Effectual Use and Implementation of Micro-Lesson Plan Activities Through Mapping of Bloom's Taxonomy and ICT Technologies

Abstract

This article depicts the effective way of using various ICT (Information and Communications Technology) tools by innovatively mapping three-staged micro-lesson plan activities to the different cognitive levels of the Bloom taxonomy. In recent times, educational institutions have shifted their focus towards making use of different ICT tools in their teaching and learning processes. Under these circumstances, academicians are moving from the implementation of traditional lesson plans to micro-lesson plans. The effectiveness of micro lessons mainly relies on developing pre-class, in-class, and post-class activities in conjunction with relevant ICT tools. Even after selecting appropriate ICT tools for micro-lesson plan activities, it still becomes a challenging task to match existing ICT tools with students' cognitive levels. The novelty of this article lies in explaining the different ways of mapping class activities with Bloom taxonomy levels and ICT tools. The proposed mapping is applicable to present and future academic teaching and learning needs. This article also acts as a guide for academicians' effective teaching and learning in any discipline. In addition, our article mentions the prerequisites for mapping and implementing the aforesaid traits. Finally, the effectiveness of our approach has been proven by examining the end exam results as well as by conducting feedback analysis received from stakeholders involved.