Lesson planning as thinking process?

Lesson planning consists on mapping the process through
which information will be delivered.  When lesson planning takes place one must
consider, above all things, the learning processes of the students that will listen,
decode, connect, and apply the information that they will be learning. In order to do
this it is imperative that the instructor considers the most accepted methodologies of
delivering instruction based on how students process information. The most accepted
model, as you may know, is the newly-revised Bloom's taxonomy.

A key element to consider during lesson planning should be
the building of schema through the activation of the student's prior knowledge. Learning
is a process in which the learner builds upon what is already known to them. This is
called scaffolding, and it is part of the theory of constructivism. Hence, the lesson
should be geared entirely toward building upon what the student knows, and then allow
the student to process the information and make the necessary connections.
 

Therefore, the process of planning lessons and other
forms of instruction should include a number of diverse strategies that serve both the
different intelligences of the students, and their own individual capacities of
retaining and processing information. All this makes lesson planning synonymous to
mapping the entire thinking process of the student taking close consideration to both
their strengths and their weaknesses.