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A backwards approach is best to use when the end is planned first.

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The steps are:

1. Knowing the context of the learners.

2. Creating the lesson outcomes.

3. Formulating the SMART-task.

4. Creating the teaching and learning activities.

5. Collecting resources and creating an introduction.

6. Formulation of the pertinent question(s).

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Ask the following questions:

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Who are my learners?

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What are my learners' strengths and weaknesses?

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What is my learners' weakness?

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How long will the lesson be?

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What type of school is it?

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What resources does the school have?

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What is my learners' interest?

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How many sessions are needed?

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Where is the school located?

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Lesson outcomes show what the learner must be able to do at the end of the lesson. Thus, meaning that it shows the purpose of the lesson.

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How do I create lesson outcomes?

Use the curriculum to identify the content being taught.

Summarise the key content using a verb.

The verb needs to be measurable. Use Bloom's taxonomy to identify these verbs.

Ensure that the amount of lesson outcomes is reachable within the lesson timeframe.

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S - specific. What does the task entails?

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M - measurable. What verb is used?

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A - attainable. Is there enough time to complete the task and will learners complete the task on their own?

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R - relevant. Does the task connect to learners' real-life?

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T - traceable. What evidance will the teacher have about this task?

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The following must be included into your SMART task:

1. At the end of my lesson, learners will be able to...

2. A verb.

3. Product that will be presented at the end.

4. Assessment.

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Teaching moments must precede the learning activities.

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Decide in the teaching strategies that are being used.

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Explain how the learners will be scaffolded.

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Learning activities:

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It is activities that are designed to support the SMART task.

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The activities must align with the assessment.

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Teacher needs to provide feedback on these activities.

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The activities need instructions.

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Resources:

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Identify and adapt existing resources.

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Design PowerPoints, posters, worksheets, etc.

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Introduction:

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Link the introduction to the learner's prior knowledge.

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Introduction should introduce the next activities.

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Can be one or more question.

Question needs to be applicable to the learners' real life.

This question must show the importance of the content being taught.

Plan for how the discussion of the question could go.

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The following aspects must be taking into account: