Lesson Plan Pivotal

Research has provided many strategies for effective classroom instruction and lesson organization. Throughout my lesson, I used direct/ explicit instruction model that I have learned from different education courses and readings to serve as a model for my instruction. Rosenshine

As a student of education, I have been able to gather many ideas and opinions about practices and ideals I want to implement in my future classroom. My philosophies about education are still being formed and continually change with every class I visit and with every educator I encounter. My ideas, admittedly, come from random experiences and intangible texts, but as I gain more experience in the field through my courses, my philosophies about teaching will become more clearly defined. These few ideas I have now will undoubtedly be added upon as I enter student teaching and my professional career, nevertheless, they are concepts of which I hope to never lose sight.

In addition to whole group teaching, all authors approved the importance of teacher modeling to aid in student success. The Institute of Literacy and the textbook, describes teacher modeling as “modeling the skill or strategy with content-area words and within the context of the subject matter students are currently learning” (p.7). The authors Bursuck & Damer (2011) refer to the method as “my turn, together, your turn” (p.51). Teachers first model the strategy (my turn), the students then repeat the response, and then students individually respond. Teachers model the strategy in hopes that students “eventually can use the strategy individually in his/her writing” (Institute of Literacy, 2007, p.7).

For years, there have been many theorists who have shared their views on how individuals learn. Such research has determined that individuals have different learning styles. It is important for teacher to understand the learning styles of both themselves and their students because it helps them to relay the subject knowledge to the students. The teacher is in a position where they must be able to assess the learning styles of their students. This means that the students and teachers are both in a process of learning.

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

Students will respond to the lesson in different ways and often there are “teachable moments” that were not included in the original lesson. The effective teacher can incorporate various instructional strategies to fit the moment and the individual student’s needs at that moment.

When I first began teaching over twenty years ago, I do not believe I had a clear idea of what my vision of education was. I was hungry for knowledge myself and took every opportunity I could to attend professional development and implement new curriculum and instructional strategies. During the early part of my career as a teacher, I developed a

The teacher will begin the lesson by informing the students that they will learn to perform on their instruments the song Twinkle Twinkle Little Star. The teacher will then sing the entire song using only the Kodaly Syllables in the key of C major. To help with expression the teacher will add slight hand movements. Motion helps to externalize internal expressiveness. (Feldman & Contzius, 2016).

Karl Menninger once said, “What the teacher is, is more important than what they teach.” Reflecting on Menninger’s statement, professional educators are not empowered by the curriculum, which dictates the classroom material, but the influence of their relationship with their students. My own experience supports this, as I recall my favorite teacher, Ms. Linda Ashby, an AP statistics teacher. She embodies the model teacher by being full of energy, invested in both her school and her students, along with being knowledgeable but yet relatable on a student level. As I develop my teaching skills, I reflect on my time as her student, seeking to emulate her positive traits she exhibited everyday.

Currently, the future of education is undergoing a change; and that change is the Every Student Succeeds Act. One category that this education reform act places emphasis on is meaningful differentiation (Rose, 2016). Burgess places heavy emphasis on meaningful differentiation through passion, engagement and enthusiasm. The system he outlines in his book explains that “much of your success as an educator has to do with your attitude towards teaching and towards kids. The rest of your success is based on your willingness to relentlessly search for what engages students in the classroom and then having the guts to do it” (p. 107). In order to create meaningful differentiation, educators need to focus not on changing the content, but their attitude toward how the content must be delivered. If teachers apply the commitment to enthusiasm and passion Burgess describes, then the future of education will improve through teacher excellence. “Being your best possible self contributes to the school culture necessary to create the environment for greatness to flourish” (p.

There are various instructional approaches but one that is widely employed by many teachers is the direct instruction approach. This is the classic teaching style that many people remember during K-12 grade school. The teacher would stand in front of the class lecturing while writing on the black board. That is why direct instruction is also known as “Chalk and Talk” (Evans, 2006). Direct instruction is not out of date and is still appropriate in many situations today. The following will discuss direct instruction and a few scenarios in which this teaching approach is appropriate.

New teachers struggle with balancing creativity and imposing guidelines and materials. Mandated learning goals are the requirements set by the Department of Education that teachers must incorporate into their curriculum. They outline the concepts that the students must understand before moving on to the next grade. For example, Missouri Public Schools require that 5th graders must be able to “read with sufficient accuracy and fluency to support comprehension” by the end of the school year as one of their mandated learning goals (Common Core State Standards Initiative, 2017). Learning mandates remove most opportunities for teachers to be creative with their lesson plan, because they must teach all the required material first. One teacher argued that “[i]f people think of schools as buildings and do not pay attention to the people within them and the policies driving them, they do not understand what schools are––and what they could be––in people’s lives” after she had left her teaching position due to miscommunication and overbearing stipulations (as cited in Craig, 2014, p. 112). This teacher acknowledged the struggle for schools to convince the politicians in charge of the mandated learning goals to see schools as influential in the daily life of those who attend. Also, if teachers do not cover all of the required material or the students do poorly on the state exams it reflects a failure on the teachers’ part. Craig (2014) says “the intended effect of the ‘weeding out’ of

The method used in this research is qualitative method in which the data is collected, analyzed, and interpreted by observing what both excellent and experience teachers do and say about the lesson plan and learning objectives in the teaching and learning process. Anderson (2006) has defined qualitative method as the exploration of the interviewers towards the respondents’ ideas on the general questions posted to them in order to identify and define their perceptions, opinions and feelings about the topic or idea being discussed. Besides that, qualitative research involves an interpretive, naturalistic approach to the world. This means that interviewers study things in their natural settings, attempting to make sense of, or to interpret, phenomena

Instructions are explained clearly to students and examples are given. Students are to repeat the instructions.

         Realization that –er and –est cannot be applied to show the comparative and superlative form of adjectives with two or more syllables.