We’d like to know how our teacher disseminates this knowledge.


To teach in a class, it is not necessary for the teacher to be an expert in the subject; rather, she should arrange what will be taught in the class to ensure that her teaching is successful.

As a result, she must prepare a toolbox. This toolkit must be planned, referred to as a lesson plan. This planning must be based on theories of learning that address constructivism.

The lesson plan should be organized around the learning objective(s) and give opportunities for learners to investigate, construct, and demonstrate their knowledge.

This strategy transforms the learning environment from one that is mostly focused on the teacher to one that is primarily focused on the learner.

When delivering a teaching session, all effective teachers have a plan in mind; this plan may range from a simple checklist to a formal, detailed, structured plan.

Lesson plans are a critical component of a teacher’s toolkit; they are created by the instructor to direct the entire session, ensuring that each critical component of the teaching session is planned, prepared, and implemented effectively in order to accomplish the learning outcome (s).

Traditionally, a lesson plan contains information about the lesson, the learning objectives to be addressed, the methodology to be utilized, the resources or the materials required, and the activities that will be used to engage and assess the learners.

The final section of the lesson plan discusses how the session was evaluated from both the learners’ and tutors’ viewpoints.

The lesson plan must include the following components:

1. Session title:

2. Session duration:

3. The Group of Learners:

Step 1 — Outcomes of Learning: The educator should ascertain — What is to be gained from this lesson?

Step 2 — Develop a learning strategy:


Session structure (types/types and times of activities, students’/tutor’s roles at each stage)

Step 3 — Pre-Lesson Assessment: how to assess students’ prior knowledge/understanding of their learner group.

Following the lesson (how will I know if the learning objectives were met?):

Step 4 — Required resources:

Each activity requires the following resources (textbooks; journal articles; worksheets; handouts; flip charts, computers, projectors, and internet access, among others):

Step 5 — Assessment: Evaluation by students

Was the session too difficult/easy? Were the students motivated? How come/how come not? Have the students met the learning objectives?

Teacher evaluation (Was your session plan and activity sequence effective?

How did the students act? Were they engaged throughout? Effective interrogation or discussion? What have you discovered? How would you amend/improve your contribution if this session were to be repeated in the future?)

How may constructivism be used effectively to educate students?

This is accomplished by the application of Bloom’s taxonomy, which guarantees that all instructions are adequately communicated to the students.


(i)The Learning Outcomes:

Any teaching session must be carefully structured to ensure that learners achieve the session’s learning objectives.

The first step is to compile the session’s learning objectives.

Bloom’s taxonomy, which is built on three overlapping categories ordered by degree of difficulty, must frequently be utilized to produce learning objectives. Each category/level must be mastered before proceeding to the next.

These include the following:

Cognitive domain (knowledge), Affective domain (attitude) and Psychomotor domain (skills).

Bloom’s taxonomy can alternatively be shown as a pyramid, with the simplest kind of learning (recall) progressing to the most sophisticated (evaluate).

(ii) The students:

Once the session’s learning objectives are determined, the following step (step 2 of the lesson plan) is to choose a teaching style that is more appropriate for the learners’ group size, prior knowledge, and any other relevant group characteristics.

Within a group of learners, skill levels may vary, and planning may consider whether to conduct an audit of their baseline knowledge and skills prior to the session’s start (Step 3 of lesson plan).

If this is not done, then the teaching style and lesson materials should be chosen in such a way that the group’s knowledge and skill levels are likely to vary.

The most successful learning occurs when it is relevant and timely, and hence should be based on genuine needs and contextualized appropriately.

Students learn extremely well from one another, thus support peer learning/peer instruction and design activities that allow students to exchange knowledge and skills in formal and/or casual settings. The more active the learning experience, the greater the amount of knowledge gained.

(iii) Requirements of a practical nature:

The teaching approach (step 2 of the lesson plan) must be feasible within the constraints of the physical environment (the type and size of the classroom, its location, and facilities), as well as the available time (both for preparation and teaching).

At this point, the materials and equipment necessary for instruction should be planned in accordance with the Lesson (Step 4 of lesson plan).

As a result, a checklist will assist in remembering what is required.

This includes textbooks, journal articles, worksheets or handouts, flip charts and pens, laptops, projectors, internet connectivity, and whiteboard marker pens, among other things.

It’s a good idea to include personal items such as a bottle of drinking water, a laser pointer, or a remote slide controller on your list.

The final stage is the evaluation (step 5 of the lesson plan) of the learners’ learning and the teacher’s delivery of the session.

Consider whether the session was too difficult, too easy, or just right; whether the learners appeared motivated, and if so, why or why not; and, ultimately, whether the students achieved the learning outcomes.

Due to the fact that this is the fundamental objective of any lesson, it requires careful organization, delivery, and reflection.

In terms of teacher evaluation, consider whether your session plan and activity sequence were effective or could have been improved; whether learners behaved appropriately and as expected; whether they remained engaged and contributed throughout; and whether your questioning/discussion was effective.

Finally, reflect on what you learned from this experience and consider how you might amend/improve your contribution if this session were to be repeated in the future.

Conclusion: Thus, if the instructor is proficient in all of these areas, she will be able to give education successfully and the students will enjoy the class.



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Prashanthi Anand Rao

Prashanthi Anand Rao

teaching mathematics and design, Sharing the experiences learned in the journey of life.