Defining the best way to share information and learning techniques with the school students has now become of the most crucial aspects of education as a notion. Hence, the lesson planning approach is now expected to meet a series of requirements regarding the inclusiveness and relevance of teacher-student communication in the 21st-century context. The lesson plan chosen for the following paper could be seen in Appendix A, being developed for a Maths lesson conduction.
The first look at the lesson plan allows one to see the variety of planning segments that expose the teacher’s understanding of the scaffolding techniques. They benefit the learning process by giving children the chance to absorb new information gradually (Mulvahill, 2018). The major benefits of the given plan include the presence of the learning and instructional strategies for the topic, as well as it presupposes the spinner generator used as a technique to enhance one’s perception level.
Furthermore, the activities predetermined for the lesson comply with the learning objectives defined by the educator before the class. The visualization of the learning objective through the use of the 20 frame and other small manipulatives is, by all means, a strength that presupposes enhancing the students’ visual learning aspect. However, one of the major weaknesses in terms of the following plan is the lack of differentiation according to student diversity in the classroom. Moreover, the lesson plan should have been enhanced about the timeframe of the lesson to ensure its productivity.
Each lesson that takes place in the classroom should be the result of a meticulous research and planning process conducted by an educator. The lesson plan provided is an example of thorough preparation in terms of the theoretical basis and equipment for learning. Even researchers claim that the best way to present new information to the classroom is to visualize the data and use action verbs such as “to present, to demonstrate, to explain” (Clement, 2016). Hence, the choice in favor of active intervention in the explanation process is extremely beneficial in terms of the following case study that presupposes the introduction of a new topic to the class.
However, there are still some aspects of the planning process that requires a bit more preparation and modification of the learning approach. In the world of the 21st century, people increasingly embrace the notion of diversity and individuality in a sociological context. Specific attention to the issue is usually paid to classroom learning, referring to the fact that one’s perception of self-worth and cognitive abilities are being shaped at school. For this reason, it would be of crucial importance to develop the following lesson plan according to some of the individual peculiarities of the students engaged in the learning process.
One of the best strategies to enhance this aspect is to implement a specific framework that would allow a practicing educator to use technology or media as a way to find an individual approach to the process of information comprehension. One of the basics for strategy implementation is the TPACK framework that integrates technology in the process of educational planning (Janssen & Lazonder, 2015). In the following case, innovative technology for establishing communicative patterns among the peers should be used to increase the interaction level, along with ways to promote equality in the classroom.
Clement, M. C. (2016). Four-step lesson intervention. Principal, 95(3), 32-33.
Janssen, N., & Lazonder, A. V. (2015). Implementing innovative technologies through lesson plans: what kind of support do teachers prefer? Journal of Science Education and Technology, 24, 910-920.
Mulvahill, E. (2018). 10 ways to scaffold learning. Web.