Lesson Plan Artifact

Teaching demands a lot of creativity and being able to adapt to different situations and environments. However, in order to experience lasting success, more than pot luck, charisma and spontaneity are required. Planning is essential. Planning and preparation gives a certain level of confidence. Whether it is a single lesson or a whole course, planning allows you to design the learning journey you wish to take your students on. In designing, you can make sure that you are catering for all your learners’ needs. This includes sufficient differentiation; for SEN needs as well as your gifted and talented students. In planning you can ensure that your lessons have a definite beginning, middle and end and have clear aims and targets. At this stage you will also prepare and plan resources. Also, you must plan your assessments. How will you know when the students have learned what you set out to teach? How will they know? How are you going to prove that learning has taken place at the end of the course? All these points will be addressed in the planning stage of the teacher training cycle.

The learning outcomes are important. There has to be a reason on why something is being taught, and how it will be useful to the students future. Throughout the paper, I’m going to give you an example of a lesson plan I

Dimension 3.1, classroom environment, routines, and procedures, the teachers is expected to organize and maintain a “safe, accessible, and efficient classroom” (TEA, 2016, p. 15). Dimension 3.2, managing student behavior, focuses on establishing expectations for behavior. And dimension 3.3, classroom culture, consists of creating a culture of mutual respect in which all learners are engaged (TEA, 2016). The focus of this domain is to ensure an orderly and safe environment for all learners by maintain high

FEAP 1 is addressed in the lesson through the state-adopted standards, prior knowledge, formative assessments as a form of monitoring, and collaboration with my cooperating teacher. FEAP 2 is addressed through a student-centered environment that is safe, organized, flexible, inclusive, and collaborative. FEAP 3 is addressed through the delivering of an engaging and challenging lesson with the utilization of strategies and higher-order questioning. FEAP 4 is addressed through the alignment of objectives to assessments, variations of tools to monitor student progress, modifications, and the application of technology. FEAP 5 is addressed through the utilization of data-informed research, adjusted planning, the effectiveness of lessons, and the teacher’s application of professional development knowledge. Lastly, FEAP 6 is addressed through the application of the Code of Ethics and Principles of Professional Conduct. I will continue to grow as it relates to the artifact by reflecting after every lesson/observation and improving of behavior modifications in order to subside a certain behavior so the learning is much more smooth. As it relates to the FEAPs, I will continue to apply every FEAP and work on bettering the implementation of each FEAP more

This artifact represents my ability to work collaboratively with one of my peers. We created the provided lesson and then taught the lesson at North Schuylkill Elementary school to a class of kindergarteners. This experience requires use to co-teach, co-plan and co-reflect to make sure this experience was as successful as possible. This artifact fits under standard #10: leadership and collaboration, since it demonstrates how I worked collaboratively with a peer to create and administer a lesson. By working together, we were able to ensure that each learner in the classroom would learn the necessary content. This is a representation of my best work since the lesson and activities my partner and I created were very well written and helped guide

This artifact addresses both standards six and seven in the artifact in several ways. Both communication and classroom management are interrelated because communication is the driving force for maintaining an effective classroom. In my 5th grade placement I realized very quickly how important communication was. If I didn’t specifically tell students what to do or repeat my instructions, I would have confusion with a handful of students in each class. This artifact is a lot more of an extensive lesson plan than my 8th grade lessons because transitions and expected behavior is a more significant issue in these grades. For example, when I had had students turn to a partner and discuss a questions, I had to go around the classroom and make sure

In my mind the words “instructional management” stand for the application of knowledge of learning and teaching tools. Instructional management actually includes all the things we do related to being a teacher: being on a textbook committee, sponsoring a school club, presenting at Parent's Night, taking additional mathematics classes during the summer etc. I also believe that Instructional management is a part of "self management," which includes all the ways we use our time, our energy and our consciousness. In order to be an effective education leader, one needs to be aware of current learning and teaching strategies and resources in order to be able to help staff with instructional management.

I composed numerous plans for each competency addressed in order to achieve mastery of that particular competency. In regards to the first competency addressed, Standard 3: Instructional Delivery, I planned to make sure I differentiated in all my classes in a variety of ways. One way I planned to differentiate is by ability. Teachers do not have any control over the students that walk thru our door on the first day of school. No matter where they fall academically, we have to build them up to greater heights of achievement. By differentiating in a variety of ways and settings, I am able to help students improve to greater heights of ability, and meet every student’s needs (Jennings, 2012). When approaching the second content competency, Standard 5: Learning environment, my plan was to allow my students to help establish the rules of the class, and to make sure I hold them accountable for those rules. the policies, procedures, and rules of the class are usually determined at the beginning of the school year, and many teachers refer to these tasks as setting the tone for the course of the year. Setting the tone, establishing

A proficient instructional plan is based on state standards and student assessment, these are essential towards day to day planning. They should also be aligned from simple to intricate. Furthermore, a competent plan needs to be applicable for the age group and meet individual student needs as well. For a successful assessment to take place the teacher should ask themselves “how do I know the students learned what I taught?” in order for them to plan, diagnose and intervene later on. As said on the planning rubric model, a high-quality assessment needs to have a clear purpose, specific learning targets, sound design, effective communication of results, and student involvement.

A teacher’s classroom duties and responsibilities vary. However, the key role of a teacher is to maintain effective classroom management by creating a safe and supportive learning environment. To avoid disorder in the classroom, teachers need to establish an environment where rules or procedures guide students’ conduct. The absence of such classroom organisation creates an ineffective and unsustainable teaching and learning environment. Therefore, an understanding of the different theories of classroom management such as Goal Centered Theory, Cognitive Behavioural Theory and Assertive Discipline equips teachers with the knowledge and skills needed to offer students the best chance to succeed at school. A teacher’s beliefs, attitudes and values help inform the best approach; therefore, an analysis of the strengths and weaknesses of the three aforementioned theories will be conducted, in addition to a concluding summary detailing the similarities and differences.

Reece and Walker (2000) discuss, there are several building blocks to be considered when planning for effective learning. I will discuss the sections of the planning process that need to be considered planning for a lesson.

Criterion four of the Teacher and Principal Evaluation Program is “Providing Clear and Intentional Focus on Subject Matter content and Curriculum” (CEL5D+, 2014, p. 8). This criterion stresses the importance of teachers’ use of materials and teaching strategies. It also discusses how important it is for teachers to thoroughly understand the content they are teaching so that they can teach it explicitly. As teachers become proficient in these areas teachers become more competent and students will perform better, increase their reasoning skills, and have increased achievement levels (Lucenario, Yangco, Punzalan, & Espinosa, 2016; Mir & Sultana, 2016; Zangori & Forbes, 2016). Becoming proficient in this area also enables teachers to make important extensions in their lessons and expand upon students’ questions (Kahan, Cooper & Bethea, 2003). This section will provide a description and evidence to support the following four sub-categories: alignment of instructional materials and tasks, discipline-specific conceptual understanding, pedagogical content knowledge, and teacher knowledge of content.

Firstly, I would like to talk about the lesson planning and delivering. As we have already learnt from Teaching Methodology 402, lesson plan works as guideline and help us a lot as teacher trainees. It reminds us what to

Murray The New Teacher Guide To Creating Lesson Plan, As a teacher you have to create lesson plans and teach those plans to the entire class. An an teacher you have students who are small group. You have to make different lesson plans based on small groups. You can also track student progress, and also have a parent conference if they students are not doing correctly in your class. Every five year old has been influenced by a teacher. As an teacher you teach students the basic skills like the basics of math, reading, and skills in preschool and elementary school, and also they would move on to specialized concepts in middle, high school and post secondary

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.