Comparing Gagne's Nine Events Of Instruction And The Lesson

Describe the pre-assessment(s) used to establish all students’ baseline knowledge and skills for this lesson.

[The formal and informal assessments in the learning segments provided direct evident throughout the learning segments as I was able to incorporate relevant and meaningful assessments with my students. In the first lesson, students will be assessed through an observation during the anticipatory activity. I will use a Smart Presentation in this lesson and have the students determine which items have the greatest/least quantity. I will collect the data using my clipboard. In learning experience 2, students will, again, be observed. I will use a checklist ensuring students are able to read quantities from left to right as well as being able to recognize the three key vocabulary terms for this unit –

In part 2, I will provide a critical reflection on my own teaching practice during recent placement by making detailed connections to an appended lesson plan.

Firstly we had input during classes from our tutor on the categories of concepts and principles of assessments, how to use different types of assessments and some of the strengths and weaknesses of these methods, the role of feedback and questioning in the assessment of learning and the different types of assessment records and their uses.

Phase 3: Lesson plan implementation with treatment. During phase three, both EG and CG will perform the lesson plan using the new topics covered in the protocol and using their assigned note-taking method. The CG participants will be given the instructions that they are to take traditional notes by copying what is given on the PPT slides. After completion of lecture each day, both groups will be allowed a 15 minute review time. EG participants will work with a partner to review their notes and make adjustments as needed. CG participants will review their notes independently and make adjustments as needed without

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

Outline of Lesson Plan: This lesson can be divided by the teacher into two days of instruction and reflection on the part of students and their teachers, with the option of a written homework assignment after Day 1 and the possibility of adding an additional day devoted to peer review and revision of the culminating writing assignment.

The math and science curriculum is based off of the Texas Essential Knowledge and Skills (TEKS). Although, Great Lakes Academy is a private school we choose to teach the same material that the students are required to learn in a public school. However, where the curriculum is different is we also use what is called a Gap Plan. When students are enrolled in Great Lakes Academy they are administered an assessment known as the Brigance Assessment of Basic Skills. The Gap Plan is created based on the results of the Bringance. The teacher then individualizes each student’s instruction based on the Gap Plan. The students are reassessed at the end of every academic year to deter mine if the objective of the Gap plan were met and to determine if the student has any additional Gaps that need to be focused on the following academic year.

When teaching a sequence of lessons, it is important to regularly assess the students and measure their understanding of the material. Taking lessons forward without any form of assessment can result in students being left behind and unable to access the new material because they did not get a grasp of the prior lesson. To ensure this did not happen I used previous exam questions whenever possible as tasks for the students to complete. A competence with these questions suggests that students are confident with the material and the lesson can be moved forward. Examples of this can be seen in REFERENCE FILES. When planning these tasks, it is important to understand the abilities within the class, this view was supported by Atkinson in a CA session (SA, CA, TS6). Despite being a triple science class, projected grades range from 5 to 9. I included questions that ranged in demand, from fact recall (REFERNCE EXAMPLE) to extended written prose (REFERNCE EXAMPLE).

This stage speaks for itself. You do the lesson! A teacher will put their plan into action and must be prepared

Reece and Walker (2000) discuss, there are several building blocks to be considered when planning for effective learning. I will discuss the sections of the planning process that need to be considered planning for a lesson.

Analysis of the three identified stages stated on the lesson planner shall take place within this assignment. Links will be shown between the teaching methods that were incorporated in this lesson planner which met particular learning characteristics, traits and needs of the group or an individual(s) and relevant educational and theoretical principles. The lesson planner has been placed in the appendices, as a referral resource, for this assignment.

As proposed by Dymoke and Harrison, good lesson planning is essential to successful teaching in so far as stating, `It is often the case that poor teaching, classroom management and behaviour stem from lack of explicit planning` (2008, p.122) It is suggested then, that thorough planning is fundamental to the successful learning of pupils in many ways. Whilst allowing the teacher to follow a process of thinking, providing a mental practice session if you like, the act of planning therefore becomes an imperative aid for both student and teacher.

Firstly, I would like to talk about the lesson planning and delivering. As we have already learnt from Teaching Methodology 402, lesson plan works as guideline and help us a lot as teacher trainees. It reminds us what to

An appropriate starting point for sequencing instructions should identify its structure (lesson structure or instruction’s structure?) . According to Woodward (2001), lessons should consist of three main segments. Firstly, the beginning phase involves mentally preparing students for learning. Secondly, the central teaching and learning stage includes pointing out, presenting the core material, activating learning task and performing the task before providing constructive feedback. Lastly, the end phase consists of reviewing the lesson’s key points and administering quiz