Lesson Plan of a Teacher

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 which requires a lot of efforts and cares to build the future of the students. A teacher helps the students in learning new concepts and this cannot be done without lesson planning, assessment planning, or without using effective strategies or activities in classroom. This means that the better the teacher will plan the lesson, the 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 promoted the 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 the motivation, students begin to take more interest in their course contents which also makes them able to have a deep understanding of the concepts. Simply, motivation enhances the capabilities of the student to perform in the best way and thus will leave a very positive impact on the success of student (Anon, 2016).

This document consists of a lesson plan via which a teacher may deal with the learning needs of the eight students’ groups (Student A-H). For this purpose, a topic from the math course of 9^th grade is selected, “Inequalities.” This document, now, will discuss a complete teaching plan to deal with the 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 total eight groups and each group has been assigned with different instructional objectives. The objectives for student A are; 1) solve inequality by graphing the solution, 2) Solving inequality by writing it in interval notation, 3) Solving inequatity word problems. The objectives for Student B are; 1) solve inequality by graphing the solution, 2) Solving inequality by writing it in interval notation. The instructional objectives for the Student C are; 1) solve inequality by graphing the solution, 2) Solving inequality by writing it in interval notation, 3) Solving inequatity word problems. The objective for Student D is to solve inequatity word problems. The objectives for Student E are; 1) solve inequality by graphing the solution, 2) Solving inequality by writing it in interval notation, 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) Solving inequatity 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;

Teacher: Jean Carlo	Subject: Algebra	Grade Level: Grade 9-11	No. of Students: 7
Date: April 6, 2018	Lesson Duration: 1hr. 30 min. (Block scheduling)
Florida State Standards	MAFS.912.S-MD.2.5 Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values. For example,
Lesson Objectives:	Students will: 1. Solve inequality by graphing the solution. 2.  Solve inequality by writing it in interval notation. 3. Solve inequality word problems 4. Solve inequality by graphically, numerically, and algebraically.
Opening/Warm-up: 10% of block  (approximately 10 min)	Video: Students will watch a video on how to solve inequality and word problems. https://www.youtube.com/watch?v=2cQjqAZ8Wmw
Work Session: 80% of block (approximately 70 min)	Materials Needed:   Prerequisites: Knowledge of inequality terms –
Lesson Content & Activity	Day 1: Question: The teacher will take pre-test to understand the misconceptions about the deductibles.Content: The teacher will discuss the definitions for inequality terms. Activity: The students will learn definitions for inequality properly and will practice the examples provided in the text book.
	Day 2 Question: The teacher will ask few questions to evaluate that to what extend students understood about the definitions of inequalities? Content: The will discuss the way of solving word problems or numerical related to the inequalities. Activity: The students will solve different word problems on inequality Exercises on page 145 in textbook.
	Day 3 Question: Teacher will ask few questions of the word problems of inequalities. Content: Teacher will guide about solving inequalities questions algebraically. Activity: Students will solve the algebra questions of inequalities by writing it in interval notations.
	Day 4 Question: Teacher will ask few questions of the algebra questions and will ask students to solve it in interval notations. Content: Teacher will guide about solving inequalities questions graphically. Activity: Students will solve the algebra questions of inequalities by sketching graphs.
Resources for Students	Algebra Textbook, Journal, Computers, teacher made worksheet Pre and post tests
Differentiation: (Based on data with description of activity)	Teacher will use differentiated instruction when teaching the class to accommodate all students.   Teacher will use observations to identify any students needing one-on-one assistance during the independent practice.
Activities:	The teacher will take tests as assessment and evidence based activity to evaluate the students’ performance in class and their understanding level. Students will be evaluated for mastery by Teacher Observation and their performance on the Assessment worksheets.
Follow-up Activities	If students do not demonstrate at least 70% mastery of the skills and concepts in the objectives, the teacher will reteach them.
Evaluation of Mastery/Evidence of Learning:	Students will be evaluated for mastery by Teacher Observation and their performance on the Assessment worksheets. Questioning Quiz

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 teacher met the learning needs of the students (Behaviourism, 2017).

Learning Assessment

Assessment of learning refers to the question that at a particular point in time how much a student has learned. On the other hand, assessment for a student means that 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 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 group of student. 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 of 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

Instructional Assessment Data Jean Carlo Dartilus (NSU Graduate Field Experience Student Name and Class Identification)
Student Identifier	Instructional Adaptations	Instructional Objective  Number	Pre- assessment Raw Score	Post-assessment Raw Score	% Gain / Loss*	Analysis of Gain / Loss
Student A	Group work	3	65	90	38.46	77.5
Student B	More time given	2	70	95	35.71	82.5
Student C	More time given	3	50	80	60.00	65.0
Student D	Group work	1	60	85	41.67	72.5
Student E	Group work	3	65	95	46.15	80.0
Student F	More time given	2	75	100	33.33	87.5
Student G	Group work	2	60	75	25.00	67.5
Student H	More time given	1	80	100	25.00	90.00
*Link to a Percentage Gain Calculator (http://convertalot.com/percentage_gain_calculator.html) to determine the percentage of improvement.

The table above shows that in the pretest the student got less marks but after attending the 5 days lectures, the students will become able to show good results and thus they did so well in posttest. This means that the lesson plan helped the students to understand more about the content and that is why they did so well in their posttest.

Reflection on Teaching and Learning Based on outcomes of Measurement

This document is about the observation of the students and to make an assessment plan for the students to meet their learning needs. The main purpose of this document was to make the students able to understand the topic very well. Many students face different sort of challenges, such as minorities face language challenges, some students are not that much keen to observe the concepts quickly, and some cannot pay attention to the lecture with interest. However, to overcome these all challenges of the students, the teacher used effective strategies, such as asking questions about previous lecture helped students to revise the content. Similarly, the use of multimedia (video) helped the teacher to develop the interest of the students to 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 jounal 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 betwen Learning and Development. Harvard Press.