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Debate the foundational assumptions, central ideas, and dominant criticisms of the behaviourist, constructivist, and post-modern approaches to writing learning outcomes for college programs.  \n2. Describe the differences of annual reports for corporations and not-for-profit businesses as outlined by Jones and Harris (2012) .  \n3. Write an annual report for a not-for-profit organization that follows the five areas of criteria for annual reports as outlined by Smith and Jones (2014) .  \nBefore Developing your Lesson Plan, Think About: What is a class lesson?  \n• An organized set of learning episodes designed to present one piece of your course while working toward achieving one or more learning outcomes.  \n• What are your course learning outcomes?  \nThe parts and flow of a lesson plan  \nEvery lesson plan is a complete segment that you create for the purposes of new learning. Think about who your students are as you create lesson plans.  \n• Who are my students?  \n• What do they already know?  \n• Why is this learning necessary?  \n• What must they learn?  \n• What must they do to learn?  \n• How must students illustrate their learning?  \nLessons should build seamlessly into the next. Each lesson plan should build upon previous learning.  \nUsing the appropriate Teaching and Learning Techniques  \nThe techniques you plan for your class lesson depend on:  \n• The types of students in your class and their previous knowledge;  \n• The type of learning outcomes to be achieved;  \n• The physical teaching environment and the available equipment and resources; and  \n• Your philosophy of how people learn.  \nTeaching and Learning Techniques  \nTo convey theory, use: To involve people, use:  \nShort Presentations  \nDiscussion Groups Interview an Expert Selected Reading  \nCase Studies  \nDemonstration by an Expert Group Problem Solving  \nDiscussion  \nField Trips  \nRole Playing Guided experience  \nWritten work  \nCase study  \nGroup work, such as jigsaw learning  \nTo provide balanced presentation of a controversial subject, use:  \n• Discussion group • Panel discussion  \n• Selected reading • Simulation  \n• Debate  \nTo teach a skill, use:  \n• Demonstration  \n• Guided experiences  \nTo pool thoughts and ideas, use:  \n• Discussion  \n• Group work  \nTo reinforce memory, use:  \n• Drill  \n• Practice with feedback (coaching)  \n• Labs  \n• Practice with feedback (coaching)  \n• Brainstorming  \n• World café  \n• Memory aids  \n• Written work  \nLesson Planning Checklists  \nGuidelines for creating meaningful lesson plans.  \nAt the beginning, I plan to:  \n1. Use a bridge-in to capture students’ interest and engage them in learning   􀂆  \n2. Determine what students know about the topic   􀂆  \n3. Connect learning to previous learning   􀂆  \n4. Make the learning outcomes clear   􀂆  \n5. Ensure that students are learning material that is meaningful to the subject and new   􀂆  \n6. Facilitate opportunities for students to practice transferring theory to practice   􀂆  \n7. Review and build on related material   􀂆  \nAt the end, I plan t","cbCaiiNXoMhHiPjo","https://ap.wps.com/l/cbCaiiNXoMhHiPjo","pdf",406379,"English","# How Learning Outcomes Inform Learning and Teaching Practices?\n## Before Developing Your Lesson Plan\n## The parts and flow of a lesson plan\n## Using the appropriate Teaching and Learning Techniques\n## Lesson Planning Checklists\n## Sample Lesson Plan Template I\n## Sample Lesson Plan Template II\n## Sample Lesson Plan Template III","[{\"question\":\"How do learning outcomes guide both instructors and learners?\",\"answer\":\"Learning outcomes direct instructors on content, teaching and learning strategies, experiential tasks, and course/class assessment, while helping learners know what knowledge and skills they must acquire and demonstrate during the course.\"},{\"question\":\"What are the key parts and flow considerations when creating a lesson plan?\",\"answer\":\"A lesson plan is an organized segment built from learning episodes aligned to one or more learning outcomes. Lessons should connect to students’ existing knowledge, answer why the learning is necessary, and build seamlessly toward subsequent lessons.\"},{\"question\":\"Which teaching and learning techniques should be selected for different instructional goals?\",\"answer\":\"Techniques depend on student types and prior knowledge, the learning outcomes targeted, the teaching environment and available resources, and the instructor’s philosophy of learning. The document lists options such as short presentations, discussion groups, case studies, demonstrations, guided experiences, group work, debates, and memory supports like drills and labs.\"}]","Lesson Planning - The Nuts and Bolts of the Process - How Do Learning Outcomes Inform Learning and Teaching Practices? | PDF",1790103892]