TMN3705 Assignment 2 Semester 2
2023 (Answers)
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1.2 What is the difference between a lesson outcome and a lesson objective?
example of each. (6)
GIVE A LESSON OUTCOME: LESSON OBJECTIVE:
A Lesson Outcome describes the overall A Lesson Objective is used to organize specific
purpose or goal from participation in an topics or individual learning activities to achieve
educational activity. Lessons should be planned the overall learning outcome.
with a measurable learning outcome in mind.
Lesson objectives are statements that define the
A lesson outcome is a written statement that expected goal(s) of an educational activity.
reflects what the learner will be able to do as a Learning objectives can be used to structure the
result of participating in the educational content of an educational activity.
activity. The outcome addresses the
educational needs (knowledge, skills, and/or The lesson objectives must:
practices) that contribute to the professional
practice gap and achieving the learning Be clear to all students. They must all
outcome results in narrowing or closing that know what they are learning and why
gap. The lesson outcome can assess the they are doing it.
overall impactof multiple objectives. Enable learners to see the point of the
objective in the bigger picture – the
Are measurable and capable of overall goal of the lesson.
being assessed. Be fully explained to the learners in
Are an outcomes-based approach. context.
Are learner-centric. Be differentiated for the individual
Are explicit descriptions of what a student.
learner should know, be able to apply Enable students to be able to see where
and or be able to do as a result of they are (in terms of the lesson) and
participating in the educational what they need to do to get to the next
activity. level.
Must be based on the desired Contain success criteria for achieving the
outcome of the educational activity. outcomes that can be negotiated with
Frame the context for objectives. the students for optimal engagement to
Provide measurable evidence if enable them to be clear about what their
progress in closing the practice gap. experience will be when they have made
the desired progress in the learning
program.
Example: Level 1 - Lesson Outcomes
If students enrol for a Mathematics module, they Example: “Upon successful completion of this
must be able to learn various topics & gain course/module/unit, students will be able to
understanding about it in an academic year. If the describe the scientific methods and provide
learners are asked to find out the root of any given examples of its application.”
equation by using the Newton-Raphson method
accurate to third decimal place then, they should
be able to do so by the end of their Mathematics
course.
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1.3 List and describe the components of a lesson planning document, typically given to
student teachers during teaching practice internships. (10)
The following components should be contained in the Lesson Plan:
a. Lesson Plan Information: includes the Subject, Grade, Topic, Name, etc.
b. CAPS Target: includes the aims of the lesson (Directly from The CAPS Curriculum) &
Learning Skills (Where applicable)
c. Content: What the student teacher wants the learners to know and/or be able to do.
d. Assessment (collect data) / Evaluation (interpret data): Recording Devices (where
applicable) - anecdotal record, checklist, rating scale, rubric.
e. Learning Context: includes subheadings such as – “The Learner; the Learning
Environment & Resources/Materials.
f. Teaching/Learning Strategies: includes subheadings such as the Introduction;
Middle; Consolidation and/or Conclusion & Application/Assessment.
g. My Reflections on the Lesson: answers questions such as – What do I need to do to
become more effective as a teacher in supporting student learning? What worked
what didn’t work? How can I improve next time I present this lesson?
1.4 Why is it important for teachers to plan for Natural Sciences and Technology lessons?
It is important for teachers to plan for Natural Sciences and Technology lessons because
lesson planning assists teachers with the day-to-day activities that will happen during the
day and to provide each learner with enough long-term development in the direction of
their goals set out in the specific subject matter as well as their individual education plans
and presentations.
The subject is organized correctly through the use of lesson planning.
Lesson planning helps us as teachers to avoid making mistakes and lacking concern
while teaching our classes.
Lesson planning creates the right atmosphere for the specific learning activities or
actions.
Lesson planning enables us as teachers to implement the appropriate strategies to
learning and teaching Natural Sciences and Technology lessons.
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2023 (Answers)
, Stuvia.com - The study-notes marketplace
1.2 What is the difference between a lesson outcome and a lesson objective?
example of each. (6)
GIVE A LESSON OUTCOME: LESSON OBJECTIVE:
A Lesson Outcome describes the overall A Lesson Objective is used to organize specific
purpose or goal from participation in an topics or individual learning activities to achieve
educational activity. Lessons should be planned the overall learning outcome.
with a measurable learning outcome in mind.
Lesson objectives are statements that define the
A lesson outcome is a written statement that expected goal(s) of an educational activity.
reflects what the learner will be able to do as a Learning objectives can be used to structure the
result of participating in the educational content of an educational activity.
activity. The outcome addresses the
educational needs (knowledge, skills, and/or The lesson objectives must:
practices) that contribute to the professional
practice gap and achieving the learning Be clear to all students. They must all
outcome results in narrowing or closing that know what they are learning and why
gap. The lesson outcome can assess the they are doing it.
overall impactof multiple objectives. Enable learners to see the point of the
objective in the bigger picture – the
Are measurable and capable of overall goal of the lesson.
being assessed. Be fully explained to the learners in
Are an outcomes-based approach. context.
Are learner-centric. Be differentiated for the individual
Are explicit descriptions of what a student.
learner should know, be able to apply Enable students to be able to see where
and or be able to do as a result of they are (in terms of the lesson) and
participating in the educational what they need to do to get to the next
activity. level.
Must be based on the desired Contain success criteria for achieving the
outcome of the educational activity. outcomes that can be negotiated with
Frame the context for objectives. the students for optimal engagement to
Provide measurable evidence if enable them to be clear about what their
progress in closing the practice gap. experience will be when they have made
the desired progress in the learning
program.
Example: Level 1 - Lesson Outcomes
If students enrol for a Mathematics module, they Example: “Upon successful completion of this
must be able to learn various topics & gain course/module/unit, students will be able to
understanding about it in an academic year. If the describe the scientific methods and provide
learners are asked to find out the root of any given examples of its application.”
equation by using the Newton-Raphson method
accurate to third decimal place then, they should
be able to do so by the end of their Mathematics
course.
Downloaded by: charmainendalaa7 |
Distribution of this document is illegal
, Stuvia.com - The study-notes marketplace
1.3 List and describe the components of a lesson planning document, typically given to
student teachers during teaching practice internships. (10)
The following components should be contained in the Lesson Plan:
a. Lesson Plan Information: includes the Subject, Grade, Topic, Name, etc.
b. CAPS Target: includes the aims of the lesson (Directly from The CAPS Curriculum) &
Learning Skills (Where applicable)
c. Content: What the student teacher wants the learners to know and/or be able to do.
d. Assessment (collect data) / Evaluation (interpret data): Recording Devices (where
applicable) - anecdotal record, checklist, rating scale, rubric.
e. Learning Context: includes subheadings such as – “The Learner; the Learning
Environment & Resources/Materials.
f. Teaching/Learning Strategies: includes subheadings such as the Introduction;
Middle; Consolidation and/or Conclusion & Application/Assessment.
g. My Reflections on the Lesson: answers questions such as – What do I need to do to
become more effective as a teacher in supporting student learning? What worked
what didn’t work? How can I improve next time I present this lesson?
1.4 Why is it important for teachers to plan for Natural Sciences and Technology lessons?
It is important for teachers to plan for Natural Sciences and Technology lessons because
lesson planning assists teachers with the day-to-day activities that will happen during the
day and to provide each learner with enough long-term development in the direction of
their goals set out in the specific subject matter as well as their individual education plans
and presentations.
The subject is organized correctly through the use of lesson planning.
Lesson planning helps us as teachers to avoid making mistakes and lacking concern
while teaching our classes.
Lesson planning creates the right atmosphere for the specific learning activities or
actions.
Lesson planning enables us as teachers to implement the appropriate strategies to
learning and teaching Natural Sciences and Technology lessons.
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