The teacher then introduced the lesson of the day by mentioning that it would be a buildup of the previous lesson. The lesson of that day involved learning how to balance basic chemistry equations. The teacher began by introducing basic, acidic, and neutral compound. He then gave basic examples of a base, acid, and a neutral compound. Interestingly, he had an example of each of the compounds in class. A lemon represented an acidic compound, ash represented basic compound whereas water represented a neutral compound. Students were asked to name other similar compounds and at least a quarter of the class responded with accurate results. The teacher then went ahead to demonstrate on the blackboard how to balance the equations. Once he gave five simple examples, he asked the students to volunteer to go to the board and balance an equation. Each student who was able to balance the equations was given an orange. It was interesting to note the profound interest in which the students were responding to learning. The interest was actually boosted by the gifts for the students who got the equations correct. Near the end of the lesson, the teacher divided the class into four groups of five students each. He then requested the students to discuss what they had learned in class concerning balancing of equations as well as further examples of each compound. Each group was required to come up with three examples of each compound as well as three examples of balanced equations. The teacher collected the results and told them that the results would be discussed in the next lesson. Lesson planning is one of the fundamental aspect of any teacher. This is because the structure of the lesson determines the effectiveness of the learning process. When making such a plan, it is imperative for the teacher to understand the lesson objectives and most importantly, the strengths and weaknesses of the students. This way, it will be possible to articulate the lesson to benefit the students maximally. It is also important to understand each student so that the needs of every student can be incorporated in the lesson plan (Satterly, 1989). However, it is particularly necessary to classify the student depending on their learning abilities. This is because the bright students are more often than not sidelined in the learning process at the expense of the slow learners. For example, I realized that the teacher was concentrating more on the slow learners in the hope that they will catch up with the rest of the class. Assessment in Schools A lesson is not complete with the full assessment of the realization of the objectives of the lesson. During the lesson, I noted that the teacher used various teaching and assessments methods. Most importantly, she ensured that the assessment activities are explicitly related to the stated learning objectives. Once the students had completed the given assessment activity, she took some time to reflect upon the results. When the learning objectives were not adequately achieved, the teacher revisited the lesson in a different manner. This allowed those students who had not comprehended adequately to gain more understanding of the topic discussed. In order to achieve this, the teacher used various assessment methods. One of them was quizzes. The teacher ordered the pupils to close their books and asked them some questions on what she had taught that day. Most pupils who had
Planning Lessons I had the pleasure to attend to a learning class in grade 10 of a certain school in this country. I was delighted and amazed by the experience that I saw from the pupils taking the chemistry lesson. The teacher was a woman who worked tiresly to ensure that the pupils understood…
The changes that have come about as a result of these changes have largely been positive especially in the field of science, as shall be seen in the discussion that is to ensue forthwith (Great Britain Dept. for Education and Employment, 1999, 4). A Discussion Of The Changes To Assessment In Science Since The Introduction Of The National Curriculum In England Primary To Secondary Schools There are several changes that the NC has brought about in the learning of science in the UK.
They can exploit the grey areas and indulge betterment in teaching processes. They can add innovations in teaching system so that student can get better attainment. Usually it is comprised of qualitative feedback of performance achieved and what was anticipated in the beginning.
The teacher should help the pupils make their own discussions, formulate their arguments, and prove their points about arguing. This approach is a good idea because, in order to earn a C on the new Science GCSE, the GCSE tells us that students must ".demonstrate good overall knowledge and understanding of science content and how science works" ".demonstrate communication and numerical skills appropriate to most situations.." (qtd in Debate and Discussion).
Just as youth in communities with high rates of poverty and social unawareness are more likely to become pregnant so youth in schools with high rates of poverty and social inadequacy are also more likely to become pregnant. In particular, when female teens attend schools with high percentages of dropout rates and with higher rates of school vandalism they are more likely to become pregnant.
As the technology enhanced it brought in some technological issues such as Information Security Risk. The Security Risks involved with the various information systems need to be addressed in order to better the performance of the organization in the dynamic global market.
That is why in its start this paper focuses on such points that are almost as widely spread over the literature. Furthermore, many topics in related researches are grouped under the theme of change management in schools in order to identify clear areas of research thereby causing an inflationary overuse of the words " change management" and "schools ".
Here Grade 5 at Junior/Primary level has been selected for writing this paper. Two units from primary Grade 5 have been designed to achieve specific goals in field of English language and Mathematics.
There are various ways to plan units. It is essential in all planned units is that the curriculum guide be consulted at all stages of the planning process.
According to Mintzberg, planning refers to a “formalized procedure aimed at producing an articulated result, in the form of an integrated system of decisions” (Mintzberg, 2005). This paper looks into the concept of strategic planning
During lessons planning, the librarian guides on the syllabus resources that would augment teachers’ instructions and crucial information on how to incorporate technology projects in the company plans. Instructional collaboration also involves the
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