Intentional practice was used in the development of the lessons. Teachers that are truly intentional about their work are methodical in their approach, well-organized in their planning, and able to defend their stances and methods to colleagues, superiors, and students. Creating a brief synopsis of the lesson’s main ideas is a crucial first step before diving in. The instructor should detail the lesson’s goals, methods of instruction, assessment techniques, required resources, etc. In addition, teachers need to know their students’ cultural backgrounds to design appropriate lessons (Pointer, 2022). Building on students’ past knowledge and providing them with meaningful and responsive experiences requires educators to utilize their knowledge of pupils’ social and cultural backgrounds. So, I planned my lessons with great care, making sure that the content was appropriate for the pupils’ ages and stages of growth.
Making sure you’re teaching to the level of every student in your class is a challenging aspect of teaching. To achieve all student-level achievement, I created two lesson plans so as to accommodate both low-level and high-level learners. My first lesson plan was for low-level students. I applied the principle of “students’ motivation determines, directs, and sustains what they do to learn” in my low-level lesson plan. How someone learns is directly related to how motivated they are to do so. An individual’s motivation can have far-reaching effects since it influences their energy levels, the learning strategies they employ, their degree of concentration, and even their thought processes. I utilized a wide variety of examples, verbally praised students who had achieved the lesson’s objectives, and encouraged those who were struggling.
“Curriculum-embedded assessment, based on teacher observation integrated into the curriculum rather than conducted as a distinct method, was used to evaluate the class activities.” Teachers evaluate their students’ learning through the process of teaching. I watched the class while they worked to get a sense of how well they were grasping the material.
In my second lesson plan, I applied the principle of ” to develop mastery, students should learn skills and how to integrate them to understand better and be able to apply them.” “To master a concept, pupils must acquire skills, practice integrating them and know when to apply what they have learned.” During the lesson, students acquired skills that they practiced integrating, and they provided several examples of where addition can be applied in real life while reminding them that all the careers they have in mind utilize additional properties, so keenness was necessary.
Both lesson plans incorporated guided and independent practice. I guided the students, and we solved the problems together; afterward, students solved the problems themselves by applying the concept I had earlier taught them.
As an evaluation strategy, formative assessments which incorporated student observations were used for both of my lesson plans. “Observation can be utilized for both informal and formal, formative and summative assessment. Teachers assess students formally using well-crafted observational tools and conduct informal observations daily as part of the teaching process. Keeping an eye on a student while they practice a new skill is a great way to assess how well they are grasping the material. In my classroom, I found out that paying attention to kids’ needs through observation is an effective strategy. I was able to gauge each kid’s academic potential and areas of improvement. Teachers can use this data to tailor their lessons and create engaging exercises that appeal to a wide range of learners’ interests and skill levels.
Both lesson plans utilized summative assessments. From the low-level students’ lesson, students received math problems as a summative assessment, and for the high-level students, they received worksheets. The evaluation of the student’s overall progress is the primary purpose of the summative assessment. The results of this evaluation illustrate how much a student has learned about a topic, subject, or project over the course of a specific period of time. Summative assessments serve two purposes for students: they encourage pupils to study, and they help teachers identify learning gaps. From the summative assessments employed in my classroom, they provided me with evidence as to whether students understood the skill taught, and I was able to give appropriate feedback to students.
Both lesson plans integrated instruction. I started with an introduction, then I introduced the new skill by lecturing and demonstration; I obtained feedback on whether the students understood the lesson content or not and provided directives on how to proceed, I then allowed for an independent practice where each student solved the problems individually, and then I evaluated the students work using formative and summative assessments (Pozas, 2020).
Both lesson plans used visual and physical resources to engage the students. Visual aids help in motivating pupils to do better in their studies, facilitating longer-term memory retention in students, providing a model through which to consider ideas, developing a student’s lexical competence, assisting students in developing an accurate understanding of key concepts, and giving pupils real-world experience. Facilitating instructors’ daily work. My lessons utilized colored blocks, colored plastic glasses, boards, and videos.
In conclusion, I believe my goal in designing lessons is to encourage students to think critically and communicate their ideas while meeting their requirements at their developmental stages.
References
Huang, A., Hancock, D., Clemson, M., Yeo, G., Harney, D. J., Denny, P., & Denyer, G. (2020). Selecting student-authored questions for summative assessments. https://doi.org/10.1101/2020.07.28.225953
Pointer, L. (2022). Craig Adamson, intentional classroom engagement. The International Journal of Restorative Justice, 5(2), 305–308. https://doi.org/10.5553/tijrj.000122
Pozas, M. (2020). Exploring teachers’ use of differentiated instruction within the National Educational Panel Study in Germany. Proceedings of the 2020 AERA Annual Meeting. https://doi.org/10.3102/1574667
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