How the Lesson Plan Reflects the Dominant Learning Style - Assignment Example

Guided practice is only evident in the first part as the teacher elicits students’ knowledge of the Civil War, and students discuss in class what they found from their library research.Students should reflect on the importance of the “Gettysburg Address” to American history and their lives by writing a reflection paper that explains at least two lines of the speech.Considering the school setting and social background, the Grade 9 students in our school are different from those in other schools.

They are more mature and aware of social problems such as poverty, inequality, etc. Also, they come from diverse cultural backgrounds, making it more challenging to think of lessons that are culturally sensitive and academically challenging at the same time. They are fast-paced in that they can easily grasp the concepts but can sometimes not describe how they learned. When asked, they would say they know it; they understand what things mean but decline to express themselves or demonstrate how they learned.

According to Soloman (n.d.), these learners can be considered global learners.Global learners appear to “learn concepts in large jumps, absorbing material almost randomly without seeing connections [but] then suddenly getting it" (Soloman, n.d.). They can solve complex problems but are, most of the time, unable to describe how they found the answer. They would say they understood, and indeed, they did because evaluation results say so, but they are quite inexpressive of how they feel and think.

Considering this behavior, the lesson plan is partly suitable for students' learning styles. The discussion part gives a gist or a quick overview of the whole scenario surrounding the “Gettysburg Address.” The topics for discussion are very particular, and they focus only on the most important aspects relating to the lesson. Specifically, the topics are narrowed down into the speaker, addressee, theme, and message.