A teacher develops a detailed description of what he/she intends to offer students. This is referred to as a lesson planning. A lesson plan is meant to guide activities of a class on a daily basis. Content of the lesson plan varies depending on the preferences of the instructor, subject matter of the course, and needs and aspirations of students. Furthermore, the school or government may influence the development of the lesson plan. In most cases, a lesson plan must take into consideration the objectives of school and government regulations. A good lesson plan addresses problems and interests of students which means that it aspires to offer the best in the academic field (Nunley, 2004). Lesson planning is related to how the teacher views academics, what the instructor considers to be the purpose of enlightening students.
This paper aims at evaluating a lesson-planning matrix by assessing its achievements. The aim of any lesson matrix is to empower students academically. Evaluation is therefore necessary to check whether the plan succeeds in attaining its goals.
Bushvale primary school was chosen because it is a public school, which means that lesson matrix development should be in line with government’s regulations. The school has a number of foreigners and thus, the lesson matrix must consider diversity. Students in their fifth year were selected because learning at this stage is advanced. The cases of racial discrimination and abuse have been reported in the school, which calls for immediate action. Lesson matrix developed in this paper guarantees harmonious coexistence of students, because it caters for the interests of all.
Each student’s expectations and dreams are to be included in the matrix which is aimed at solving ethnic and racial conflicts that exist among students. Both, state and national governments recommend that academic institutions incorporate cultural expectations of various groups into the school curriculum. Australian constitution advocates for integration instead of assimilation. This means that students should be accepted the way they are, but not make them reject their cultures and adopt Australian customs. This should be reflected in the lesson matrix meaning that the plan must be all-inclusive. Indeed, this point was carefully assessed before coming up with the matrix (Garderen & Whittaker, 2006).
Instruction technique applied in disseminating of the content of the matrix is based on the Australian socio-cultural theory of learning and instructing. The socio-cultural view provides that studying is a method of appropriating of tools for thinking, which are availed by social actors who primarily work as interpreters and guides in the individual’s intellectual traineeship (Rogoff, 1990). According to the theory, a child is able to learn from others what really matters in life. This is achieved through exchange of ideas in a social context. Social values are transferred from one child to another through language and signs. This enables internalization of major concepts, which ends up in transformation of a child into somebody resourceful. The lesson matrix developed in this text will utilize socio-cultural theory in administering the concepts to the students.
State authorities and Australian government recognize the role of socio-cultural theory in uniting various cultures. The authorities have incorporated the theory into national curriculum meaning that each public school must review it before formulating teaching guides such as lesson matrixes. Lessons included in the matrix are appropriate to five-year students, because learners start identifying goals in life at this age.
Differentiated instruction, which is sometimes termed as a differentiated learning, entails offering students a number of options in order to contextualize, internalize and interpret the reading material in the best way possible. It involves coming up with learning resources that allow students to study effectively. Differentiation is a process of encouraging students to demonstrate what they know (Ellis, & Gable, 2008). Therefore, what a student learns and the process of learning must be consistent with student’s wishes and desires. Therefore, the instructor must come up with a learning mode that satisfies the needs of a student.
In the lesson matrix, the content should be presented in a way that each student can easily comprehend. Whatever is included in the matrix, was derived from the Australian curriculum manual. The manual caters for the needs of all students in the country. Teaching style applied is also learner oriented and encourages students to present their views freely. The most preferred style of teaching is a lecture model where willing students are asked to respond to questions and give their suggestions. The instructor tries to engage all students in class debates as much as possible.
Determining a program’s success and failure calls for a careful scheduling. The evaluation of a lesson matrix enables the instructor to effectively measure whether the content meets the needs of each student. Apart from observing the actions of students in class, an instructor develops an assessment plan for evaluation purposes. The lesson matrix in this paper will be assessed using the muddiest point technique. The technique is preferred because it is simple to use and generates needed information for action. Students are instructed to give their views and responses pertaining to a particular lesson in a series. This type of assessment should be conducted from time to time, in other words, it should be a continuous process. It is not advisable to continue teaching students when they do not understand the topic well.
Lesson matrix is an important component of any learning program. It breaks down what could be seen as complex into something fairly simple and comprehensible. Instructors must take into consideration the needs of each student. Lesson matrix determines whether a course program will succeed or not. Therefore, a good matrix is a pre-requisite of success in a school setting.
Lesson Planning Matrix
|General Capability||Learning Area/s||Broad objective/s||Lesson Objective/s||Key learning opportunities||Evaluation/assessment|
|Intercultural understanding||History||Students should understand the nature of Australian society. Students establish the link between the past and present through available resources such as charts and diagrams (Bauder, & Simmons, 2005).||Describe some of the important features of the Australian history, such as colonialism and fight for freedom.||Students will get the opportunity of watching various Australian cultures in video tapes. |
Again, students are free to ask the teacher anything pertaining to the content of the tape.
|Students will be asked to compare and contrast the various cultures watched.|
|English||Develop an essay that talks about culture, with specific reference to Australian society. Students will write something about their own culture. |
Go through literature books from various cultures. This allows students to familiarize themselves with a number of customs.
|Students to discuss in groups while sharing various experiences with regards to culture. |
Students to take notes after listening to what the stories in books say.
|Students will describe briefly the concept of diversity. The instructor will then clarify what actually diversity is, and will help students understand the importance of cultural diversity.||The instructor will give out an assignment that must be completed within a limited time. This allows the teacher to understand the level of student comprehension.|
|Sciences||Students conceptualize the role of science in promoting cultural diversity. In other words, students learn the position of science in society. Science plays a key role in cultural diversity. During international seminars, scientists are reported to respect diversity more than any group.||Equip students with science-based knowledge. |
Through science, students note that society is above anything else including individuals (Garderen & Whittaker, 2006). Only environments change but people are the same.
|Students are given a chance to be creative. Students learn that scientists are all over the world meaning that anybody can be a scientist irrespective of race, ethnic group and color. |
Students have an opportunity of exploring the environment around them and come up with illustrations or formulas for making something. The teacher initially takes students through some existing scientific advances.
|Students are taken through practical lessons to check whether they understand what is lectured theoretically. Students are assessed based on precision and accuracy since they are fundament aspects of science.|
|Math||Students learn to invoke mathematical formulas in solving immigration problems (Brosvic, & Dihoff, 2006).||Students are taught statistics.||Students practice to calculate simple sums. After some time, students are taken through complex mathematical problems that suit their level||The teacher ensures that each student is familiar with mathematical formula. This is guaranteed through marking student’s work.|
Bauder, D., & Simmons, T. (2005). Access to the general curriculum: A curriculum and instruction perspective for educators. Intervention in School and Clinic, 41, 82–86.
Brosvic, G., & Dihoff, R. (2006). Feedback facilitates the acquisition and retention of numerical fact series by elementary school students with mathematics learning disabilities. Psychological Record, 56, 20–35.
Ellis, E., & Gable, R. (2008). REACH: A framework for differentiating classroom instruction. Preventing School Failure, 52(2), 31-47.
Garderen, D., & Whittaker, C. (2006). Planning differentiated, multicultural instruction for secondary inclusive classrooms. Teaching Exceptional Children, 38, 12–20.
Nunley, K. (2004). Layered Curriculum (2nd ed). Amherst, NH: Brains organization.
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York, NY: Oxford University Press.