Analysis: Identifying Struggling Learners

The first step was writing the lesson plan that aligned with the standards, goals, and objectives of the lesson. As seen in Article 10, the lesson plan was the first step in considering the details of the lesson including thinking about the content and its presentation in a relevant and engaging manner, designing activities that engaged students directly with exploring the content and creating based on their knowledge to promote additional interaction with the materials. Furthermore, the planning stage is where I am able to think about ways to differentiate my lesson for students and think about scaffolding instruction

Every student in every school, belongs to a different household, with a different family, and different ways of living their lives. Not every student falls under one same reason as to why they fail in school. And what each of these researchers are doing, is giving an entire article over one reason they think is good enough, but the truth is, a researcher is not capable of writing an article over one single reason and believe they have solved the mystery. There is no “general idea” as to why. Teachers, principals and researchers categorize every failing student as unsuccessful, but it is that same reason that drives those same students towards where they are headed. I’ve seen this in my younger brother who is a sophomore. He started failing from the minute my stepfather starting shooting him down for his “C” grades in Junior High. That lessened my brother’s potential and lessened his idea of being successful. After every school meeting, every detention, every phone call; He gave up. All this attention he was receiving, he didn’t want it, nor did he need it to succeed. There’s a difference between wanting to help a student, and simply wasting time on one. What these teachers, principals, and my stepfather did, was waste their time and my brother’s. Because in the end, he didn’t care to change. Especially with continuous judgment, categorizing and comparisons to other children or family members. In the article, “Kewauna’s Ambition”,

To start, I would suggest that Michael Watson begins each unit or topic with a pre-test. Pre-tests allow teachers to evaluate what the students already know and checks to make sure that the lessons are actually challenging. After a pre-test is administered, teachers will gain a better understanding of how to construct valuable lessons that are within the students zone of

To start, preparation is paramount at any level of education, but particularly at the most basic levels of education. In observing my peers teaching it was evident that the more prepared they were, the more successful the lesson would be. When it was my turn to teach I really tried to be prepared and to have a good plan in place so that my transitions and instructions would be smooth. The

When scripting a teaching plan, it is important to begin with objectives that you plan to meet (McNeill 2012). The objectives that I

The topic I discussed is well researched from an evidenced based practice aspect. This also means that a variety of material is available on this highly researched topic. It was challenging to minimized the information to meet the time requirements and present enough information to the learners so that the topic is well discussed and understood. Thus, the key to my planning process was organization, creating an objective and the development of a teaching plan as a guide. The teaching plan provided a sense of an action plan to achieve the goals and objectives set forth presenting actual purpose, content, methods and tools, sequence, timing, and evaluation of instruction (Bastable, 2014). This helped me to clearly identify and describe the elements of my educational program. The teaching plan also provide opportunity to reflect on what was the purpose of my educational program, what goals/information I desired my learners obtain from the program, and it forced me to examine the relationship among the steps of the teaching process to ensure a logical approach to teaching, which can serve as a map for organizing and keeping instruction on target (Bastable,

At the core of any planning lies the National Curriculum. Before Planning can even begin a teacher must know what the children need to learn. When the teacher gave me my topic’s I went straight to the National Curriculum. It is also important in order to plan for progression to know what they have previously covered so I arranged a meeting with the class teacher. Once all this information had been established I collated my planning.

One means to teaching effectively regards planning and setting learning goals and objectives. Many teachers have been effective in helping students learn by planning how they are going convey a educational lesson. By preparing objectives and goals for a lesson before delivering them, teachers are able to align goals with all activities, and substantiate the inclusion of an activity toward achieving a particular learning outcome.

Area three of AITSL discusses “Professional practice, Plan for and implement effective teaching and learning”. Through my studies it has been embedded in my own teaching philosophy and professionalism as an educator that planning is a crucial aspect of teaching. Planning lessons require knowledge of the curriculum, pedagogical studies and understanding, and enable teaching intentions to be successful (Sangster,p.12,2005). Throughout my

The most important aspects when planning the curriculum are to follow the course of study and to adjust the lessons according to different learning styles. A variety of learning experiences are necessary to fulfill the needs of a diverse classroom. Students range in learning styles from visual to auditory to tactical, so it is the teacher’s responsibility to meet all of these needs. Also, teachers must help students to progress to higher levels, but accept that not all students are at the same point. Teachers should help students achieve a better education as far as book knowledge is concerned while concurrently learning how to motivate them to be productive members of society. I believe lessons should target all students by varying activities and the

Because each student has different experiences and makes difference connections, it is important for an effective teacher to be able to learn and adjust just as students do. One of the main jobs as an educator is to motivate students to make those connections on their own and form the ability to reflect and critically think about those connections. In order to promote this, students need different resources the same material and different situations to learn it. By providing new lesson plans, this challenges students to critically evaluate how well they understand the material and where their knowledge is lacking.

The first thing that I learned was how to start a class out efficiently. Each class that I attended had a slightly different start, but they all contained an important element. The important element was that they were all took student focus from personal conversation and focused it on the teacher and his lesson for the day. Two effective ways that were used during this were starting class by asking a question about the last lesson that was taught and the other was starting class with a video. I learned a lot from both of these approaches because they showed me that you can have both of these planned, but you need to be able to get your students to focus on these things. What I learned from class was that you need something like this to engage the student, but what I learned from my observation was that you

Today’s teachers have the major responsibility for instruction. For the most part the curriculum is set. What do you see as the keys to providing effective instruction? What can you do to be sure that the instructional objectives you set for a given lesson engage all you students?

Lesson plans are the teacher’s equivalent of a blueprint. They are very broad in nature. Lesson plans are deemed to target specific skills, but also including the methodology for how those skills are introduced and taught. In lesson planning, how you teach the skills is as important to plan as the skills themselves. Important to note as well is the age, the stage of development of the student that the lesson caters to, the grade level and the duration of the lesson Meador Derrick (2016). Therefore in evaluating the lesson and lesson plan a brief description of the type of learner and the title is highlighted in this section. The age group of the students fell between 14-15 years and they were in grade 9 with a total of forty-four students. The topic of the lesson was entitled “Study Skills” and the duration of the lesson was 20 minutes instead of the usual 40 minutes because of a change of schedule that day.

A variety of teaching strategies should be selected or designed for us in the instructional program. There is a need for inductive strategies that include moves from the particular to the general and deductive strategies that include moves from general to the particular. Discovery strategies in which the students themselves find out on their own and teacher-directed strategies in which the students are guided systematically to in stated objectives are needed, along with strategies the call for varying degrees of teacher guidance, combinations of the preceding strategies may be used to be develop and apply concepts, clarify values, and attain other objectives as various media are used in different areas of the curriculum. In additions, construction should be given to the guidelines or principles of instruction for each area of the curriculum.