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essays on diversity in education
reflections on lesson planning
repecting diversity in education
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Effective lessons can be created through taking into account the various factors that can affect the learning of each individual child, and of the class as a whole. Planning a lesson is a rigorous process carried out by the teacher, where he or she analyses children and their level of capability, depending on the subject, in order to deliver lessons that can provide a valuable educational experience for all.
When introducing a topic for the first time, the teacher must first elicit the children’s prior learning, and then build on their existing knowledge by using scaffolding, relating to Principle 4. Scaffolding “consists essentially of the adult ‘controlling’ those elements of the task that are initially beyond the learner’s capacity” (Wood, Bruner and Ross 1976:90). Teachers provide a temporary structure of support, a scaffold, by breaking down the topic into simple steps for children to understand, in order to “assist learners to develop new understandings, new concepts, and new abilities” (Hammond and Gibbons 2001:8). The scaffold can then be removed when children no longer need the appropriate guidance to understand the topic. Scaffolding has been used effectively in my own teaching, where the topic was non-fiction texts and the aim was for children to write a biography. We studied an eBook about the life of Neil Armstrong and identified the features specific to a non-fiction biography. After having looked at the grammar, structure and key aspects of the text, the final task involved writing the biography of a fictional character. Children studied the qualities an astronaut needs, ending in a lively debate over which fictional applicant should be chosen to go on a secret mission to Mars. They voted and decided on a fighter p...
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...e aware of their ability, when given the opportunity to complete the same undifferentiated task, the lower attainers performed as well as the higher attainers and wrote an imaginative biography, as the label disappeared when sitting on mixed ability tables. Setting often means that learners can become “disillusioned and demotivated by the limits placed upon their achievement within their sets” however in a mixed ability setting, the possibilities of achievement are infinite, as children are not restricted by their grouping (Boaler 1997: 592). Children in ‘low ability groups’ are often aware of the low expectations that adults have for them and streaming children creates a distance among the ability groups, whereas cooperative learning allows children with different abilities to work together effectively, and I witnessed this during the lesson (Sapon-Shevin 2005).
Scaffolding is a term that appears frequently in the field of psychology. It is a term that is used to describe a form of teaching. According to Firestone, it is a technique in which teachers show their students how to find a solution to a problem. The teacher then “steps back” and allows for the student to try it on their own. This process is done to teach independence in problem solving onto the students (Firestone n.d.). Through the use of scaffolding, students are able to work on problems on their own, without having to necessarily “hold hands” with their instructor or teacher. Scaffolding is worth examining in the field of psychology because it is useful to see the development in the growth and knowledge of a child. The results of scaffolding are worth examining as well in order to see what the most effective ways of teaching are. There are many different ways in which teachers or instructors can inform their students how to solve a problem. In other words, there are many different scaffolding techniques. Because of this, the question of “what is the most frequently used scaffolding technique?” arises.
Teachers compile lesson plans based on the core subject areas of the curriculum. The lesson plan is a requirement of the school inspection body, Ofsted, and details what is to be learned in the session. In my placement school the lesson plans cover these areas:
Lesson plans are one of the most valuable tools a teacher have, however they are rendered useless without a suitable evaluation by both the teacher and the learners’. With completed evaluations this ensures the teacher is adapting to the learners needs. A teacher should record their own evaluation as well as that of their learners as soon as possible after the lesson has finished and record the changes they think necessary in order to improve the lesson while it is still fresh in their mind.
A fundamental aspect of Vygotsky’s theory is the Zone of Proximal Development (ZPD), this is the difference between what a learner can do without help and what he or she can do with help. Vygotsky, (1962) describes this as a “range of tasks that are too difficult for an individual to master alone, but can be mastered with the assistance or guidance of adults or more-skilled peers.” This can be applied to a classroom environment where students can be grouped such that the students who understand the content of the work with the students who do not (mixed ability groupings). For example, in a science lesson I have taught, I or...
She encourages every teacher to think rigorously about their planning process, if they want rigour from their students. A good lesson plan or unit outline will show where student are making meaning for themselves; imposing structure on information, using skills to create a process and applying what they have learned to new and novel situations.
Reece and Walker (2000) discuss, there are several building blocks to be considered when planning for effective learning. I will discuss the sections of the planning process that need to be considered planning for a lesson.
Scaffolding is metaphorical term which refers to the process through which teachers facilitate children’s learning by enabling them achieve a level of ability beyond the child’s current capacity. Through scaffolding, teachers play an active role by interacting with children to support their development by providing structures that support them to stretch their understanding or me...
Scaffolding comprehension differs in significant ways from many other comprehension strategies offered to students in primary schools. It is an approach designed to scaffold students in reading comprehension, challenging age appropriate texts and to make knowledge about text explicit. It supports reading and comprehending of text and aims to enable all learners to read, think, and comprehend at levels appropriate to their age. Importantly, scaffolding can be used both as part of classroom practices and also to provide additional support for students with critical comprehension problems.
Over the course of their degree studies, student teachers gain valuable theorical knowledge of teaching without really understanding how this knowledge will be practically applied once they enter the classroom for the first time. This is why teaching practicals are of paramount importance: student teachers are afforded an opportunity to put their theory into practice within a controlled environment, under the supervision and guidance of a mentor teacher. Concomitantly, student teachers can contribute to school effectiveness as they bring new knowledge, fresh perspectives and enthusiasm into the classroom - if granted the opportunity to provide input. Process factors like classroom teaching and lesson planning are crucial to school effectiveness. The student teachers will have to learn how these process factors manifest in the classroom by observing their mentor teachers. Once the student teachers start practicing their skills in the classroom they will be in a better position to identify possible ways to contribute to school effectiveness, and may be afforded the opportunity to share their ideas.
This project integrates the concepts of curriculum design, together with aspects of lesson planning taking into consideration the abilities, level and learning styles of the students. In addition, utilizing the practices put forward under constructivism, we aim to encourage participation and interest of students, within group and individual activities. The teacher acts as facilitator and guide, providing support, feedback and praise where applicable.
A wise man by the name of Benjamin Franklin once said, “If you fail to plan, you are planning to fail!”. Planning is essential because it one of many characteristics of becoming an effective teacher. It involves thinking, organizing, and creating prior to teaching a lesson to students. Planning allows the teacher to create lessons that adhere to each of her student’s individual needs (i.e. kinesthetic/tactile, auditory and visual learners), to group students based on their learning needs and assists (i.e. partners should complement one another; a high enrichment student should not be paired with a low scoring remedial student) and to develop a well thought out lesson that has all of the kinks worked out before hand, so the lesson can flow smoothly when it is
Reflecting on a lesson plan and analyzing the effectiveness of the lesson is a crucial part of growth and development as a teacher. It is always important to adequately reflect on if instructional goals were met, if proper instructional materials were available, if the lesson procedures were motivational, and if proper assessments were given. The analysis part addresses the lesson’s effectiveness or to what extent did the students meet the objectives stated in your lesson plan and how do you know? In the lesson, “The Landlady,” I used many forms of assessment to check the student’s understanding of the foreshadowing lesson.
A teacher can help students plan for success by stating clear learning objectives. In other words, they should inform the students what they should learn from a lesson before it is taught. The goal should be specific and easy to understand. Goals make it easier for students to gauge how well they are accomplishing a
I have planned my lesson this way starting with the aim, goals, primary and secondary problems and ways to solve them to create a non exhaustive document that describes every classroom scenarios. Providing me with a general outline of my teaching goals, learning objectives and means to carry out them. Though I know that it cannot go exactly as planned, but I know that both students and myself will learn from each other.
Therefore, preparing to do lesson plan is the essential factor of the successful classroom. I do not have an experience in teaching at all, but I believe that preparing for the lessons is the most important way that leads the class to be successful. Planning a lesson will help teachers to be organized and will not make their teaching go randomly. In addition, I believe that planning a lesson does not mean that teachers should write how they are going to teach and that sit. In my opinion, mental preparation is the first step in planning a new lesson plan. Thus, I think that teachers have to know their students well, and then they have to think deeply how this lesson can be taught. Knowing students is not easy task but it will help us in knowing how we would teach this lesson. Teaching any lesson either is Math or Social Studies or English have to have good lesson plan. Therefore, I know that planning a lesson in the first step to have successful class. However, I have never seen an ESL teacher planning his lesson in my country because in my city English is not important enough. Thus, I decided to come here in order to improve myself and then improve my future students in learning the most important language, which is