Preparing a Lesson Plan

Published: 2019-12-13 14:30:00
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A lesson plan provides the instructor with a load map of the necessary components and mode to ensure efficient delivery during a learning period. To ensure an effective road map, a teacher may utilize the various strategies. Firstly, the teacher should have a proper outline of learning objectives. The instructor determines what they want the student to learn at the end of the lesson. By outlining these objectives, time can be well managed attaining the primary learning objectives.

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Secondly, an initial framework is developed that enables the learner to understand the specific activities that entail the learning process. An introductory that encourage thinking and stimulate interest is more desirable. Thirdly, the instructor should plan the main body of the lesson. This contains the specific activities involved in learning and explains various ways of delivering the materials. A couple of forms that enhance understanding of the learner should be employed.

The instruction should also have a plan that checks for the students understanding. To check whether the students have understood, the instructor should structure question that stimulates specific answers to determine their response. Finally, the teacher should develop a conclusion that summarizes the main concept of the lesson and previewing the next lesson to be conducted.

Differentiated Instruction

According to Fink (2005), differentiated instruction means the development of a teaching methodology that accommodates various capacities of the learners such the every learner get a chance to get the maximum from the educational intervention. Instructions given to the students is categorized into groups based on the readiness to learn of the student, Learning needs and the interest of the learner to seek knowledge.

Importance of Lesson Planning

Planning lessons has various importance in enhancing the effectiveness of delivering knowledge to the student. It enables the instructor to summarize the important learning idea focusing on its implementation. The teacher concentrate on the lesson content saving on time and maintaining the objectivity of students understanding (Daniel 2005). In conclusion, a well-structured teaching lesson plan creates a logical point of reference when the students are revising. The students can understand the content better in their consequential studies because the content is well organized.

Learning Styles

Various learning styles can be used Johnson (2009), to impart knowledge to students. The auditory style is more interactive and engages the student with the teacher. According to Discussions, listening to presentations by other learners, verbal lectures and talking things through are the primary tools used in this tactic. The student uses their particular attention to interpreting and analyzing the underlying meaning of the verbal communication delivered.

Tactile learning style is also called apply kinesthetic teaching by encouraging activity exploration and physical motion of the learner. The students of this style prefer being actively engaged rather than sitting still which may make them distracted. Their need to actively explore is met by maintaining a hands-on approach that keeps the students engaged. This learning method is more demonstrative, and students acquire much understanding as compared to visual learning where students gain knowledge from what they see only. This is because the student associates better with the program being taught create a permanent memory.

On the other hand, Visual learning put emphasis on the presence of the teacher to offer facial and body language that make the students understand fully. In this style, students with a higher interest to learn prefer being seated in front to avoid obstacles. Visual displays enable them to find out more efficiently. To absolve more during the learning time, the students of this style prefer taking detailed notes to let them understand better.

Homogeneous and Heterogeneous Grouping

Homogeneous grouping consolidates the students who have the similar social, emotional and academic needs. At their respective strata, particular emphasis can then be intervened to ensure the students are on the same page with their fellow mates. This method is effective where a significant disparity between the learners exist. Students who have the same level of understanding are kept in the same group to ensure the content delivered to them is on the same footing.

Heterogeneous grouping occurs when all the students in a learning environment are put together. This compilation comprises of students with different education levels, different age, and varying a level of interest to learn. Under this arrangement, the instructor provides a teaching methodology that is favourable to various groups. Students get a chance to learn from each other and interact diversely in the group.

Grouping and Tracking Methods and Their Impact on Learning

Homogeneous grouping is ideal for students having diverse capabilities and impact learning by helping students that are struggling to be at par with their mates. Fink (2004) argues that this grouping is mostly helpful in developing new leadership by having students that are smart amongst the group members taking leads and embracing active roles. However, this team bars students from having better interaction with their mates who are kept in different strata.

Heterogeneous impacts learning by allowing students to interact effectively with all members of a class. The students that are grouped under this plan face more competition from their peers that trigger them to absorb faster. Role model learning is enhanced that give the students an opportunity to copy from their best performing mate which influence better results.

Reference

Fink, A., & Daniel. N. (2005). An integrated course methodology, KS. The Ideology Centre. Boston, U.S.A

How to develop a teaching plan at the first time for a learning session. Retrieved from http://www.crlt.umich.edu/gsis/p2_5.Fleming. B., & Baume. F. (2006). Understanding Visual, Auditory and Kinaesthetic Learning. Oxford University Press. New York

Johnson, J., (2009). Launching learning tactics, Young readers. Retrieved from http://ideaedu.org/wp-content/uploads/2014/11/Idea_Paper_42.pdf

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