Creating instruction for lesson plan, a variety of components must be taken into consideration to differentiate instruction to meet the need of all learners. According to the Preliminary Credential Competency Checklist (2014) Instructional Implementation Competencies 4.4 when delivering a lesson, the ultimate goal of the teacher is to have a clear indication of the learning outcome the student will receive (p. 5). When first introducing a new concept to students, the educator must have an understanding of what the student should learn by the end of the lesson. Having an understanding of the learning outcome will allow the educator to know how to meet the standard. The Preliminary Credential Competency Checklist (2014) also elaborate on the …show more content…
When delivering a lesson, knowing students learning level will allow the educator to know how to deliver the lesson. Also, what additional ** the students will need to meet the learning objective.
One of the new responsibilities I have taken over is the Wonders curriculum. Each week the students are given a theme for the week. For this week student are learning about the different ways families work together. We have a reading that is related to the topic and key vocabulary words. Students must comprehend the reading and what is occurring in the reading. They also must understand the key vocabulary words and the meaning of each word. The structure of the Wonders curriculum is broken down throughout the week. By Friday the students take an assessments on the reading comprehension and vocabulary words. To guarantee students are understating the lesson, I made several accommodations for them to understand the reading. For the vocabulary words, I had the list of words written out and I introduced the word with the definition. I made sure I gave several examples of what the word meant and made sure to apply it to an
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When planning the lesson for the week, I added additional methods of teaching to help student comprehend the new information that is being introduced to them. Every students IEP and present levels were taken into consideration when creating the lessons for the whole week. Knowing that some of my students had challenges with vocabulary and comprehension I made attempts to have a diverse methods of teaching the lesson. I had the vocabulary words written and the sentences written out for students to become familiar with the words. I went over the definition with the students with multiple explanations and made the words relatable to them. In regards to comprehension, I made several stops while reading the book to check students understanding and to clarify any confusions. On a different day we do a walk through of the book to take into account what students have been able to grasp from the reading. I used a variety of methods to teach the lesson to meet the needs of all students. I crossed the Wonders whole class lesson to their small group instruction. During small groups, I would use the key vocabulary words and relate the lesson the reading. Showing how I am aware of the students learning outcome, demonstrates my ability to meet at the students learning level my challenging them academically but also meeting their
Lesson plans are very well organized including visuals for the materials being illustrated. Academic vocabulary is addressed in many ways. For example, key concept and vocabulary words will be introduced to the students at start of lesson using building background. Students will be provided a hard copy of anticipation guide and words will be displayed on the Smart Board, too. Students will be provided with
An educator must have the ability to notice the value of extending planning and subject matter. In addition, educators need to be flexible enough to change the curriculum based upon state standards and the student’s ability to absorb information.
Most educators do not make new lesson plans they change ones by adding instructional strategies. The more ways an educator teaches the better off the students are when it comes to learning. Not all students learn by listening to a lecture. There are visual learners, kinesthetic learners (hand-on), and auditory learners. If an educator can reach out using all of these styles most if not every student will learn what is being taught. Intelligence has been separated into different parts; “linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal behaviors” (Hardman, 2011). Knowing this as an educator a lesson plan should incorporate auditory, visual, and kinesthetic learners, thus covering all areas.
Artifact 1: Artifact 1, under Tab C: Curricular Content Knowledge, the Instructional Plan Module, completed during ELSE 6193 Laboratory Experience was completed. For the Instructional Module, candidates were to create and teach two lesson plans for both elementary and secondary instructional settings. The lessons plans were to address one or more of the goals and objectives that were written in each student’s Individual Education Program (IEP). The candidates were to describe in detail the adaptations and modification that were needed for the target students to be able to fully participate in each lesson. Additionally, each lesson plan was to incorporate some type of technology.
A struggle for many teachers could be the idea of implementing differentiation in their classrooms. Making twenty-four lesson plans for the twenty-four children in a class is not practical or appropriate. Children should all be learning the same basic ideas in differentiated lessons but how much as well as how a child learns is what will vary (Tomlinson, 2001). Tomlinson describes three major ways in which the content that children are learning can be differentiated: readiness, inte...
In order to be an effective teacher there needs to be an understanding that we all learn differently, this means that no single teaching strategy is effective for all students/learners all the time. This makes teaching a complex process because you need to understand and meet the requirements of all of your learners. Students learn best when they aren’t asked to simply memorise information but when they form their own understandings of what is being taught. When a student has successfully learnt a new idea they are able to then intergrate this information with their previously learnt information and make sense of it. To be an effective teacher you need to work jointly with students to asses where they are at, be able to give feedback on how the student is going and ensure that they are understanding the lesson (Killen, 2013) According to Lovat and Smith (2003) students learning must result in a change in a student’s understanding of the information being taught. In order to show understanding they must be able to share this information with others and want to learn more (Killen, 2013). In order to have a deeper understanding of what is being taught they need to be aware of the relationship that exists between what they knew previously and the new information that is being learned (Killen, 2013).. Students need to be given goals that they can achieve in order to feel a sense of mastery over their own learning, this gives students motivation that they are able to complete tasks and to keep going.
As teachers we plan our lessons and think to ourselves, "my students are going to love this lesson and will be able to understand what I am teaching", but sometimes that isn 't the case. You may plan a lesson in hopes that your students understand but it doesn 't go as planned. Every student learns differently and thinks differently and because of this we, as teachers must learn to differentiate our lessons. This may require us to change the way we deliver our lesson, change the activities for our lessons or even change the wording of our material so students understand. In this paper, I will be differentiating a lesson plan based on student readiness, student interest and student learning profile for content, process, and product.
...ng than in the content of their conclusion. Following these simple guidelines and objectives, I am able to plan engaging and stimulating lessons that not only motivate the students but are also meaningful to their personal and academic development.
Teacher Work Sample Standard 5 The needs of all students should be at the forefront of how each lesson is designed and implemented. Students learn in a variety of ways and it’s important that educators recognize this and adjust their teaching styles and lesson plans accordingly. Sometimes the way one student learns won’t necessarily be the way that another student will learn. It’s up to each educator to decide what teaching style will work best for his or her students.
Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed. Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives. Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned.
Before the lesson is prepared, the teachers must have a clear understanding of the objectives of the lesson to be taught. By having an understanding of what they students will able to accomplish at the end of the lesson, the content remains focused and thorough. The teacher must then express these objectives to the students including the standards for performance. Students can then be held accountable for expectations that are known.
Demonstrating knowledge of content and pedagogy is important and must be embedded in planning, because in order to be a great teacher you need to know what you are teaching and the best way to teach it to your students. If an instructor does not possess a deep knowledge of what they are teaching it will be difficult to successfully engage students in discussion, promote questioning, and answer their questions. Teachers with a strong knowledge of the content they are teaching are able to present new information by linking it to previous information, address misconceptions, and plan activities and exercises to successfully engage students. They also understand that not all students learn the same way and have different pedagogical techniques planned.
After finishing the teaching part of the lesson, I realized that not everything goes according to plan. For example, in our lesson plan, we had the explain portion detailed and outlined to teach students the technical terms of what they were seeing in the stations and other activities and make it a collaborative effort within groups to work with the vocabulary words. However, the teaching of the plan was not well executed. Also, I learned that teaching a topic does not have to be boring or just full of worksheets. Fun, engaging lab stations and interactive activities can fulfill the standards and requirements just as well, if not better, than basic worksheets and PowerPoint lectures. Lastly, I realized that lesson planning and teaching require a great deal of effort and work, but it is all worth it when a light bulb goes off in a students’ head and they learn something new and are excited to be learning and extend their science
A lesson plan is a teacher’s detailed description of the course of instruction for one class. There are many different parts of a lesson plan. For example, there is the title, which is where one would explain what it is the lesson plan is going to be about. Then, there are the learning outcomes, which are what the students are required to be learning after completing the lesson plan. After
Designing curriculum, instruction, and assessments are steps teachers use to help them make sense of the concepts they teach and helps drive instruction. These steps can take on many different forms and drive a classroom in a plethora of ways. These steps, when developed properly, can help a teacher utilize each moment in the classroom and help students gain more insight to the standards they need to become proficient.