Pam: Five Tips For College Students

In order to create the lesson plan, the objectives had to be planned first. As per the requirements for the course, I based my learning objectives off of Bloom’s taxonomy with my learning objectives falling under the categories of remembering, understanding,

Lesson Plan: Show the entry event, write down the essential question, do inquiry, set the deadline, answer some questions, let them do research, make blueprints, we will do check-ins every day except the last 3 days we will give them time to do work instead of doing check-ins, try to do journals at the end of every day, after done with research give them materials, let them make a plan, let them build farm, after everyone done with the farm they will present them in front of everyone and explain how a farm works in the presentation, the teachers will grade the

For each activity, two “lesson plans” are given. First there is a general description of the activity. Next, there is a teacher script that includes wording a teacher could use when teaching the lesson.

She discusses a clear definition and different styles of objectives, assessments, rubrics, activities, and many other lesson components intended to help other new teachers find a start for lesson planning. She focusses a lot on objectives, how to create and effective objective that will shape the entire lesson and some examples of effective verses ineffective. For support she quotes and pulls information Bloom’s Taxonomy as well as other people’s works in educational advancement. Taxonomy is useful when, “… trying to articulate what you want students to be able to do as a result of learning the material in a lesson or unit,” states Reeves on page

I explained to the kinesthetic learners that when learning information, they usually are most interested in how something works and so hands-on activites are very important to their learning. I explained that they could use information to construct very concrete representations of what they are learning such as charts, models, or diagrams. In addition, I explained how sometimes body movements or choreographed movements could help in remembering information. I gave the example of using Dr. Rich Allen’s series of hand motions to memorize up to twenty facts. In addition, I explained how I use manipulatives in my classroom to aid instructional practices. I also said that actually doing a task is usually their best learning process. Instead of reading about a task or watching it done, it is important for their own learning style that they involve themselves in a task as much as possible. I explained project-based assessments, and concluded that these types of assessments would best be suited to their learning styles. One of the participants said that she has to transfer her teacher’s words into their own learning aids. When her teacher gives an assignment or lesson, she makes her own style of notecards and uses these notecards to study. Even when the teacher gives her a paper with the information (graphic organizer), she still uses her method to study. It helped this student understand why doing the work over again was important. She continued to say that she sometimes

Begel A., Garcia D. and Wolfman S., "Kinesthetic Learning in the Classroom", ACM SIGCSE Bulletin, v. 36, n. 1, March 2004

Explain/describe to the kinesthetic learners a few activities or assessments that you could use to tap into their kinesthetic preferences. Include your description below. Then ask the kinesthetic learners to explain how the activities and assessments you described would help them to do better in class to meet their learning styles and needs? Record their responses. If none of your learners indicated auditory as their preference just type in N/A in the space

One of the lesson plan I really enjoyed was reading because the teacher grab students attention with some pictures and start asking them what it is, students to answer rise their hands to talk or ask question. Also, I enjoyed because the teacher explain what they will be learning in that lesson plan. Whenever the teacher explain everything what they will learn the teacher ask them to get in groups, each students have different activities, she set groups of five students and each student already know where they supposed

The main lesson style that this lesson addressed is Kinesthetic. Visual and verbal styles will also be covered during this lesson.

Seventh-grade mathematics teacher Mrs. Megan Ortinau at Van Buren Middle School begins lesson planning by thinking about her learning objectives and standards she would like to cover. She thinks about what she wants her students to take away from the lesson and moves forward from there. Before beginning, Mrs. Ortinau considers what her students have learned in previous grades, and she tries to expand on that as much as possible. She tries to compare the new material to material the students have learned in the past. This can be done by reviewing standards covered in sixth grade as well as communicating with sixth-grade teachers. Also, communicating with sixth-grade teachers can be useful when trying to determine where students will struggle.

Most kinesthetic learners use their senses to help them solve problems. These learners like to use previous experiences to help relate the information they are trying to grasp. Kinesthetic learners learn best when involved in the subject. Some examples are field trips, field tours and exhibits. This learning style can translate well to my future profession. It translates well when preparing tools for surgery.

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

A lesson plan is a trainer’s guide for the actual delivery of training content (DeSimone & Werner, 2009). A lesson plan forwards not only what will be train someone to do, but how, when and where, what materials are needed, and how

As a science teacher, lesson planning involves setting specific learning objectives and predicting the expected outcomes. On learning a scientific concept, the students are taught to build up on the concept and eventually look at the final scientific theory that resonates with their