THE PROCESS OF LESSON PLANNING FOR EFFECTIVE TEACHING
Article Sidebar
Main Article Content
Abstract:
This article discusses lesson planning as both a thoughtful and reflective process that connects teaching theory with real classroom practice. It explains how teachers set learning goals, choose activities and resources, manage time, and include assessment and reflection in their plans.
Article Details
How to Cite:
References:
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.
Bruner, J. S. (1986). Actual minds, possible worlds. Harvard University Press.
Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 255–296). Macmillan.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wiggins, G., & McTighe, J. (2005). Understanding by design. ASCD.