Figure 1
The process diagram begins with a text box on the left labeled “Stage 1: Diagnostic assessment or analysis”, which connects to two vertically arranged text boxes on its right using individual rightward arrows. The top text box is labeled “Difficult topic for teachers to teach”, and the bottom text box is labeled “Topic posing a difficulty for learners”. The text box labeled “Topic posing a difficulty for learners” further connects with two rightward arrows to two vertically arranged text boxes on its right. The top box is labeled “Diagnostic assessment or test”, and the bottom box is labeled “Summative assessment or test”. Two rightward arrows emerge from “Diagnostic assessment or test” and “Summative assessment or test”, respectively, and point to a text box on their right labeled “Diagnostic analysis of learners’ responses or answers”. A dashed rightward arrow emerges from the text box “Diagnostic analysis of learners’ responses or answers” and points to the vertical dashed text box on the far right labeled “Stage 2: Collaborative lesson planning”. A horizontal rightward dashed arrow also emerges from the text box “Difficult topic for teachers to teach”, and points to “Stage 2: Collaborative lesson planning”.Process of identifying the goal of the lesson. Source: Author’s own creation