Lesson plan: defining aims Essay Example

unit, offering a limited selection. The instructor's responsibility is to choose the most suitable book for the student, taking into account their interests and needs as well as incorporating effective teaching methods.

The lesson program is in line with the instructor's teaching philosophy, which emphasizes understanding the student's intent. It is preferred because it allows for the incorporation of various research, writing, speaking, and reading assignments.

Approaching Lesson Planning

1. Determine students' characteristics such as ability levels, backgrounds, interest levels, attention spans, group collaboration skills, prior knowledge and learning experiences, special needs or accommodations, and learning preferences. This information is crucial for designing instruction that meets their needs.
2. Familiarize yourself with the content by researching the subject matter to be taught. Use curriculum guides published by your state and local school district. Also be aware of national and state standards relevant to your subject area. TeAch-nology.com offers useful links to search for information on specific subjects.
3. Take advantage of available materials that facilitate successful teaching.

As an instructor, having a comprehensive list of available resources is crucial. This includes engineering materials, software, audio/visual aids, teacher mentors, community resources, equipment, manipulatives, library resources, local guest speakers, volunteers, and any other materials that can support the learning process.

Planning For Direction

Prior to starting instruction, instructors must plan for direction in order to effectively teach.

1. Content: Instructors should identify important facts, key concepts, skills or vocabulary terms they intend to cover. They can also prepare an outline with key learning outcomes. It is important to refer to curriculum guides.
2. Goals: Identify the objectives you want your students to achieve as a result of the lesson you plan on teaching. Goals are the
   

end products and may be broad in nature. They are directly related to the knowledge and skills being targeted. Goals provide purpose and rationale for what you and your students will engage in during class time. Typically written as broad educational or unit goals aligned with state or national curriculum standards.

Aims and objectives provide criteria for measuring and assessing pupil performance. They serve as indicators of progress in various tasks and indicate the extent to which a student is advancing. Instructional aims may begin with a "given" condition that enables students to perform a task. This "given" can be an activity, specific instructions or materials required, an assignment, or anything that establishes the conditions for students to engage in the observed task and measure their performance.

The lesson's purpose is to outline the task that the student should complete. It is a crucial aspect of the lesson plan since it focuses on the student and their desired outcomes. Objectives can vary in difficulty based on the students' abilities.

teacher plans to demonstrate or explain what they want their students to do.

Modeling the acquisition behaviors the instructor expects of his pupils is a powerful development tool and provides presentation that pupils can so copy or pattern on they town. During development, theoretical accounts of learning are used to ease pupils learning. Models can include direct direction, enquiry, information processing schemes, or concerted acquisition schemes.

Practice The instructor must name or depict ways in which the instructor will supply chances for the pupils to pattern what the instructor wants the pupils to larn. The more chances the instructor provides, the better opportunity they have to get the hang the expected results.

These opportunities are assignments or projects in the classroom that allow the teacher to guide and monitor progress.

This can include exposing students to the most important concepts that were covered in the lesson, asking the students what they thought were the key concepts, or preparing them for the next

lesson building upon what was presented. The key is to leave the students with an impression of what the instructor hopes to achieve in any given lesson.

Evaluation The instructor must name or describe the ways to assess or measure the student success in achieving the outcomes that the instructor planned to create. This can include a variety of ways to evaluate student performance.

Purposes

Purposes are general statements briefly outlining the content of the training being offered. Well written aims are much more specific and should clarify the purposes in more detail. Well written purposes and aims will help to provide a solid basis for identifying the content of a course or training program.

The text below discusses the purpose of teaching and learning, with a focus on aims and their importance. It also mentions Ruth Hamilton's article on lesson plan aims. Additionally, it provides a list of specific purposes for teaching, including introducing and practicing vocabulary, revising previously taught vocabulary, introducing and practicing new grammar, introducing new functional language, revising or reviewing grammar and functional language, providing controlled or less-controlled or freer practice of a language point, contrasting different grammatical points and functional language, and using warmers/icebreakers to get to know students.

Specifying Purposes

1. Aims provide the instructor with the end of the teaching-learning procedure.In other words, you know your finish when you begin direction.They answer the inquiry, `` what are the pupils supposed to cognize or be able to make one time the unit or lesson is completed?''
2. Aims provide a clear model for appraisal is, after all, an attempt to find to what extent pupils have reached or achieved the
   

aim.

Ruth Hamilton wrote about the purposes and sub-aims, by no agencies exhaustive by in hypertext transfer protocol: //www.philseflsupport.com/lessonplanaims.htm.

1. Introducing and practising new vocabulary.
2. Revising antecedently taught vocabulary.
3. Introducing a new grammatical point.
4. Introducing new functional linguistic communication.
5. Revising or reexamining one or more grammatical points.
6. Revising or reexamining functional advocates.
7. Giving controlled/less-controlled/freer pattern of a linguistic communication point.
8. Contrasting two ( or more ) grammatical points.
9. Contrasting two ( or more ) functional advocates.
10. `` Warmers/icebreakers '' - acquiring to cognize your pupils.
11. 11.

The text below lists various activities and purposes for raising awareness and practicing phonemics, error rectification work, self-access work, learner preparation, and developing reading and listening skills. Examples of purposes include pronouncing words correctly, understanding word meanings, asking for directions, writing sentences about daily life, and answering questions about a short passage. When preparing for my English class, I plan the lesson content, objectives, materials, worksheets, and activities that I will use in the class.

In my English class, I utilize various activities such as games and vocals based on the content being covered during that period. The essential task is to clearly state the objectives or learning goals and inform the students about what they will be able to do after completing the lesson. To assess student progress, the teacher can utilize assignments, tests, or any other activities.

References

1. Mitchell, Diana, and Stephen Tchudi. (1999). Researching and

Teaching the English Language Arts. (4th Ed.) Boston, MA: Allyn & Bacon.

( 2004 ) .Writing Learning Aims for Unit and Lesson Plans.

Teaching Procedure/Activities:

Warm up/Lead in:

1. The instructor lets the pupils play the figure game.
2. The instructor shows the clock and asks the pupils about the clip.Then tells the pupils about the intent of acquisition.

Presentation:

1. The instructor presents the vocabulary about the clip.
2. The instructor pronounces the words right and lets the pupils repetition.
3. The instructor asks the inquiries about activities or modus operandis and answers the inquiries.
4. The instructor explains how to utilize the words and how to state the clip.

Practice:

1. The pupils pattern by inquiring and replying the inquiries in braces about the clip and activities or modus operandis.
2. The instructor asks the pupils about their activities or modus operandis.
3. Checks the right replies.
   • Production:
   • The instructor allows the students to complete the assignments by writing sentences about their routines.
   • Materials:
   • word cards
   • a clock
   • images depicting activities
   • Evaluation and measurement:
   • Detecting in the category
   • Correcting the assignment