the best strategies for the development of a perfect lesson plan

Introduction

Teachers play a key role in ensuring that learners imbibe their intended lesson objectives. As such, they should ensure the appropriate combination of teaching and learning strategies to realize this deliberate process. The process starts with lesson preparation, appropriate content selection, making the lesson interactive and learner-centered, catering to learners’ differences, utilization of the available technology and locally available instructional resources, and employing appropriate assessment techniques. It helps to determine the extent to which the lesson objectives have been realized. Therefore, teachers should realize the enormous impacts of these strategies that make teaching and learning effective. The main aim of the paper is to discuss the best strategies that would help in the development of a perfect lesson plan.

Discussion

How did you change your mentor unit to make it your own?

Lesson preparation starts with the teacher preparing the lesson plans that spell out the activities that will take place during the instruction process. Also, teachers should consult various teaching and learning resources so that they can fully equip themselves with the content. These resources may include the internet, which is today the greatest resource, and textbooks by various authors, as well as resource persons (Carpenter et al., 2017). This thorough consultation is relevant to teachers since it protects teacher credibility. As such, students will develop trust and confidence in the teacher, hence fostering learning.

Similarly, content selection is paramount. Therefore, it requires giving an appropriate balance to course knowledge, process skills, and the development of the student as well as the learner in terms of detail and realm. The content selected should be to the level of learners. Also, teachers should develop an inductive-deductive approach to content delivery (Taylor, 2017). This will develop the learner’s curiosity to learn new experiences.

You are to recorded (put in a different color) your mentor’s instructional unit in the Planning section of the “COE Lesson Plan Template.”

Making the class interactive is the sole responsibility of the teacher, and this is key to any learning environment. This can be done by teacher relating the day’s content to their lives, as this creates a real-world connection to what they are learning and explains why they need to learn. Also, the teacher can introduce classroom games as they engage learners and incorporate and use technology as a teaching strategy instead of giving notes and lecturing (Carpenter et al., 2017). The teacher can initiate discussions amongst students, therefore making learners learn from each other since they have a diverse understanding of the content. There are many factors and considerations that help in implementing the perfect lesson plan, including diversity, technology, and curricular emphasis, which helps in the development of a perfect lesson plan and are explained below:

Diversity

Also, learner diversity in class cannot be assumed and seen as problematic by teachers; rather, it is a valuable resource for promoting teaching and learning. Teachers, therefore, should develop mechanisms for reaching every learner to better realize the lesson objectives (Kober, 2015). This can use classroom discussions, sharing experiences by grouping learners of higher ability with those of low ability, using varied instructional materials and methods, assigning flexible responsibilities and assignments, ensuring individual attention, and providing remedial lessons, workshops, and educational clinics (Taylor, 2017). These varied strategies will ensure that learners move at the same pace, therefore making teaching and learning feasible.

Technology

In the utilization of educational resources, teachers should consider incorporating technology and making use of the locally available resources in teaching. The locally available resources cut extra costs, are more familiar to teachers than commercial resources, and make teaching and learning quite enriching (Kober, 2015). Also, appropriate technology can also be utilized. This technology can be the use of projectors, playing films and videos in class to explain given facts, and the use of electronic boards. Technology in class makes learning enjoyable and lively and prepares learners for the future since it introduces them to the digital economy, improves the retention rate, and enables students to learn at their own pace.

Curricular Emphasis

Assessment is key after the teaching and learning process has been completed since it demonstrates student achievement throughout the process. This assessment can be done by asking questions that are in tandem with what was taught and giving class exercises, which the teacher can check while in class or after class. Assessment is key to teaching since it communicates to the teacher the extent to which the objectives have been realized (Carpenter et al., 2017). This gives teachers room to plan remedial lessons, address the individual differences manifested, change the teaching strategies, and prepare lessons adequately for the benefit of the learners.

Conclusion

To sum up, teaching and learning become feasible when the teachers prepare adequately, use relevant lesson resources, use appropriate teaching methodologies, and incorporate technology in instruction. Also, individual differences should be catered for, and assessment must be done to determine the extent to which the objectives have been realized. When all of the specified strategies are employed effectively, learning takes place, which is the ultimate goal of any educational institution.

References

Carpenter, B., Ashdown, R., & Bovair, K. (Eds.). (2017). Enabling access: Effective teaching and learning for pupils with learning difficulties. Routledge.

Kober, N. (2015). Reaching students: What research says about effective instruction in undergraduate science and engineering. National Academies Press. 500 Fifth Street NW, Washington, DC 20001.

Taylor, E. W. (2017). Transformative learning theory. In Transformative Learning Meets Bildung (pp. 17-29). SensePublishers, Rotterdam.