Group Reflection on Lesson Planning and its aspects

Introduction

A rationale development should be part of thoughtful planning for classroom instruction. If we

have not reflected on the whys of what we teach, we will be unprepared to meet the needs and
challenges of our students. The rationale for making a lesson plan derives from the theories of
learning.

Lesson Planning

“If You Fail to Plan, You Are Planning to Fail.”

A lesson plan outlines what students need to learn, how the subject would be delivered, and the
achievement of class goals measured. Having a lesson plan guides the learning process by
providing a clear outline for the teachers to follow while teaching.

Daily lesson planning involves defining the objectives, selecting and arranging the subject
matter and determining the method of procedure. A lesson plan is the instructor’s road map of
what students need to learn and how it will be done effectively during the class time.

Lesson planning is very important for classroom teaching-learning: -

 Help teachers in organizing their lessons: Lesson plans assist teachers in preparing and
organizing the lessons on a daily basis. With the help of a good lesson plan, teachers can
use their time more efficiently and keep track of their materials, student progress, and the
flow of the lesson.

 Reference for teachers when planning future classes: When teachers plan a new lesson,
they can refer back to their previous plans to save time and make sure they cover all the
necessary content.

 Evaluate students’ understanding of the material: At the end of each lesson, teachers can
review their lesson plan objectives and compare them to what was accomplished in class.
 Stimulate critical thinking among students: Good lesson planning can stimulate
students’ critical thinking is through specific questions or assignments that encourage
them to think about the material.

 Encourage interaction between students and teachers: Teachers can encourage students
to come to you with questions and thoughts about any lesson taught, by including
questions and discussion points in your lesson plan. Asking questions is an important
part of the learning process because it allows students to reflect on their knowledge and
identify gaps in their understanding.

 Identify individual learning needs: One of the most important goals of a teacher is to
identify and address the individual learning needs of their students. By taking the time to
prepare detailed lesson plans, teachers can ensure that every student gets the opportunity
to learn at his or her own pace and level. For example, a teacher can use a lesson plan to
differentiate instruction by providing different activities for different learners.

 Assess the students’ progress: Lesson plans provide framework to lessons and allow
teachers to track student progress and adjust their instruction accordingly. Teachers can
easily identify areas where students are struggling and provide additional support to
them.

 Content accessibility to diverse learners: A variety of activities can be provided to help

the students learn in different ways. For example, in any lesson, a teacher can give one
activity for students who learn best through visual input, another for students who learn
best through hands-on experiences, another for students who learn best by listening to
explanations and so on. Real-world examples can also make lesson content more vivid
and easier to understand. By providing structured notes, complex concepts can be broken
into smaller chunks that are easier for all students to understand.

 Resource for planning assignments and activities: By looking at the lesson plan, the
educator can quickly determine the nature of assignments and activities related o the
lesson to be given to the students. For example, if we are teaching a class about kinds of
houses, our lesson plan may include an assignment where students find out what
different materials are used to build different houses.

 Promote collaboration and teamwork: A good lesson plan encourages collaboration and
teamwork by assisting students in discussion and problem solving. Students from
different backgrounds get motivated to understand each other’s strengths and
weaknesses to achieve a better outcome for all involved.
  Effective use of technology: With the help of a good and structured lesson plan, teachers
can incorporate the use of technology in their lessons, in order to help students, become
more engaged in the content taught. Technology can also be used to extend learning
beyond the classroom, such as through online resources and distance learning
opportunities.

 Use of Effective Instructional Strategies: Lesson planning can help teachers ensure that
they’re using effective instructional strategies that include designing engaging lessons,
encouraging active learning through hands-on activities and the effective use of
technology in the classroom.

The three components that you should include in a lesson plan to ensure that it's solid and
effective are:

 Learning objectives
 Teaching/Learning Activities
 Tools to check for understanding

The steps to create an effective lesson plan are: -

 Establish Learning Objectives: Setting the learning outcomes for a lesson plan is critical
for ensuring that students learn consistently across classes. Learning outcomes define
what the students need to achieve by the end of the lesson. Visually mapping out the
lesson helps us to make sure we have given all students the opportunity to make the
required progress by the end of the lesson.

 Develop an interesting introduction: Starting the lesson with a question or a Warm-up

activity to engage students’ attention can stimulate their minds and encourage thinking.
A real-world example, short video clips, a probing question, etc. can be used to achieve
this. It may be a good idea to try and gather an understanding of what your pupils already
know about what we have lined up for them.

 Plan learning activities: Teachers must include activities that you'd like your students to
participate in. There are several ways of conveying subject matter and teaching a lesson
to students – such as using real-life examples, analogies, and even visuals. As these
activities are being planned, we should estimate how much time they will have to spend
on each activity so that every objective will be accomplished.
  Determine how to check for understanding: Assessment is an important step in lesson
planning see if the students learned what the lesson set out to teach. Planning for
assessment allows you to find out whether your students are learning. Assessments can
be either formative or summative in accordance with the learning objectives.

 Reflect and plan lesson closure: An effective conclusion should summarize the points
covered in class and also preview what will be covered in the next lesson. Lesson closures
are a great way to reinforce what students have learned. Lesson closure is useful for both
teachers and students. Closure can be added to a lesson in many ways; i.e. by stating the
main points, or by involving a student in summarizing the lesson, or by asking students
to write down the main points of the lesson etc.

 Create a realistic timeline: This can be done by estimating how much time each activity
will take, and plan extra time for each. We must also plan just a few minutes at the end of
the class to go over uncovered points or topics that may not have been understood by the
students. When we prepare our lesson plan, we can indicate how much time an activity is
expected to take. We can also plan an extra activity or discussion question in case we have
time left.

ABCD Model of writing Objectives

Robert Heinich, at the side his colleagues Michael Molenda, James D. Russell, and Sharon E.
Smaldino, created the ABCD Learning Destinations Show and distributed it in their 2001 reading
material, "Directions Innovation and Media for Learning." It diagrams four components that
assist you guarantee that instruction has both a clear objective and a clearly characterized wanted
result.

The four components are:

 Audience or Group of onlookers.

 Behavior.
 Conditions.
 Degree.
When creating your learning session, make beyond any doubt that you just address each of the
four components within the demonstrate.

Different format of lesson plan

Setting a framework to be followed when writing was made easier by brainstorming methods for
conducting discussions about various letter kinds and by investigating various features of formal
letters. Students were able to distinguish between the format, wording, and tone of the letter after
examples of official and casual letters were presented, along with a brief video. I chose the Think,
Pair, and Share method for this project since peer learning is always interesting. Using a Word
Wall, students arrange the words in chronological sequence in accordance with the format to
evaluate their understanding of the material. Extra worksheets to convert casual to formal
expression were saved in case anyone finished. The students then use their knowledge to identify
the errors in an improperly written formal document.

Learning Objectives

It demonstrates to the student the desirable behavior and also organizes and focuses the
instructor. Objectives builds the learner's foundation for self-assessment and lays the foundation
for what the "mastered" skill will entail. centered on the targeted learning that is the outcome of
a task, lesson, or program. It helps in reflecting the goals and principles that the institution stands
for. It reflects significant, complex, and convincing to the learner parts of learning. Focuses on
skills and abilities central to the discipline and based on professional standards. Captures general
concepts, but with enough detail to be clear, specific, and measurable or observable. Focuses on
aspects of learning that will develop and endure but that can be assessed in some form now.

Goal Versus Learning Objectives

Once you have written your course goals, you should develop learning objectives. Learning
Objectives are different from goals in that objectives are narrow, discrete intentions of student
performance, whereas goals articulate a global statement of intent. Objectives are measurable and
observable, while goals are not.

Writing Learning Objectives by Understanding your audience

Writing learning objectives from the perspective of the student, not the instructor, is
recommended. An aim that is clearly articulated paints a picture of the result or performance you
hope to see from the lesson. It must be precise, succinct, and above all, measurable or observable.
When drafting learning objectives, take the audience's characteristics into account. To support
their needs and abilities, develop training and learning activities. What they will be expected “to
do” after the training, their physical, mental and thinking abilities, their educational level, skills
and abilities, how they best learn, what they need to know to do the job, what they already know
about the job, have they been trained before, why they haven’t been effective doing the task and
What’s in it for the learner to perform the tasks identified. Also explained about the three learning
objectives categories and Benjamin Bloom’s Taxonomy

 Cognitive (knowing)

 Psychomotor (doing)

 Affective (feeling)

Benjamin Bloom’s Taxonomy

has been around since the mid-1950s. His structure for “thinking” behaviors provides a nice stair-
step approach to thinking about the levels of learning.

Learning Activities and Teaching Strategies

Although assessment for learning strategies is not a new concept in the field of education, it
nevertheless has a significant place in the classroom. Effective learning and teaching depend on
assessment for learning.

Researchers like Paul Black and Dylan Wiliam first gained notoriety in the 1990s for emphasizing
the advantages of using assessment methodologies for learning as opposed to summative
evaluation utilized as an assessment of learning. Assessment for learning strategies are the range
of strategies that teachers draw upon to assess learning within their teaching practice. These
strategies aim to gather data on a students’ current level of understanding and any
misconceptions. Teachers then use this information to adjust their teaching strategies, give
feedback or even re-teach to ultimately drive the learning forward.

Adopting a range of approaches is key to ensuring assessment for learning (AFL) is successful
and has the desired impact within the classroom. Examples of assessment strategies include:

 Direct observation
 Questioning
 Feedback
 Self-assessment
 Peer-assessment
 The formative use of summative assessment
In this blog, we will take a look at each of these strategies and provide you with some examples
for how you can incorporate each of them into your everyday classroom practice to support your
teaching.
Assessment, Types and its importance

Assessments give pupils the chance to practice, learn, and show that they have mastered the
learning objectives. It gives the teacher proof that the children have made progress.

Formative assessment aims to keep track of student learning and provide continual feedback that
both students and teachers can utilize to enhance their instruction. Formative evaluations, in
particular, assist students in identifying their areas of strength and weakness and focus on those
that require improvement.

Summative assessments are intended to evaluate student learning by comparing it to a

benchmark or standard at the conclusion of a unit of instruction. Summative evaluations
frequently carry a significant degree of risk, which increases their point value. A midterm test is
an illustration of a summative assessment.

Conclusion

To be effective, the lesson plan does not have to be an exhaustive document that describes each
and every possible classroom scenario. Instead, it should provide us with a general outline of
our teaching goals, learning objectives, and means to accomplish them. A productive lesson is
not one in which everything goes exactly as planned, but one in which both students and
instructors learn from each other.

Group Members and CPR No:

Sneha Sreekumar- The Asian School Bahrain (960544100)

Jahnavi Pannagash- The Asian School, Bahrain (871213001)

Divya Keezhathil Sahadevakurup - New Horizon School, Bahrain (841131120)

Swetha Loka- New Horizon, Bahrain (850617375)

Nithya Anilkumar- Bangladesh School, Bahrain (820548316)