Designing the Classroom Curriculum
B . The Steps to Follow for a ‘ One-off ’ lesson or a series of consecutive lessons
Step 1 : Review the syllabus learning outcomes assigned --- on your term teaching plan --- and / or as outlined at LMQ2 , as these govern what you are to achieve in students and thus what you are to teach .
Step 2 : Deal with each assigned Syllabus Learning Outcome by ‘ breaking each down ’ into instructional learning outcomes that fit the scope and context ( objectives of the teaching assignment ) of what is to be taught . Use these ILOs to also focus assessment activities at LMQ7 .
Instructional Learning Outcomes ( ILO ) are , in effect , a Syllabus Learning Outcome ( SLO ) broken down into sequential teaching bits . You also in effect expose the knowledge hierarchy and thus the order in which it will get taught . The logic is that a SLO has been designed to be achieved over the course of a State ( or two years ) and ILOs ensure teaching specificity in a given lesson or unit of work .
Step 3 : Apply an evidence-based teaching strategy that fits each instructional learning outcome . This is where a pedagogic framework such as Dimensions of Learning comes into play .
Step 4 : Record decisions using an appropriate ‘ lesson plan ’ template . The following template is one such example .
Note how this one-off lesson template ( following ) brings to the fore information that is essential to a successful lesson by making explicit your answers to each Learning Management Question ( i . e .: LMQ1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 )
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