A Lesson Plan To Deal With The Diverse Learning Needs

Introduction

This teacher work sample is a document to discuss the ability of the teacher to plan a lesson, implement effective strategies, and assess the learning outcomes of the students to evaluate the students’ performance and improve their skills. Teaching is an important profession that requires a lot of effort and care to build the future of students. A teacher helps the students learn new concepts, and this cannot be done without lesson planning, assessment planning, or using effective strategies or activities in the classroom. This means that the better the teacher will plan the lesson, the more effectively the learner will learn new things (Pullen, 2011). The lesson plan must include the objective of the study, the teaching strategies to be used in the lesson, and the assessment plan. Moreover, the teacher must include the motivation of the students in the lesson planning because motivation promotes conceptual learning, enjoyment, and performance in the student, so the student begins to enjoy the lecture as well and thus really get command over the concepts. Moreover, by motivation, students begin to take more interest in their course contents, which also gives them a deep understanding of the concepts. Simply put, motivation enhances the capabilities of the student to perform in the best way and thus will have a very positive impact on the success of the student (Anon, 2016).

This document consists of a lesson plan via which a teacher may deal with the learning needs of the eight student groups (Student A). For this purpose, a topic from the 9th-grade math course was selected: “Inequalities.” This document will now discuss a complete teaching plan to deal with students with diverse learning needs by following appropriate state standards. Each student in the Student group will be assigned with different instructional objective, in this way every group and each student will understand the content very efficiently.

There are a total of eight groups, and each group has been assigned with different instructional objectives. The objectives for student A are: 1) solve the inequality by graphing the solution, 2) Solve inequality by writing it in interval notation, and 3) Solve inequality word problems. The objectives for Student B are: 1) solve the inequality by graphing the solution, and 2) Solve inequality by writing it in interval notation. The instructional objectives for Student C are 1) solving inequality by graphing the solution, 2) Solving inequality by writing it in interval notation, and 3) Solving inequality word problems. The objective for Student D is to solve inequality word problems. The objectives for Student E are: 1) solve inequality by graphing the solution, 2) Solve inequality by writing it in interval notation, and 3) Solve inequalities numerically. The objectives for Student F are: 1) Solve inequalities graphically, numerically, and algebraically, and 2) Solve the word problems. The objectives for Student G are: 1) Solve inequality word problems and 2) Solve inequalities graphically, numerically, and algebraically. The objective for Student H is to solve inequalities graphically, numerically, and algebraically. Following this, an interdisciplinary unit plan was created to be taught over a period of 3 weeks. The test and Thematic Unit are presented below;

After the completion of this plan, the teacher will conduct a posttest on Day 5 to evaluate how his teaching strategies helped the students to learn new concepts and how much the teacher met the learning needs of the students (Behaviourism, 2017).

Learning Assessment

Assessment of learning refers to the question of, at a particular point in time, how much a student has learned. On the other hand, assessment for a student means assessing a student to help him/her further his existing level of learning (Jennings, 2007; Vygotsky, 1978). The goal of assessment for learning is to bridge the past to the future with proximal development, and the assessment of learning focuses on checking the achievement status and the already possessed knowledge by the student (Jackson, 2011). The purpose of this assessment was to meet the learning needs of different groups of students. The Pretest and Posttest methodology is considered to be the best approach to evaluate the learning level of the students and to understand their weak points. This assessment plan is also to evaluate where the students need more attention from the teacher or where the teacher can help the students with more effective teaching strategies.

The pretest and posttest results of the students are shown in the table below;

Table Instructional Assessment Data

The table above shows that in the pretest, the students got fewer marks, but after attending the five days of lectures, the students were able to show good results, and thus, they did so well in the post-test. This means that the lesson plan helped the students to understand more about the content, and that is why they did so well on their posttest.

Reflection On Teaching And Learning Based On Outcomes Of Measurement

This document is about the observation of the students and the creation of an assessment plan for the students to meet their learning needs. The main purpose of this document was to help the students understand the topic very well. Many students face different sorts of challenges, such as minorities facing language challenges, some students not being keen to observe the concepts quickly, and some not paying attention to the lecture with interest. However, to overcome all these challenges for the students, the teacher used effective strategies, such as asking questions about previous lectures to help students revise the content. Similarly, the use of multimedia (video) helped the teacher to develop the interest of the students in the topic and helped them to observe the concepts efficiently.

References

Anon. (2016). EXPECTANCY VALUE THEORY. COMMUNICATION STUDIES THEORIES.

Behaviourism, T. A. (2017). Teaching and Learning Resources / Behaviourism. 2017. Retrieved 12 30, 2017, from http://teachinglearningresources.pbworks.com/w/page/19919540/Behaviorism

Daskalopoulou, S. R. (2015). The 2015 Canadian Hypertension Education Program recommendations for blood pressure measumenet, assessment, and prevention. Canadian Journal of Cardiology, 31(5), 549-68.

Jackson, C. &. (2011). Personal development plans and workplace learning. British Journal of Healthcare Assistants, 5(6), 292-296.

Jennings, S. F. (2007). Personal development plans and self‐directed learning for healthcare professionals: are they evidence based? Postgrad Med J,, 83(982), 518–524.

Pullen, R. L. (2011). Get on the road to professional development. Journal of Education, 9(11).

Vygotsky, L. S. (1978). Interaction between Learning and Development. Harvard Press.