Instructional Planning and Lesson Delivery
What this domain tests
This domain tests whether you can turn a syllabus indicator into a coherent lesson: clear objectives, purposeful activities, appropriate strategies, formative checks, differentiation and a close that shows learning. Questions often ask you to spot the weakest part of a lesson plan or choose the best strategy for a stated outcome.
Core rules and concepts
- Planning layers: scheme of learning → lesson plan → lesson delivery. A scheme sequences indicators across the term; a lesson plan details one period.
- Lesson components: class, subject, strand, sub-strand, content standard, indicator, learning objective, materials, previous knowledge, introduction, teacher/learner activities, assessment, closure.
- Objectives: use observable verbs from Bloom’s revised taxonomy-identify, describe, explain, apply, compare, design. Avoid vague verbs such as “know,” “understand” or “appreciate” unless you specify the evidence.
- Alignment: objective → activity → assessment. The activity must require the behaviour named in the objective; the assessment must collect evidence of it.
- Strategies: direct instruction for explicit procedures; inquiry and demonstration for science; cooperative learning for discussion and shared responsibility; project-based learning for extended application; questioning for checking and extending thinking.
- Questioning: plan higher-order questions, use wait time, probe with “why” and “how,” and distribute questions beyond volunteers.
- Differentiation: vary content, process, product or environment; support without lowering the indicator.
- ICT: use digital tools only when they add explanation, practice, access or collaboration-not as decoration.
Worked example
Indicator: “Explain the causes of soil erosion.” A weak objective is “Learners will understand soil erosion.” A strong objective is “Learners will explain two causes of soil erosion and suggest one control measure for a local farm.” The reasoning: “explain” names the cognitive demand; the local farm gives context. The activity-small-group analysis of a case, then a labelled diagram-requires explanation. The exit ticket asks each learner to write two causes and one control measure. The teacher checks the tickets and reteaches the common error next lesson.
Traps that cost marks
- Writing an objective that the activity and assessment do not measure.
- Using “group work” as an objective rather than a strategy.
- Packing too many indicators into one period.
- Omitting formative assessment and closure.
- Calling a teacher-centred lecture “learner-centred” because learners answered questions.