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.
Throughout this rationale, the key elements and processes of meeting planning requirements will be discussed with specific reference to a series of three progressive examples (see appendix). The
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The primary focus in this section is to be focussed on what the student is to learn and in this case follow consistency in phrasing used throughout the school, WALT`s and WILF`s; a strategy allowing for consistency in objectives and expectations alike. It is beneficial then to, as Pollards suggests,
`write objectives as `Pupils should be able to…` statements, as this indicates, to some extent, intended outcomes`. (2009, p.255)
The objective in lesson 1, we can see does not only broaden their understanding by introducing a new word and its meaning, but also demonstrates how this can become a stimulus for dance creation. As with lesson 2 they learn to use every day movements as a starting point for movement design and this is continued in lesson 3
with the use of visual stimuli. So the objectives for each specific lesson work together over the unit deepening pupils understand of the way dance composition works. Also, the same set warm-up is purposely used over the span of the three lessons to allow pupils to the opportunity to improve and although a shortened version is seen in lesson 2, pupils are asked to recall the previous weeks work instead. The reason for the alteration in lesson 2 is setting a recall task will improve on their movement memory skills but also keeping them moving and focussed (the sole purpose of the warm up in this instance) without impinging on time. The movement phrase taught by the teacher in lesson 1 is intended to add to
Students will gain an understanding of how form in dance and music relate. They will increase their knowledge of movement vocabulary by applying it through choreography. Weekly exposure to new movements
Planning and preparation of teaching is supremely important, the teacher and teaching assistant need to work together to achieve the best learning result. Lesson plans and structures will be implemented and will be catered for each learner; they will include teaching methods and techniques, assessments and targets. Teachers have policies, procedures and regulations to adhere to and within organisations will have to take into consideration budgets and resources.
Writing the teaching objectives and the learning outcomes, what the pupils will be able to do at the end of the lesson.
“What are you even doing here? I have never seen such flawed technique in all my years as a choreographer.” The words echoed throughout the medical college auditorium. Impelled by the admonishment in front of my peers, I persevered in my endeavor to improve upon my dancing prowess and by the final year of medical school was leading the college dance team. The above mentioned undertaking further spawned an interest for the discipline of Latin Ballroom which lead to participation at the national level. The unwavering focus and persistence even in the face of unfavorable odds is more broadly reflective of my approach towards learning, both academic and extracurricular. This has been instrumental in achieving stellar academic outcomes including being ranked nationally in the top 0.0004 percent in the premedical test and the top 0.6 percent in the common aptitude test for management training.
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
Teaching demands a lot of creativity and being able to adapt to different situations and environments. However, in order to experience lasting success, more than pot luck, charisma and spontaneity are required. Planning is essential. Planning and preparation gives a certain level of confidence. Whether it is a single lesson or a whole course, planning allows you to design the learning journey you wish to take your students on. In designing, you can make sure that you are catering for all your learners’ needs. This includes sufficient differentiation; for SEN needs as well as your gifted and talented students. In planning you can ensure that your lessons have a definite beginning, middle and end and have clear aims and targets. At this stage you will also prepare and plan resources. Also, you must plan your assessments. How will you know when the students have learned what you set out to teach? How will they know? How are you going to prove that learning has taken place at the end of the course? All these points will be addressed in the planning stage of the teacher training cycle.
A driving objective for a teacher is to affect students to advance their expertise in education by finding them the correct course. The teacher should promote positive motivation and inspiration by adhering to legislation and codes of practice which will increase every student’s focus in developing and bridging gaps to display eagerness towards a healthy broad mindset, creative thinking and brighter approach. A mentor should coordinate assessments which will reinforce the ability to perceive individuals’ abilities and knowledge progressions and moreover support them further to boost their learning capacity to acquire a well-established national standards skill set.
These physical behaviours are learned through repetitive practice. A learner’s ability to perform these skills is based on precision, speed, distance, and technique. Learners’ general objectives would be to writes smoothly and legibly; accurately reproduces a picture, operates a computer skilfully,
An area on the lesson planner labelled, ‘Implementing the Lesson,’ (see Page 5 of Appendices One) illustrates the timings and activities of the session. Out of these the following three timings and activities that the learners completed, have been chosen. Firstly, I will examine the
The subjects for this study were two dance teachers and four female jazz students who were either 6 or 9 years old and had all not conquered their target behaviors. The intervention took place at two separate dance studios but each contained wooden floors, a mirror that covered the wall, and a barre the length of the mirror. All four students were looking to improve their skills for competition. The materials used to conduct the study were a tagger (a small handheld device that makes a click sound when pressed) and a camera with an HDMI video function for the purpose of data-collection.
Before the session will commence, teacher will be involved in planning learning. This process involves creating the session plan, resources and activities needed to perform the subject. On very occasions
Learning is best for students whenever their teacher applies emotion, gives them the requisite support and challenges them. It is through such process that students gain in-depth learning and thus discover their values, abilities, passions as well as responsibilities in learning situations that provide adventure. In most school lessons, students undertake tasks that require them to use their creativity, self-discipline and craftsmanship. It is thus the work of the teacher to assist the students discover their hidden abilities and overcome their fears in applying their knowledge to classroom and job problems through in-depth teaching practice.
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
The first reason why teachers should integrate dance into education is that dance increases students’ attention and reaches students of different learning types. One study was done to determine whether lessons that incorporate movement were effective at generating student’s situational interest. They compared the outcomes of movement and non movement lessons in second and third grade reading and math classes. The teachers provided one week of lessons that included movement and one week of lessons that did not. Students were asked to use their bodies to illustrate specific concepts they were taught. At the end of the study, the teachers rated students’ interest levels, and they found that students were more excited by and engaged in the lessons that integrated movement than those that did not. Surprisingly, they also found that the dancing did not hinder the amount of content learned during the lesson (Lindt and Miller). Dance could be a