Pedagogy and Assessment
Session 12
November 1st, 2025
Session Learning Outcomes
By the end of the session, the participants will be able to;
i. Select and demonstrate appropriate teaching strategies through micro-teaching
activities, showing how these strategies can be effectively applied to achieve
specific learning objectives.
ii. Practising deductive lesson plans for a 40 minute classroom
Deductive Approach to Lesson Planning- I do-We do-You do
Direct Input/Teacher Independent
Guided Practice
Modelling Practice
Deductive Lesson Plan
Flow of the Lesson
1. Prior Knowledge – Identify what students already know
2. Learning Objectives – SMART outcomes
3. Anticipatory Set – Spark curiosity and connect prior knowledge
4. Teacher’s Input/Modelling (I Do) – Explain and demonstrate
5. Guided Practice (We Do) – Practice together, scaffold learning
6. Independent Practice (You Do) – Students apply knowledge independently
7. Evaluation/Closure – Check for mastery, recap objectives
8. References & Appendices – Supportive materials and tools
Lesson Plan Development (Prior Knowledge & Hook Activity)
Deductive Model
Prior Knowledge
What are students expected to already know or be able to do before the lesson?
Anticipatory Set
How will I promote student curiosity about the topic of study?
What type of activities should I use in this part?
Use interactive, engaging, and thought-provoking activities that connect
learners’ existing understanding to the new lesson.
Lesson Plan Development (Teacher Input Activity)
Deductive Model
Teachers Input/ Modeling (I Do)
1. What information must I provide so that students can meet the learning objective (list key concepts in bullet
form and include all references used to develop your input?
2. How can I cater to various learning styles while giving this information- lecture, text, AV resource etc.?
3. In what ways might I demonstrate/ show to students the process or skill that they are to learn?
Purpose
This stage focuses on explicit teaching. The teacher provides direct input, introduces key concepts, and
models the desired process or skill while students observe. It’s the foundation upon which guided and
independent practice will build.
What type of activities should I use in this part?
In the teacher modelling stage, use demonstration-based activities where the teacher explicitly shows how to
perform a task, solve a problem, or apply a concept, allowing students to observe expert thinking and processes
before practising themselves.
Lesson Plan Development (Guided Practice Activity)
Deductive Model
Guided Practice (We Do)
1. What kinds of practice problems might I provide for the skills being taught? How can I organize them so they
vary in complexity?
2. How can I consolidate and correct student’s work in this segment before moving onto Independent Practice?
3. What errors and misunderstandings do I anticipate?
Include teacher talk to model remediation of a possible student misconception or how to facilitate students to
engage in higher-order thinking
Purpose
The purpose of this stage is to support students as they practise new skills or concepts with teacher
guidance. The teacher and students work together, allowing the teacher to check understanding, provide
feedback, address misconceptions, and gradually release responsibility to students. This stage bridges the teacher
modelling (input) and independent practice stages.
What type of activities should I use in this part?
In the Guided Practice (We Do) stage, use collaborative, teacher-supported activities where students apply
new learning with feedback. Tasks should start simple and progress in complexity. Teachers observe, correct errors
immediately, and prompt higher-order thinking through questioning and reasoning.
Lesson Plan Development (Independent Practice Activity)
Deductive Model
Independent Practice (You Do)
What kinds of problems should students practice independently toward mastery?
Purpose
The purpose of this stage is to enable students to apply the skills and concepts learned independently,
demonstrating mastery and confidence without direct teacher assistance. It helps the teacher assess individual
understanding, reinforce learning, and identify students who may need further support.
What type of activities should I use in this part?
In the Independent Practice (You Do) stage, students apply learned skills on their own through individual
reading, writing, problem-solving, observation, or creative tasks. Activities should reinforce mastery, build
confidence, and allow teachers to assess understanding while providing minimal support.
Lesson Plan Development (Evaluation/ Closure Activity)
Deductive Model
Evaluation/ Closure
How will I do one last check for understanding and achievement of the learning objectives?
Purpose
The purpose of this stage is to assess student understanding, consolidate learning, and link the lesson back to its
objectives. It allows the teacher to determine whether students have achieved the intended outcomes, clarify any
remaining misconceptions, and connect the day’s learning to future lessons. Closure also helps students reflect on
what they have learned and why it matters.
What type of activities should I use in this part?
In the Evaluation/Closure stage, teachers conduct a final check for understanding through brief assessments,
questioning, or reflection activities. This stage confirms mastery of the learning objectives, reinforces key concepts,
and prepares students for the next lesson.