Reference no: EM131142049

Instructional feedback works both ways. Feedback from students allows teachers to make instant changes to instructional techniques, methods, and materials. Feedback from teachers helps students understand what they have accomplished and what they need to improve. When teachers elicit feedback from students, it is called teacher-received feedback. In this individual assignment, you will concentrate on elicited teacher-received feedback. You will create questions within a lesson plan that uses Bloom's taxonomy of educational objectives.

Select a topic within a subject you teach or would like to teach (one that was not used in a previous unit).

Create a formal lesson plan that describes the topic, materials, and methods.

Delineate the topic by creating five learning objectives using the ABCD method, that align with Bloom's Taxonomy and use measurable verbs and identify the appropriate cognitive level.

Based on each objective, create two questions that will probe student understanding and knowledge of the topic.

Select a level (or levels) from Bloom's taxonomy that can be assigned to each question and write the question so that it elicits that kind of knowledge contained in the level selected.

Do this for the two questions for each of the five objectives. This totals 10 questions in all.

You do not need to include in your paper all of Bloom's levels, but various levels need to be selected.

For each question that you design, you will need to predict and provide examples of the possible answers. Specifically, a correct response, errors that represent guesses, and errors that represent misunderstanding. Include the answers and explanations in your project.

After each answer, indicate what course of action should be taken by the teacher immediately and/or long-term and explain why these actions are appropriate. Alternative actions could include, but are not limited to, the teacher making changes in techniques, materials, or the pace of the lesson.

Your project should be formatted where each question, its associated answers, and contingent teacher actions are nearby each objective. A table would be a good idea along with additional explanations found in associated paragraphs.