomy to address the emerging changes in learning behaviors and opportunities as “technology advances and becomes more ubiquitous.” Consult Bloom’s Digital Taxonomy for ideas on using digital tools to facilitate and assess learning across the six categories of learning.

Did you know that the cognitive domain (commonly referred to simply as Bloom's Taxonomy) was only one of three domains in the original Bloom's Taxonomy (1956)? While it is certainly the most well-known and widely used, the other two domains— psychomotor and affective —may be of interest to some educators. The psychomotor domain relates to physical movement, coordination, and motor skills—it might apply to the performing arts or other courses that involve movement, manipulation of objects, and non-discursive communication like body language. The affective domain pertains to feelings, values, motivations, and attitudes and is used more often in disciplines like medicine, social work, and education, where emotions and values are integral aspects of learning. Explore the full taxonomy in Three Domains of Learning: Cognitive, Affective, and Psychomotor (Hoque, 2017).

In Practice

Consider the following to make your assessments of student learning effective and meaningful.

Align assignments, quizzes, and tests closely to learning outcomes.

It goes without saying that you want students to achieve the learning outcomes for your course. The testing effect implies, then, that your assessments must help them retrieve the knowledge and practice the skills that are relevant to those outcomes.

Plan assessments that measure specific outcomes for your course. Instead of choosing quizzes and tests that are easy to grade or assignment types common to your discipline, carefully consider what assessments will best help students practice important skills. When assignments and feedback are aligned to learning outcomes, and you share this alignment with students, they have a greater appreciation for your course and develop more effective strategies for study and practice targeted at achieving those outcomes (Wang, et al., 2013).

Provide authentic learning experiences.

Consider how far removed from “the real world” traditional assessments like academic essays, standard textbook problems, and multiple-choice exams feel to students. In contrast, assignments that are authentic resemble real-world tasks. They feel relevant and purposeful, which can increase student motivation and engagement (Fink, 2013). Authentic assignments also help you assess whether students will be able to transfer what they learn into realistic contexts beyond your course.

Integrate assessment opportunities that prepare students to be effective and successful once they graduate, whether as professionals, as global citizens, or in their personal lives.

To design authentic assignments:

Choose real-world content . If you want students to be able to apply disciplinary methods, frameworks, and terminology to solve real-world problems after your course, you must have them engage with real-world examples, procedures, and tools during your course. Include actual case studies, documents, data sets, and problems from your field in your assessments.
Target a real-world audience . Ask students to direct their work to a tangible reader, listener or viewer, rather than to you. For example, they could write a blog for their peers or create a presentation for a future employer.
Use real-world formats . Have students develop content in formats used in professional or real-life discourse. For example, instead of a conventional paper, students could write an email to a colleague or a letter to a government official, develop a project proposal or product pitch for a community-based company, post a how-to video on YouTube, or create an infographic to share on social media.

Simulations, role plays, case studies, portfolios, project-based learning, and service learning are all great avenues to bring authentic assessment into your course.

Make sure assignments are achievable.

Your students juggle coursework from several classes, so it’s important to be conscious of workload. Assign tasks they can realistically handle at a given point in the term. If it takes you three hours to do something, it will likely take your students six hours or more. Choose assignments that assess multiple learning outcomes from your course to keep your grading manageable and your feedback useful (Rayner et al., 2016).

Scaffold assignments so students can develop knowledge and skills over time.

For large assignments, use scaffolding to integrate multiple opportunities for feedback, reflection, and improvement. Scaffolding means breaking a complex assignment down into component parts or smaller progressive tasks over time. Practicing these smaller tasks individually before attempting to integrate them into a completed assignment supports student learning by reducing the amount of information they need to process at a given time (Salden et al., 2006).

Scaffolding ensures students will start earlier and spend more time on big assignments. And it provides you more opportunities to give feedback and guidance to support their ultimate success. Additionally, scaffolding can draw students’ attention to important steps in a process that are often overlooked, such as planning and revision, leading them to be more independent and thoughtful about future work.

A familiar example of scaffolding is a research paper. You might ask students to submit a topic or thesis in Week 3 of the semester, an annotated bibliography of sources in Week 6, a detailed outline in Week 9, a first draft on which they can get peer feedback in Week 11, and the final draft in the last week of the semester.

Your course journey is decided in part by how you sequence assignments. Consider where students are in their learning and place assignments at strategic points throughout the term. Scaffold across the course journey by explaining how each assignment builds upon the learning achieved in previous ones (Walvoord & Anderson, 2011).

Be transparent about assignment instructions and expectations.

Communicate clearly to students about the purpose of each assignment, the process for completing the task, and the criteria you will use to evaluate it before they begin the work. Studies have shown that transparent assignments support students to meet learning goals and result in especially large increases in success and confidence for underserved students (Winkelmes et al., 2016).

To increase assignment transparency:

Instructor giving directions to a class.

Explain how the assignment links to one or more course learning outcomes . Understanding why the assignment matters and how it supports their learning can increase student motivation and investment in the work.
Outline steps of the task in the assignment prompt . Clear directions help students structure their time and effort. This is also a chance to call out disciplinary standards with which students are not yet familiar or guide them to focus on steps of the process they often neglect, such as initial research.
Provide a rubric with straightforward evaluation criteria . Rubrics make transparent which parts of an assignment you care most about. Sharing clear criteria sets students up for success by giving them the tools to self-evaluate and revise their work before submitting it. Be sure to explain your rubric, and particularly to unpack new or vague terms; for example, language like "argue," “close reading,” "list significant findings," and "document" can mean different things in different disciplines. It is helpful to show exemplars and non-exemplars along with your rubric to highlight differences in unacceptable, acceptable, and exceptional work.

Engage students in reflection or discussion to increase assignment transparency. Have them consider how the assessed outcomes connect to their personal lives or future careers. In-class activities that ask them to grade sample assignments and discuss the criteria they used, compare exemplars and non-exemplars, engage in self- or peer-evaluation, or complete steps of the assignment when you are present to give feedback can all support student success.

Technology Tip

Enter all assignments and due dates in your Carmen course to increase transparency. When assignments are entered in Carmen, they also populate to Calendar, Syllabus, and Grades areas so students can easily track their upcoming work. Carmen also allows you to develop rubrics for every assignment in your course.

Sample Bloom’s Verbs

Building a question bank, using the transparent assignment template, sample assignment: ai-generated lesson plan.

Include frequent low-stakes assignments and assessments throughout your course to provide the opportunities for practice and feedback that are essential to learning. Consider a variety of formative and summative assessment types so students can demonstrate learning in multiple ways. Use Bloom’s Taxonomy to determine—and communicate—the specific skills you want to assess.

Remember that effective assessments of student learning are:

Aligned to course learning outcomes
Authentic, or resembling real-world tasks
Achievable and realistic
Scaffolded so students can develop knowledge and skills over time
Transparent in purpose, tasks, and criteria for evaluation
Collaborative learning techniques: A handbook for college faculty (book)
Cheating Lessons (book)
Minds online: Teaching effectively with technology (book)
Assessment: The Silent Killer of Learning (video)
TILT Higher Ed Examples and Resource (website)
Writing to Learn: Critical Thinking Activities for Any Classroom (guide)

Ambrose, S.A., Bridges, M.W., Lovett, M.C., DiPietro, M., & Norman, M.K. (2010). How learning works: Seven research-based principles for smart teaching . John Wiley & Sons.

Barnett, S.M., & Ceci, S.J. (2002). When and where do we apply what we learn? A taxonomy for far transfer. Psychological Bulletin , 128 (4). 612–637. doi.org/10.1037/0033-2909.128.4.612

Bransford, J.D, & Schwartz, D.L. (1999). Rethinking transfer: A simple proposal with multiple implications. Review of Research in Education , 24 . 61–100. doi.org/10.3102/0091732X024001061

Fink, L. D. (2013).  Creating significant learning experiences: An integrated approach to designing college courses . John Wiley & Sons.

Karpicke, J.D., & Roediger, H.L., III. (2008). The critical importance of retrieval for learning. Science , 319 . 966–968. doi.org/10.1126/science.1152408

Rayner, K., Schotter, E. R., Masson, M. E., Potter, M. C., & Treiman, R. (2016). So much to read, so little time: How do we read, and can speed reading help?.  Psychological Science in the Public Interest ,  17 (1), 4-34.  doi.org/10.1177/1529100615623267

Salden, R.J.C.M., Paas, F., van Merriënboer, J.J.G. (2006). A comparison of approaches to learning task selection in the training of complex cognitive skills. Computers in Human Behavior , 22 (3). 321–333. doi.org/10.1016/j.chb.2004.06.003

Walvoord, B. E., & Anderson, V. J. (2010).  Effective grading: A tool for learning and assessment in college . John Wiley & Sons.

Wang, X., Su, Y., Cheung, S., Wong, E., & Kwong, T. (2013). An exploration of Biggs’ constructive alignment in course design and its impact on students’ learning approaches. Assessment & Evaluation in Higher Education , 38 (4). 477–491. doi.org/10.1016/j.chb.2004.06.003

Winkelmes, M., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., & Weavil, K.H. (2016). A teaching intervention that increases underserved college students’ success.  Peer Review , 18 (1/2). 31–36. Retrieved from https://www.aacu.org/peerreview/2016/winter-spring/Winkelmes

Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that he or she will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
explain —give reasons why or examples of how something happened
illustrate —give descriptive examples of the subject and show how each is connected with the subject
summarize —briefly list the important ideas you learned about the subject
trace —outline how something has changed or developed from an earlier time to its current form
research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

compare —show how two or more things are similar (and, sometimes, different)
contrast —show how two or more things are dissimilar
apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
cause —show how one event or series of events made something else happen
relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

assess —summarize your opinion of the subject and measure it against something
prove, justify —give reasons or examples to demonstrate how or why something is the truth
evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
In lecture, does your instructor ask your opinion, try to prove her point of view, or use keywords that show up again in the assignment?
What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, he or she still has to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and she already knows everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality she or he expects.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Lesson Plan Step #8 - Assessment and Follow-Up

Measuring Whether Students Have Met the Learning Objectives

Lesson Plans
Grading Students for Assessment
Becoming A Teacher
Assessments & Tests
Elementary Education
Special Education
Homeschooling
B.A., Sociology, University of California Los Angeles

In this series about lesson plans, we're breaking down the 8 steps you need to take to create an effective lesson plan for the elementary classroom. The final step in a successful lesson plan for teachers is Learning Goals, which coming after defining the following steps:

Objective
Anticipatory Set
Direct Instruction
Guided Practice
Closure
Independent Practice
Required Materials and Equipment

An 8-step lesson plan is not complete without the final step of Assessment. This is where you assess the final outcome of the lesson and to what extent the learning objectives were achieved. This is also your chance to adjust the overall lesson plan to overcome any unexpected challenges that may have arisen, preparing you for the next time you teach this lesson. It's also important to make note of the most successful aspects of your lesson plan, to ensure that you continue to capitalize on strengths and continue to push forward in those areas.

How to Assess Learning Goals

Learning goals can be assessed in a variety of ways, including through quizzes, tests, independently performed worksheets, cooperative learning activities , hands-on experiments, oral discussion, question-and-answer sessions, writing assignments, presentations, or other concrete means. However, it's important to remember that you may have students who better display their mastery of a topic or skill through non-traditional assessment methods, so try to think about creative ways you can assist those students in demonstrating mastery.

Most importantly, teachers need to ensure that the Assessment activity is directly and explicitly tied to the stated learning objectives you developed in step one of the lesson plan. In the learning objective section, you specified what students would accomplish and how well they would have to be able to perform a task in order to consider the lesson satisfactorily accomplished. The goals also had to fit within your district or state educational standards for the grade level.

Follow-Up: Using the Results of the Assessment

Once the students have completed the given assessment activity, you must take some time to reflect on the results. If the learning objectives were not adequately achieved, you will need to revisit the lesson in a different manner, revising the approach to learning. Either you will need to teach the lesson again or you'll need to clear up areas that confused several of the students.

Whether or not most students showed understanding of the material, based on the assessment, you should note how well students learned different parts of the lesson. This will allow you to modify the lesson plan in the future, clarifying or spending more time on areas where the assessments showed the students were weakest.

Student performance on one lesson tends to inform performance on future lessons, giving you insight into where you should take your students next. If the assessment showed the students fully grasped the topic, you may want to proceed immediately to more advanced lessons. If understanding was moderate, you may want to take it slower and reinforce the takeaways. This may require teaching the entire lesson again, or, just portions of the lesson. Assessing different aspects of the lesson in greater detail can guide this decision.

Examples of Types of Assessments

Quiz: a short series of questions with right and wrong answers that may not count towards a grade.
Test: a longer or more in-depth series of questions that probes for more understanding of the topic and may count towards a grade.
Class discussion: rather than a quiz or test that is scored, a discussion helps identify understanding. It's important to make sure all students are able to demonstrate mastery here, so that no one is lost in the shuffle.
Hands-on experiment: Where the subject matter is appropriate, the students apply the lesson to an experiment and record the outcomes.
Worksheet: Students fill out a worksheet, especially for math or vocabulary lessons, but it also could be developed for many topics.
Cooperative Learning activities: Students work in a group to solve a problem or have a structured discussion.
Illustrations or Graphic Organizers : These can include Venn diagrams, K-W-L (Know, Want to Know, Learned) charts, flow charts, pie charts, concept maps, character traits, cause/effect diagrams, spider web, cloud chart,T-chart, Y-chart, semantic feature analysis,fact/opinion chart, star chart, cycle chart, and other appropriate graphic organizers. Often the subject will determine which works best as an assessment tool.

Edited by Stacy Jagodowski

Components of a Well-Written Lesson Plan
Writing a Lesson Plan: Independent Practice
Writing a Lesson Plan: Guided Practice
How to Write a Lesson Plan
Creating Effective Lesson Objectives
Write Lesson Plans
Topics for a Lesson Plan Template
Writing a Lesson Plan: Closure and Context
Here's What You Need to Know About Lesson Plans
Accommodations for Students With Special Needs
Movie Lesson Plan Ideas
Writing a Lesson Plan: Direct Instruction
Differentiated Instruction and Assessment
How to Avoid Common Mistakes When Writing Learning Objectives
Scientific Method Lesson Plan

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What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom

Just as everyone has a unique fingerprint, every student has an individual learning style. Chances are, not all of your students grasp a subject in the same way or share the same level of ability. So how can you better deliver your lessons to reach everyone in class? Consider differentiated instruction—a method you may have heard about but haven’t explored, which is why you’re here. In this article, learn exactly what it means, how it works, and the pros and cons.

Infographic: What is differentiated instruction? Carol Ann Tomlinson is a leader in the area of differentiated learning and professor of educational leadership, foundations, and policy at the University of Virginia. Tomlinson describes differentiated instruction as factoring students’ individual learning styles and levels of readiness first before designing a lesson plan. Four ways to differentiate instruction: Content, product, process, and learning environment. Pros and cons of differentiated instruction.

Definition of differentiated instruction

Carol Ann Tomlinson is a leader in the area of differentiated learning and professor of educational leadership, foundations, and policy at the University of Virginia. Tomlinson describes differentiated instruction as factoring students’ individual learning styles and levels of readiness first before designing a lesson plan. Research on the effectiveness of differentiation shows this method benefits a wide range of students, from those with learning disabilities to those who are considered high ability.

Differentiating instruction may mean teaching the same material to all students using a variety of instructional strategies, or it may require the teacher to deliver lessons at varying levels of difficulty based on the ability of each student.

Teachers who practice differentiation in the classroom may:

Design lessons based on students’ learning styles.
Group students by shared interest, topic, or ability for assignments.
Assess students’ learning using formative assessment.
Manage the classroom to create a safe and supportive environment.
Continually assess and adjust lesson content to meet students’ needs.

History of differentiated instruction

The roots of differentiated instruction go all the way back to the days of the one-room schoolhouse, where one teacher had students of all ages in one classroom. As the educational system transitioned to grading schools, it was assumed that children of the same age learned similarly. However in 1912, achievement tests were introduced, and the scores revealed the gaps in student’s abilities within grade levels.

In 1975, Congress passed the Individuals with Disabilities Education Act (IDEA), ensuring that children with disabilities had equal access to public education. To reach this student population, many educators used differentiated instruction strategies. Then came the passage of No Child Left Behind in 2000, which further encouraged differentiated and skill-based instruction—and that’s because it works. Research by educator Leslie Owen Wilson supports differentiating instruction within the classroom, finding that lecture is the least effective instructional strategy, with only 5 to 10 percent retention after 24 hours. Engaging in a discussion, practicing after exposure to content, and teaching others are much more effective ways to ensure learning retention.

Four ways to differentiate instruction

According to Tomlinson, teachers can differentiate instruction through four ways: 1) content, 2) process, 3) product, and 4) learning environment.

As you already know, fundamental lesson content should cover the standards of learning set by the school district or state educational standards. But some students in your class may be completely unfamiliar with the concepts in a lesson, some students may have partial mastery, and some students may already be familiar with the content before the lesson begins.

What you could do is differentiate the content by designing activities for groups of students that cover various levels of Bloom’s Taxonomy (a classification of levels of intellectual behavior going from lower-order thinking skills to higher-order thinking skills). The six levels are: remembering, understanding, applying, analyzing, evaluating, and creating.

Students who are unfamiliar with a lesson could be required to complete tasks on the lower levels: remembering and understanding. Students with some mastery could be asked to apply and analyze the content, and students who have high levels of mastery could be asked to complete tasks in the areas of evaluating and creating.

Examples of differentiating activities:

Match vocabulary words to definitions.
Read a passage of text and answer related questions.
Think of a situation that happened to a character in the story and a different outcome.
Differentiate fact from opinion in the story.
Identify an author’s position and provide evidence to support this viewpoint.
Create a PowerPoint presentation summarizing the lesson.

Each student has a preferred learning style, and successful differentiation includes delivering the material to each style: visual, auditory and kinesthetic, and through words. This process-related method also addresses the fact that not all students require the same amount of support from the teacher, and students could choose to work in pairs, small groups, or individually. And while some students may benefit from one-on-one interaction with you or the classroom aide, others may be able to progress by themselves. Teachers can enhance student learning by offering support based on individual needs.

Examples of differentiating the process:

Provide textbooks for visual and word learners.
Allow auditory learners to listen to audio books.
Give kinesthetic learners the opportunity to complete an interactive assignment online.

The product is what the student creates at the end of the lesson to demonstrate the mastery of the content. This can be in the form of tests, projects, reports, or other activities. You could assign students to complete activities that show mastery of an educational concept in a way the student prefers, based on learning style.

Examples of differentiating the end product:

Read and write learners write a book report.
Visual learners create a graphic organizer of the story.
Auditory learners give an oral report.
Kinesthetic learners build a diorama illustrating the story.

4. Learning environment

The conditions for optimal learning include both physical and psychological elements. A flexible classroom layout is key, incorporating various types of furniture and arrangements to support both individual and group work. Psychologically speaking, teachers should use classroom management techniques that support a safe and supportive learning environment.

Examples of differentiating the environment:

Break some students into reading groups to discuss the assignment.
Allow students to read individually if preferred.
Create quiet spaces where there are no distractions.

Pros and cons of differentiated instruction

The benefits of differentiation in the classroom are often accompanied by the drawback of an ever-increasing workload. Here are a few factors to keep in mind:

Research shows differentiated instruction is effective for high-ability students as well as students with mild to severe disabilities.
When students are given more options on how they can learn material, they take on more responsibility for their own learning.
Students appear to be more engaged in learning, and there are reportedly fewer discipline problems in classrooms where teachers provide differentiated lessons.
Differentiated instruction requires more work during lesson planning, and many teachers struggle to find the extra time in their schedule.
The learning curve can be steep and some schools lack professional development resources.
Critics argue there isn’t enough research to support the benefits of differentiated instruction outweighing the added prep time.

Differentiated instruction strategies

What differentiated instructional strategies can you use in your classroom? There are a set of methods that can be tailored and used across the different subjects. According to Kathy Perez (2019) and the Access Center those strategies are tiered assignments, choice boards, compacting, interest centers/groups, flexible grouping, and learning contracts. Tiered assignments are designed to teach the same skill but have the students create a different product to display their knowledge based on their comprehension skills. Choice boards allow students to choose what activity they would like to work on for a skill that the teacher chooses. On the board are usually options for the different learning styles; kinesthetic, visual, auditory, and tactile. Compacting allows the teacher to help students reach the next level in their learning when they have already mastered what is being taught to the class. To compact the teacher assesses the student’s level of knowledge, creates a plan for what they need to learn, excuses them from studying what they already know, and creates free time for them to practice an accelerated skill.

Interest centers or groups are a way to provide autonomy in student learning. Flexible grouping allows the groups to be more fluid based on the activity or topic. Finally, learning contracts are made between a student and teacher, laying out the teacher’s expectations for the necessary skills to be demonstrated and the assignments required components with the student putting down the methods they would like to use to complete the assignment. These contracts can allow students to use their preferred learning style, work at an ideal pace and encourages independence and planning skills. The following are strategies for some of the core subject based on these methods.

Differentiated instruction strategies for math

Provide students with a choice board. They could have the options to learn about probability by playing a game with a peer, watching a video, reading the textbook, or working out problems on a worksheet.
Teach mini lessons to individuals or groups of students who didn’t grasp the concept you were teaching during the large group lesson. This also lends time for compacting activities for those who have mastered the subject.
Use manipulatives, especially with students that have more difficulty grasping a concept.
Have students that have already mastered the subject matter create notes for students that are still learning.
For students that have mastered the lesson being taught, require them to give in-depth, step-by-step explanation of their solution process, while not being rigid about the process with students who are still learning the basics of a concept if they arrive at the correct answer.

Differentiated instruction strategies for science

Emma McCrea (2019) suggests setting up “Help Stations,” where peers assist each other. Those that have more knowledge of the subject will be able to teach those that are struggling as an extension activity and those that are struggling will receive.
Set up a “question and answer” session during which learners can ask the teacher or their peers questions, in order to fill in knowledge gaps before attempting the experiment.
Create a visual word wall. Use pictures and corresponding labels to help students remember terms.
Set up interest centers. When learning about dinosaurs you might have an “excavation” center, a reading center, a dinosaur art project that focuses on their anatomy, and a video center.
Provide content learning in various formats such as showing a video about dinosaurs, handing out a worksheet with pictures of dinosaurs and labels, and providing a fill-in-the-blank work sheet with interesting dinosaur facts.

Differentiated instruction strategies for ELL

ASCD (2012) writes that all teachers need to become language teachers so that the content they are teaching the classroom can be conveyed to the students whose first language is not English.
Start by providing the information in the language that the student speaks then pairing it with a limited amount of the corresponding vocabulary in English.
Although ELL need a limited amount of new vocabulary to memorize, they need to be exposed to as much of the English language as possible. This means that when teaching, the teacher needs to focus on verbs and adjectives related to the topic as well.
Group work is important. This way they are exposed to more of the language. They should, however, be grouped with other ELL if possible as well as given tasks within the group that are within their reach such as drawing or researching.

Differentiated instruction strategies for reading

Tiered assignments can be used in reading to allow the students to show what they have learned at a level that suites them. One student might create a visual story board while another student might write a book report.
Reading groups can pick a book based on interest or be assigned based on reading level
Erin Lynch (2020) suggest that teachers scaffold instruction by giving clear explicit explanations with visuals. Verbally and visually explain the topic. Use anchor charts, drawings, diagrams, and reference guides to foster a clearer understanding. If applicable, provide a video clip for students to watch.
Utilize flexible grouping. Students might be in one group for phonics based on their assessed level but choose to be in another group for reading because they are more interested in that book.

Differentiated instruction strategies for writing

Hold writing conferences with your students either individually or in small groups. Talk with them throughout the writing process starting with their topic and moving through grammar, composition, and editing.
Allow students to choose their writing topics. When the topic is of interest, they will likely put more effort into the assignment and therefore learn more.
Keep track of and assess student’s writing progress continually throughout the year. You can do this using a journal or a checklist. This will allow you to give individualized instruction.
Hand out graphic organizers to help students outline their writing. Try fill-in-the-blank notes that guide the students through each step of the writing process for those who need additional assistance.
For primary grades give out lined paper instead of a journal. You can also give out differing amounts of lines based on ability level. For those who are excelling at writing give them more lines or pages to encourage them to write more. For those that are still in the beginning stages of writing, give them less lines so that they do not feel overwhelmed.

Differentiated instruction strategies for special education

Use a multi-sensory approach. Get all five senses involved in your lessons, including taste and smell!
Use flexible grouping to create partnerships and teach students how to work collaboratively on tasks. Create partnerships where the students are of equal ability, partnerships where once the student will be challenged by their partner and another time they will be pushing and challenging their partner.
Assistive technology is often an important component of differential instruction in special education. Provide the students that need them with screen readers, personal tablets for communication, and voice recognition software.
The article Differentiation & LR Information for SAS Teachers suggests teachers be flexible when giving assessments “Posters, models, performances, and drawings can show what they have learned in a way that reflects their personal strengths”. You can test for knowledge using rubrics instead of multiple-choice questions, or even build a portfolio of student work. You could also have them answer questions orally.
Utilize explicit modeling. Whether its notetaking, problem solving in math, or making a sandwich in home living, special needs students often require a step-by-step guide to make connections.

References and resources

https://www.thoughtco.com/differentiation-instruction-in-special-education-3111026
https://sites.google.com/site/lrtsas/differentiation/differentiation-techniques-for-special-education
https://www.solutiontree.com/blog/differentiated-reading-instruction/
https://www.readingrockets.org/article/differentiated-instruction-reading
https://www.sadlier.com/school/ela-blog/13-ideas-for-differentiated-reading-instruction-in-the-elementary-classroom
https://inservice.ascd.org/seven-strategies-for-differentiating-instruction-for-english-learners/
https://www.cambridge.org/us/education/blog/2019/11/13/three-approaches-differentiation-primary-science/
https://www.brevardschools.org/site/handlers/filedownload.ashx?moduleinstanceid=6174&dataid=8255&FileName=Differentiated_Instruction_in_Secondary_Mathematics.pdf

Books & Videos about differentiated instruction by Carol Ann Tomlinson and others

The Differentiated Classroom: Responding to the Needs of All Learners, 2nd Edition
Leading and Managing a Differentiated Classroom – Carol Ann Tomlinson and Marcia B. Imbeau
The Differentiated School: Making Revolutionary Changes in Teaching and Learning – Carol Ann Tomlinson, Kay Brimijoin, and Lane Narvaez
Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids – Carol Ann Tomlinson and Jay McTighe
Differentiation in Practice Grades K-5: A Resource Guide for Differentiating Curriculum – Carol Ann Tomlinson and Caroline Cunningham Eidson
Differentiation in Practice Grades 5–9: A Resource Guide for Differentiating Curriculum – Carol Ann Tomlinson and Caroline Cunningham Eidson
Differentiation in Practice Grades 9–12: A Resource Guide for Differentiating Curriculum – Carol Ann Tomlinson and Cindy A. Strickland
Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching – Carol Ann Tomlinson
Leadership for Differentiating Schools and Classrooms – Carol Ann Tomlinson and Susan Demirsky Allan
How to Differentiate Instruction in Academically Diverse Classrooms, 3rd Edition by Carol Ann Tomlinson
Assessment and Student Success in a Differentiated Classroom by Carol Ann Tomlinson and Tonya R. Moon
How To Differentiate Instruction In Mixed Ability Classrooms 2nd Edition – Carol Ann Tomlinson
How to Differentiate Instruction in Academically Diverse Classrooms 3rd Edition by Carol Ann Tomlinson
Assessment and Student Success in a Differentiated Classroom Paperback – Carol Ann Tomlinson, Tonya R. Moon
Leading and Managing a Differentiated Classroom (Professional Development) 1st Edition – Carol Ann Tomlinson, Marcia B. Imbeau
The Differentiated School: Making Revolutionary Changes in Teaching and Learning 1st Edition by Carol Ann Tomlinson, Kay Brimijoin, Lane Narvaez
Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom – David A. Sousa, Carol Ann Tomlinson
Leading for Differentiation: Growing Teachers Who Grow Kids – Carol Ann Tomlinson, Michael Murphy
An Educator’s Guide to Differentiating Instruction. 10th Edition – Carol Ann Tomlinson, James M. Cooper
A Differentiated Approach to the Common Core: How do I help a broad range of learners succeed with a challenging curriculum? – Carol Ann Tomlinson, Marcia B. Imbeau
Managing a Differentiated Classroom: A Practical Guide – Carol Tomlinson, Marcia Imbeau
Differentiating Instruction for Mixed-Ability Classrooms: An ASCD Professional Inquiry Kit Pck Edition – Carol Ann Tomlinson
Using Differentiated Classroom Assessment to Enhance Student Learning (Student Assessment for Educators) 1st Edition – Tonya R. Moon, Catherine M. Brighton, Carol A. Tomlinson
The Differentiated Classroom: Responding to the Needs of All Learners 1st Edition – Carol Ann Tomlinson

Materials and Technology

This part of the lesson plan acts like a checklist. Here is where any materials that will be used during the lesson are listed in bullet-point format. Some possible materials could include worksheets, quizzes, flashcards, prizes, etc. Examples of technology might include a digital projector, PowerPoint slideshow, or laser pointer. This section is also a chance to think of alternatives for materials you might not have access to in some classrooms (e.g. make a note that if a computer is not available a whiteboard could be used as a replacement).

Assessment of Student Understanding

After deciding what your students should comprehend from your lesson, the next step is to consider how to evaluate their level of understanding. Assessments are valuable because they show students what concepts they have mastered and what material they still need to focus on learning. Additionally, they are helpful for teachers to recognize what elements of their lesson plans are effective in aiding student learning and what portions of a lesson or unit plan may need revision. Assessments are for the benefit of both students and teachers.

There are many different types of assessment. They can be split into two major categories: formal and informal. A formal assessment might include an essay exam, lab report, oral presentation, etc. An informal assessment can usually be classified as classroom discussion participation, in-class journal writing, or even a game. It is important to have a variety of these evaluations throughout a unit. Too many formal assessments might lead to student exhaustion and stress, while too few might leave a teacher without a clear comprehension of what concepts students have mastered.

Assessments need to be evenly spread across a unit plan and also provide each student with an opportunity to display their level of comprehension. One source that is important to consider while writing assessments is Gardner’s theory of multiple intelligences . Not all students learn in the same style and they display their understanding of a topic in many different ways. Analysis of comprehension consistently through the same medium (e.g. multiple choice tests) could leave some students (e.g. auditory learners) at a constant disadvantage. Have as much variety of evaluation as possible over the course of a unit or between lesson plans. A good balance might be providing students with the chance to perform a scene from a play and then analyze it. Or, ask students to create a piece of artwork depicting frustrations of American colonists. Another concept to take into consideration is what assessments best give students a chance to display unique skills. A portfolio is a great option because it allows students to display comprehension and improvement over an extended period of time.

Gardner's Multiple Intelligences:

Visual-Spatial
Bodily-Kinesthetic
Interpersonal
Intrapersonal
Logical-Mathematical

For each lesson plan, activities are what help students to understand material as well as work to answer the central question for the day and the unit. For each lesson plan, try to center activities around the central question and theme for the day. For example, if you’re introducing the “roaring twenties” as background information for The Great Gatsby , you might use a graphic organizer to explore archetypes of the period. Activities should vary for each lesson; they can incorporate assessments and are essentially a method of time management in the classroom. Beside each of your lesson activities, you should allot time in your lesson. Make sure that each of your activities will fit within the constraints of your lesson times. Allow a range of time for the completion of activities. It most often helps to plan on the side of caution and schedule too much rather than not enough. When writing activities, try to draw upon your own classroom experiences: What did you enjoy doing as a student? What helped you learn the best? Usually, a classroom activity you enjoyed will be beneficial to students.

For each day, the most effective method to starting class is an opening activity (also known as ice-breaker, bell-ringer, or attention-getter). These are creative ways to introduce a lesson or a new unit. This activity can be a review, worksheet, game, group work, or writing activity. The most important aspect of this activity is to grab the attention of students and interest them in learning about the lesson topic. When planning these ideas, consider them like a movie preview. How can you interest your audience without telling them too much information?

Along with a class opener, try to plan a closing activity. This should be a review of what was covered during class time or a preview of more things to come. Some typical closure activities can be small group related, a quick writing activity, or a whip-around (each student makes an observation individually). Another important aspect to closure activities is an opportunity for students to reflect on the lesson.

Again, remember to diversify the activities you plan for a class session. The more learning styles you can accommodate, the more understanding and mastery students will develop over a topic. Some activities to consider might be an essay, skit, song writing, poetry, 4-corners, DVD, gardening, board races, around the world, group presentation, computer research, reading out loud, classroom discussion, etc.

Grading Rubrics

While not officially part of lesson planning, grading rubrics are an important element of unit planning. They inform students of expectations as well as standards for anything from an essay to classroom participation. Grading rubrics should not be difficult to understand; rather, they should be straight forward. They should also reflect a teacher’s goals for students over the course of a unit. These goals should be a balance of attainability as well as challenge. Wording for a rubric should be short and easy to remember while vivid as opposed to being vague. Try and imagine wording that you might find helpful to understand requirements for an assignment.

There are several types of grading rubrics. Some include grids, while others are “survey form.” A newer grading rubric is called the “grade option” model. Whichever model you decide is most helpful, remember to maintain balance for your own wellbeing and that of your students. For help developing rubrics, check out RubiStar . There you can find formats and even produce a rubric!

Reflections/Homework

Any sections after activities are usually optional or might vary between school districts or professors. Some lesson plan formats may require a description and purpose for a homework assignment. There could be an option to reflect upon the lesson. Some questions to reflect on might be: What was successful about this lesson? What did students seem to benefit the most from? What activities should not be used again? Should this lesson be taught again?

In these sections, try to keep your central question for the unit or the lesson in mind. Remember that successful learning occurs through support and connections. You want to ensure students are indeed learning through the ability to tie all concepts and activities back to a central question or concept.

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Creating Lesson Plans

Guidelines for writing lesson plans:

Consider Your Destination

Sequence your objectives, know your time frame.

Create Activities to Meet Your Objectives

Check for Understanding

Sample lesson plan format.

Citation Information

What is the overall goal for this assignment? What is the assignment asking students to do?
What knowledge do students already have that will help them meet the goals for writing this assignment?
What skills and concepts will students need to meet the goals for this assignment?

Portfolio 1 - Objectives for Teaching Summary/Response

Students will think about their purpose, audience and context for writing.
Students will use critical thinking skills and critical reading strategies to become better writers.
Students will practice writing academic summaries.
Students will practice writing different types of response.
Students will learn to develop a claim and support that claim with reasons and evidence.
Students will learn to value revision through workshops and other peer review activities.

Finally, determine how your sequencing of objectives will best meet these goals and requirements for the upcoming assignment.

Below is an example for how you might organize your sequence and time frame for the first student portfolio:

Portfolio I - Sequence and Time Frame for Objectives:

Students will begin to think about their purpose, audience and context for writing. (day 1)
Students will use critical thinking skills and critical reading strategies to become better writers. (day 2)
Students will practice writing academic summaries. (days 3 - 4)
Students will practice writing different types of response. (days 5 - 6)
Students will learn to develop a claim and support that claim with reasons and evidence. (day 7)
Students will learn to value revision through workshops and other peer- review activities. (day 8)

Develop Activities to Meet Objectives

Below is an example illustrating how you might design activities to meet a particular objective:

Objective: Students will use critical thinking skills and critical reading strategies to become better writers.

Activities:

Define critical reading and provide a list of strategies on an overhead (this is useful because many students do not know what critical reading is).
Model critical reading strategies (show students how to implement critical reading strategies).
Have students practice critical reading strategies with their homework.
Ask students to respond to an in class writing, describing their experience with the critical reading assignment. Have them speculate as to how this process of critical reading will influence their own writing. As a group, discuss the connection between reading and writing.

Just as you did with objectives, you'll need to create a sequence and time frame for your activities. Which activities should come first? How much class time will each activity take? Planning this out ahead of time will help you create smoother transitions between activities, and help you connect your activities to larger, writing-related objectives.

Course: Date: Materials needed: Class Announcements:

Class Objectives: Write out the goals or objectives for class. Try to limit these to one or two things.
Connection to Course Goals: Describe how your daily objectives connect to the overall course goals.
Anticipatory Set: Sometimes referred to as a "hook." Use an informal Writing to Learn (WTL) exercise, a question, a quote, or an object to focus students' attention at the start of class. This activity should be brief and directly related to the lesson.
Introduction: Write down what you'll need to inform students of the daily goals and class procedures. Be sure to explain how these procedures relate to students' own writing.
Procedures: List your activities, including any discussion questions and transitions along the way.
Conclusion: Describe the objective for the lesson and point students forward by connecting your objective to their own writing.
What to do Next Time: Leave space in your plan to reflect on the lesson and suggest future changes.

Also see the guide on Planning a Class for help with writing introductions, transitions, and conclusions.

Kerri Eglin. (2018). Creating Lesson Plans. The WAC Clearinghouse. Retrieved from https://wac.colostate.edu/repository/teaching/guides/lesson-plans/. Originally developed for Writing@CSU (https://writing.colostate.edu).

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COMMENTS

Types of Lesson Plan, Formats and Parts (with Samples)
The assignment component of Lesson Plan isn't just about giving the students tasks to do. Assignments are designed to reinforce students' learning. ... Types of Lesson Plan: Step Lesson Plan vs. Tabular Lesson Plan (1) Step Lesson Plan . The Step Lesson Plan is a detailed guide for teachers, ensuring a logical and effective structure for ...
Understanding Different Types of Lesson Plans for Effective Teaching
So, now that you have a glimpse of different types of lesson plans based on timelines, let's explore each one in a detailed manner. 1. Short-Term Lesson Plan. Let's talk about short lesson plans - they're like quick daily fixes for teachers. They are snappy, engaging, and perfect for those "aha" moments.
Chapter One: Measurable Goals and Objectives
Lesson Objective: The lesson objective states what students will know or be able to do at the end of the lesson. The strategies, materials, assignments, and assessments used in a lesson are determined by, and must align with, the lesson objective. Therefore, lesson planning begins with the end in mind. CREATING LEARNING OBJECTIVES.
Designing Assignments for Learning
Designing Assignments for Learning. The rapid shift to remote teaching and learning meant that many instructors reimagined their assessment practices. Whether adapting existing assignments or creatively designing new opportunities for their students to learn, instructors focused on helping students make meaning and demonstrate their learning ...
Lesson Plan Guidelines for Student Teachers
At the end of the lesson, the students' mastery of the objective is assessed. A basic format for a student teacher lesson plan structure includes: The title of the unit and the content area and grade-level for whom the lesson is written. State Standards and Common Core Standards addressed in the lesson. An overview of how the individual ...
3 Types Of Lesson Plan & The Five Parts Of A Lesson
Out of the 3 types of lesson plan, detailed and semi-detailed plans are the ones that can be broken down into 5 parts. The 5 parts of a lesson plan differ across websites and even across primary schools as there are many variants, but the most common ways of dividing lessons are listed below: 1. Objectives. This is possibly the most important ...
Teachers' Essential Guide to Formative Assessment
A formative assessment is a teaching practice—a question, an activity, or an assignment—meant to gain information about student learning. It's formative in that it is intentionally done for the purpose of planning or adjusting future instruction and activities. Like we consider our formative years when we draw conclusions about ourselves, a ...
Guide: Creating Lesson Plans
Week 1. Students will begin to think about their purpose, audience and context for writing. (day 1) Students will use critical thinking skills and critical reading strategies to become better writers. (day 2) Week 2. Students will practice writing academic summaries. (days 3 - 4) Week 3.
Types of Assignments and Assessments
When the two terms are distinquished, "assignment" tends to refer to a learning activity that is primarily intended to foster or consolidate learning, while "assessment" tends to refer to an activity that is primarily intended to measure how well a student has learned. In the list below, some attempt has been made to put the assignments ...
Designing Assessments of Student Learning
As educators, we measure student learning through many means, including assignments, quizzes, and tests. These assessments can be formal or informal, graded or ungraded. But assessment is not simply about awarding points and assigning grades. Learning is a process, not a product, and that process takes place during activities such as recall and ...
Teachers' Essential Guide to Google Classroom
Google Classroom makes it easy to customize assignments for individual students or small groups. Teachers can give modified or differing assignments to specific students or groups in a class. You also have the option to check in with a student privately to see whether they have questions or need extra help.
Understanding Assignments
What this handout is about. The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms ...
Lesson Plan Step #8 Assessment and Follow-Up
The final step in a successful lesson plan for teachers is Learning Goals, which coming after defining the following steps: Objective. Anticipatory Set. Direct Instruction. Guided Practice. Closure. Independent Practice. Required Materials and Equipment. An 8-step lesson plan is not complete without the final step of Assessment.
3 Types Of Lesson Plan & The Five Parts Of A Lesson
Out of the 3 types of lesson plan, detailed and semi-detailed plans are the ones that can be broken down into 5 parts. The 5 parts of a lesson plan differ across websites and even across primary schools as there are many variants, but the most common ways of dividing lessons are listed below: 1. Objectives. This is possibly the most important ...
How To Write a Lesson Plan in 7 Steps
Here's how to write a great lesson plan in a few simple steps: 1. Identify learning objectives. Before you plan your lesson, it may be beneficial to identify the learning objectives for the lesson. Learning objectives are most commonly recognized as statements that clearly outline what your students can expect to learn when new information is ...
Differentiated Instruction: Examples & Classroom Strategies
According to Tomlinson, teachers can differentiate instruction through four ways: 1) content, 2) process, 3) product, and 4) learning environment. 1. Content. As you already know, fundamental lesson content should cover the standards of learning set by the school district or state educational standards.
PDF Lesson Plan Assignment
Lesson Plan Assignment. In this assignment you will first prepare a single lesson task as outlined below, submit it for feedback and then create another in the sequence by the end of the course, along with a unit plan. The purpose of this assignment is to stimulate thinking about the details of classroom communication, especially your role in ...
University Center for Writing-based Learning
Lesson plan writing is both a creative writing endeavor and an important habit for students of education to possess. While it is true that there are many different formats for lesson plans, which are dictated by a professor, assignment, or school district, most lesson plans share some common elements: State Standards. Objectives.
Creating Lesson Plans
Week 1. Students will begin to think about their purpose, audience and context for writing. (day 1) Students will use critical thinking skills and critical reading strategies to become better writers. (day 2) Week 2. Students will practice writing academic summaries. (days 3 - 4) Week 3.
Types of lesson plan
Types of lesson plan - Download as a PDF or view online for free. Submit Search. ... Objectives Subject matter Procedure Evaluation Assignment 6. Objectives The first thing a teacher does is create an objective, a statement of purpose for the whole lesson. An objective statement itself should answer what students will be able to do by the end ...
PDF Instructional Planning and Preparation
Lesson plan is clear. Demonstrates the ability to design literacy instruction highly effectively. Demonstrates a full understanding of the teaching strategy assigned. Lesson is well organized. Content is original and creative. Student learning is designed to be relevant and engaging. Quality of Lesson as conducted.
Teachers are using AI to grade essays. Students are using AI to write
Other educators are using platforms such as Turnitin that boast plagiarism detection tools to help teachers identify when assignments are written by ChatGPT and other AI. But these types of ...
3 Types Of Lesson Plan & The Five Parts Of A Lesson
Out of the 3 types of lesson plan, detailed and semi-detailed plans are the ones that can be broken down into 5 parts. The 5 parts of a lesson plan differ across websites and even across primary schools as there are many variants, but the most common ways of dividing lessons are listed below: 1. Objectives. This is possibly the most important ...

ASEI Lesson Plans – A Comprehensive Guide

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Different Types of Lesson Plans

Introduction

Classification 1: Based on Timeline

Classification 2: Based on Taxonomies

1. Short-Term Lesson Plan

Free Template

Put Your Learning to Practice

3. Long-Term Lesson Plan

1. Bloom’s Taxonomy

Using Bloom's Taxonomy in Different Components of Lesson Plans:

Benefits of Bloom's Taxonomy in Lesson Planning:

2. Flink’s Taxonomy

Using Flink’s Taxonomy in Different Components of Lesson Plans:

Benefits of Fink's Taxonomy in Lesson Planning:

3. Solo’s Taxonomy

Using Solo’s Taxonomy in Different Components of Lesson Plans:

Benefits of Solo’s Taxonomy in Lesson Planning:

Classification 3: Sequential Lesson Plans

Benefits of Sequential Lesson Plans:

Pre-Primary Teacher

Simran Agarwal

What is a Lesson Objective?

Measurable Objectives in the CPS Lesson Plan

CPS’s Aligned Lesson Plan Section

CPS’s Aligned LOFT Evaluation Criteria and Annotations

Essential Questions by Jay McTighe & Grant Wiggins, ASCD 2013

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Designing Assignments for Learning

On this page:

Reflect On Your Assignment Design

Examples from the Columbia University Classroom

​Tips for Designing Assignments for Learning

Align the assignment with your course learning objectives

Identify an authentic meaning-making task

Determine the evaluation criteria and create a rubric

Build in metacognition

Provide students with opportunities to practice

Communicate about the assignment

Plan to iterate and to keep the focus on learning

References

Wondering how AI tools might play a role in your course assignments?

Creating Lesson Plans

Consider Your Destination

Check for Understanding

Portfolio 1 - Objectives for Teaching Summary/Response

Portfolio I - Sequence and Time Frame for Objectives:

Develop Activities to Meet Objectives

Types of Assignments and Assessments

More Resources

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Designing Assessments of Student Learning

Formative and Summative Assessment

Using Bloom's Taxonomy

In Practice

Align assignments, quizzes, and tests closely to learning outcomes.

Provide authentic learning experiences.

Make sure assignments are achievable.

Scaffold assignments so students can develop knowledge and skills over time.

Be transparent about assignment instructions and expectations.

Sample Bloom’s Verbs

Related Teaching Topics

Understanding Assignments

Basic beginnings

Assignment formats

An Overview of Some Kind

The Task of the Assignment

Additional Material to Think about

Technical Details

Interpreting the assignment

Why did your instructor ask you to do this particular task?

What kind of writing style is acceptable?

The Grim Truth

What kind of evidence do you need?

Technical details about the assignment

Tricks that don’t work

Lesson Plan Step #8 - Assessment and Follow-Up

How to Assess Learning Goals

Tips for Designing Assignments for Learning