Strategies for Effective Lesson Planning - Report Example

Lesson Plan Critique Student’s Name: Instructor’s Name: Course: Date: Lesson Plan Critique 1.0. Introduction As a teacher, it is essential to develop lesson plan that captures different interests of leaners including objectives, social-cultural backgrounds, student engagement and classroom management. Accordingly, the lesson should be able to provide comfortable classroom environment to maximize developmental opportunities for students. Additionally, governing students' behaviors calls for conceptualization of particular design of lesson plan so that it can be in tandem with different classroom management theories including Skinner’s model of shaping needed behaviors (Skinner and Pitzer, 2012). Based on this approach, this essay critically reviews the presented lesson plan on “extract the story that often lies behind words and illustrations on T-shirts” that was designed to capture learners from all levels. The critique reflects on the content of the lesson, its preparation, procedures, teacher’s notes, variations and resources used. This approach will also be applied in critiquing the second lesson plan that was designed for a lower division course to serve English Second Language students in the social sciences. 2.0. Making Expectations (grading, rubrics, objectives) Explicit at the Start One of the key fundamentals of lesson planning is that grading, rubrics and objectives should be made as clear as possible. The learning outcome regarding to the two lesson topic are brief and may not give the instructor explicit information or details as to the extent or components of English Second Language tenets the lesson intend to cover. In as much as studies such as Cangelosi (2013) argues that it may not be prudent for teachers to share objectives of the lesson with their learners, noting them down in the plan is the least thing the teachers should have done so that expectations are monitored against content delivery. One of the core values that captured in contemporary studies is a clear lesson objective in the lesson plan to enable instructors to engage learners through asking questions and applications of both verbal and non-verbal methods (Brislin, Worthley and Macnab, 2006). Contrary to this position, the teacher has just planned to ‘declare Talking T-shirt Day’ without considering how there will be teacher-students interaction. Instead of Talking T-shirt Day it would have been essential to include in the lesson plan, decoration of the room with science-based materials. For instance, plants and charts in the classroom would have been involved to bring natural life as well as attracting students' interests. Furthermore, to minimize distraction as it is likely when student adhere to Talking T-shirt Day; the lesson plan ought to have included or required that all teaching aids are positioned on the periphery. Capturing this aspect in the lesson plan would the intended teaching aid to capture Skinner’s stimuli reinforcers in shaping desired behaviors (Skinner and Pitzer, 2012). Furthermore, the second lesson plan (a 2-hour lesson plan designed for a lower division course serving English Second Language) tend to use a learning objectives approach as an education policy when it introduces by stating that one of its ‘enabling objectives or teaching aims’ is ‘practice skills for understanding writing assignments and faculty expectations for students writing.’ According to Sun and Shek (2012) it is a challenge to use learning outcomes as education policy and draws examples from countries such as South Africa that made a shift away from adopting learning outcomes as part of education policy in lesson planning. Instead of communicating policy demands as part of lesson plan the teacher ought to have noted these aspects in drawing the plan: Send a strong information about who is driving the lesson and what is expected of the learners Ensure that s/he gives the ending before the process of uncovering begins Discourages learners from pursuing possibly constructive inquiry that from the other hand, appears tangential to the objectives already outlined in the lesson plan The views above are in tandem with Bascia (2016) who noted that learning environments for individual classrooms contain complex mutual actions between a variety of elements, including students’ and teachers’ perceptions, learning needs, instructional practices, and prescribed curricula and these variables should be captured in a lesson plan. 3.0. Multiple Means of Representation It is apparent from the two lesson plans that the teachers failed to provide multiple means of representation. Looking at the two lesson plans it is apparent that they are not representing big ideas in multiple approaches. While it is recognized that the teachers while planning provided materials, there is lack of alternative textbook. According to the VARK modalities (VARK is a model proposed by Fleming that proposes that lesson plan should have Visual, Aural, Read/write, and Kinesthetic sensory modalities) that help learners capture content from multiple representations (Fleming 2001). This view has been supported by Universal Design for Learning which noted the need to give learners different approaches of knowledge acquisition thus allowing for greatest possible knowledge retention in the learning environment. Conceptualising this point within the two lesson plans, first, the lesson plan regarding extraction of the story and T-shirts has only presented variations to act as a source of multiple representations. To conform to Skinner and Pitzer (2012) view, availing multiple means of representation will make sure that I have a proper plan for my class lesson with extra activities to cater for unexpected "free time." Furthermore, all my materials will be organized regarding availability and accessibility. In sum, this philosophy will ensure that I create a safe and comfortable place where students will be able to learn, so that distracting and behavioral event is minimized. Effective lesson planning that facilitates learning includes metacognitive, cognitive and affective issues that individual learners have or can acquire in the process of learning. In connection to this point, there is a need to understand the definition of effective lesson planning vis-à-vis external and internal factors in classroom. From the perspective of Baylor, Kitsantas and Chung (2001), effective lesson planning is seen as the situation where learners make use of internal and external factors in a learning environment so that the process of learning can shift the responsibility of learning to learners and as such, learning processes are accomplished on equal measures. Specifically, Baylor et al. (2001) discussed the study on ‘action control, motivation control, and perceptions of course directions and students' goals for 92 Australian undergraduates which revealed different patterns for direction and effort and changing patterns from task on-set to off-set. Overall the two lesson plans ought to have considered the aspect of effective lesson planning to attain higher levels of effort and performance which appear to require positive appraisals of task and volitional efficiency. It therefore means that when the two lesson plans are implemented the way they are learners will be tasked with the duty to understand their learning but less motivated (either intrinsically or extrinsically) to learn and collaborate with teachers to structure their learning environment. From the learners described in the lesson plan, it is apparent to conclude that about 70 percent of them have multiple preferences for learning. This is to mean that the learners in the lesson plans may not necessarily learn solely by one of the four modalities aforementioned (Visual, Aural, Read/write, and Kinesthetic). Since the two lesson plans are text-based, it is discourages or disadvantages learners who may be interested in hearing the lesson, engaging with presented materials but not interested in hearing the lesson or those interested in various forms of materials and discuss answers but disinterested in the presented materials. Merrill’s First Principles of Instruction succinctly describes the best approach teachers should take in designing lesson plan that provides multiple means of representation (Merrill, 2002). The author described situations where the processes of learning is best promoted and how such situations can be fitted in the lesson plan. For instance, the author’s second principle presents that the learning processes can be promoted when lesson plan captures existing knowledge and such knowledge is captured as a foundation for new knowledge. According to the two lesson plans, the teacher did not make provision for Merrill’s second principle. Looking at the second plan as a case, the learning objective merely focuses on development and consolidation of students’ familiarity with rhetorical features of academic writing without highlighting existing knowledge as a foundation for new knowledge. It is therefore likely that learners in the class may feel a sense of frustration especially if they do not feel they have the same level of previous knowledge and experience as their classmates or the instructor. Furthermore, brainstorming of ‘what have your learned’ as it is the case here is likely to hinder the processes of learning for some students, since there are a handful of learners that actively take part while others simply do the observation. As such, it will not be easy for the teacher to know if the lack of participation in class is as a result of personality (like having introverts in class) or as a result of lack of knowledge and content of previous lessons and or experiences and understanding of preliminary content. 4.0. Providing Multiple Means of Expression and Action One aim of any lesson is to provide opportunity for learners to express themselves in writing (through written responses for aspects such as calculations and questions) and verbally (through brainstorming exercises). Therefore, teachers are supposed to ensure that there is inclusion of a more structured introduction activity (for instance, objectives attained in the previous lesson) to allow learners to participate in an activity they may otherwise refrain from, as it is clear that class may contain learners who are willing to talk and those who wish to simply observe. Relating this view with the lesson plans presented, there is little room for multiple means of expression and action. The worksheets that have been involved in the two lesson plans are not helping learners manage resources and information. For instance, it is unclear how the two lesson plans are going to provide important vocabulary and guided questions to help learners take advantage of their learning environment. Providing multiple means of expression and action is premised on the work of different educational theorists who have investigated the role of lesson plan, multiple means of expression and action and exploratory behaviours and risk taking attitudes among children (Milkova, 2012). What these studies advocate for is that multiple means of expression and action provide holistic learning that ultimately helps learners achieve some of the basics concepts they missed or were not captured in the lesson plan or teachers’ scheme of work. While these studies are concerned with holistic approaches that achieve learners’ exploratory behaviors, principle of lesson planning should be concerned about successful learning. That is, lesson plans should incorporate programmes that address the diverse needs as well as aptitudes of different learners as well as respecting their dignity and spontaneity. In as much as the lesson plan has advocated for the independence of learners especially in the activities involving the T-shirt, it provides little room for the learners to be able to read text and process the information. This view has been supported by Panasuk, Stone and Todd (2002) who noted that the link between lesson plan and early years of learning and development should be narrowed by integrating different principles of lesson plan to an extent that learners are allowed to study in in totality, where emphasis is placed on learning through learners’ sensory stimulation as well as images in the environment rather than allowing teachers to fuse instructions in lesson plans. The approach Panasuk et al. (2002) suggest directly relates to the aspect of exploratory behaviors, appropriate risk taking and early years learning and development that misses in the two lesson plans. That is, the plan has allocated 20 minutes for language reading and reading strategies in which learners were expected to take out copies of their self-selected texts and write at least three complete sentences that summarise hypothesis of each text. While from the one hand, the approach provided an opportunity for learners to independently interact with learning materials and learning through doing thus exploratory knowledge. On the other hand, Locke’s theory of empiricism and scientific method is missing in the lesson plan (Cangelosi, 2013). Locke’s theory stressed on the significance of having a positive social and physical classroom such as fresh air, recreation, play and exercise as such will promote learning and development in children (Locke, Shaw, Saari & Latham, 1981). The conclusion that can be drawn from Locke’s theory is that principle of lesson planning is about creating programe that allow learners to explore. As a matter of fact, Locke’s theory is anchored on Piaget’s theory of cognitive psychology regarding the importance of incorporating exploration as a tool that facilitates learning and cognitive development among learners. 5.0. Integrating Means of Learners Engagement Learning is promoted when teachers ensure that learners are engaged in solving real world problems and as such, these aspects need to be incorporated in lesson plans. Secondly, it has to be recognized that learners differ greatly in approaches they can be motivated or engaged to learn (Cangelosi, 2013). The solution to these problems is that the lesson plans above have not been designed to allow learners to be read text and process the information independently. The only solution the two lesson plans provides is that it only works for learners who like to work alone and at the same time failing to address what Merrill’s Principle would consider as aural learner who would need to hear the instructions. Practically, engaging learners in the process of T-shirts may not engage specific interests and abilities of all learners. Furthermore, the two lessons are unique in the sense that they are introductory lesson on new topic or area of knowledge. As such, the lesson plans have been placed to provide opportunities on how the objectives will be met. While the first lesson plan is interested in providing practical activities on the T-shirts, the second lesson is aimed at building a solid foundation regarding basic concepts of language and vocabulary before moving to more complicated applications of the concepts. Furthermore, the two lessons have been focused to attain behaviorists’ schools of thought as the dominant method of instruction. However, incorporation of questions and answers would have been prudent to help the teacher understand the extent to which learners understood the topic as it gradually increased in complexity. Teacher’s notes in both lessons were meant to show learners’ understanding and need for future research regarding the concepts at the end of the lesson. However, these notes are not engaging as it is difficult to see any connection between these notes and real life applicability of the lesson content. 6.0. Conclusion The aim of this essay was to criticize the two lesson plans and establish a ground that teachers need to take in planning for the lessons. While this review has noted a number of challenges with the lessons, they present some of the core values that teachers need to consider before attending lessons. Beginning with the challenges noted, this critique finds it difficult to accept whether the lessons guarantee that the goal, big idea, and standards are compatible with the target audience. Therefore, there is need to redesign these lesson so that they improve learners’ explorative abilities by equipping them with adequate skills that enhance their resilience thus making them more adaptable to the various challenges. The likelihood of the second lesson is that with the T-shirts most students would want to be the center of care and thus will do anything to achieve the attention of others. This approach will likely distract others is the lesson is not redesigned well. It is therefore necessary to avoid such cases to help maintain a positive ambiance in the class which is a foundation to an effective teaching process. References Bascia, N. (2016). The School Context Model: How School Environments Shape Students' Opportunities to Learn. Baylor, A., Kitsantas, A., & Chung, H. (2001). The Instructional Planning Self-Reflective Tool: A Method for Promoting Effective Lesson Planning. Educational Technology, 41(2), 56-59. Brislin, R., Worthley, R., & Macnab, B. (2006) Cultural Intelligence: Understanding behaviors that serve people's goals. Group & Organization Management, 31(1), 40-55. doi:10.1177/1059601105275262. Cangelosi, J. S. (2013). Classroom management strategies: Gaining and maintaining students' cooperation. John Wiley & Sons. Fleming, N. D. (2001). Teaching and learning styles: VARK strategies. IGI Global. Locke, E. A., Shaw, K. N., Saari, L. M., & Latham, G. P. (1981). Goal setting and task performance: 1969–1980. Psychological bulletin, 90(1), 125. Merrill, M. D. (2002). First principles of instruction. Educational technology research and development, 50(3), 43-59. Milkova, S. (2012). Strategies for effective lesson planning. Center for Research on learning and Teaching, 1-4. Panasuk, R., Stone, W., & Todd, J. (2002). Lesson planning strategy for effective mathematics teaching. Education, 122(4), 808-829. Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In Handbook of research on student engagement (pp. 21-44). Springer US. Sun, R. C., & Shek, D. T. (2012). Student classroom misbehavior: an exploratory study based on teachers' perceptions. The Scientific World Journal, 2012. Read More