Lesson planning and Evaluation

Hi! I think it is important not to think of a classroom lesson as an isolated entity. It is part of a teaching-learning process with many components. The magic is in the mix. It once was the only way to teach and learn in school (when media was missing). We have today a lot of options of combining places, times, media and interaction. We. can see a lesson as a multi-channeled multi-sensory real-time interaction in the context and flow of a course or other organized learning expedition.

i can understand why a teacher/lecturer can be very pleased when his lesson setup works as intended, or when he or she get a lot of interesting questions, feedback and interaction. This feels perfect! But did the student learn a lot by this alone? Probably impossible to say - a good lesson is rather something that fits well into the drama that a course is for the students.

Then it is dependent of what the teacher tries to accomplish with this special instance of ”lesson” within the course design. The synchronous and co-located interaction (classroom lesson) is an expensive resource, both to arrange and for students to access. It must be handled with good planning of its actual function in the actual course.

Once in early medieval times both Internet, and even printed texts were missing, lecture was the way to give content. Some teachers do this today as well, more or less. Other teachers, as for example in a flipped classroom design, wants maximal relevant student interaction linked to the learning content that students should have met in asynchronous form as preparation.

See my text attached below if interested.

Research A back-to-basics thought experiment about blended learning

There is no easy answer to this question because it depends on many factors including the course you teach (a history course or engineering course) and the level of audience (K-12 or colle). However, I can say, a good lesson will include the following:

1) It provides the big picture behind the concept students have to learn (this answers the question why they study what they study)

2) An understandable, relevant example, preferably from real world or something that students can relate to.

3) Application

4) Perhaps a story (anecdote, incidents, etc.) that ties in with example or helps you remember

5) Practice material

6) Good resources for review and follow up (website links, youtube videos etc.)

Hi! I think good lesson needs a good plan, and the teachers need to have knowledge about teaching and planning well. But sometimes there are barriers for teachers to have a good plan for instance syllabus, institutional rules, full and crowded class, ... etc. I think the following tips are some aspects for having a good lesson.

· The student should be the center. s/he should focuses on developing learning, rather than developing teaching.

· The teacher should be the director and decides what to evaluate, how to evaluate, and how to reply to the knowledge gained over the evaluation.

· Choosing which information is more beneficial for the students.

· Developing teaching skills to improve students learning and understanding.

· Clarify and simplify the subject to understand easily.

. Continuing process of self-improvement every day in anew and efficient way .

· Attracting students for learning is one of the important skill of effective teachers that always they engage and attract students for learning.

· Motivation is also another efficient way of effective teaching.

. Emotional relation with students is a good way to contact with students and help them to learn.

I agree with Mariappan Jawaharlal - no easy answer. But, sometimes a v-good lesson includes relevence to the learner, take-away value, application, engages different learner styles, parts might be learner driven with a sense of inquiry. depending on content, it might move learners to action, ID a problem and possible solutions. Thanks for asking this interesting question.

The teacher D's to consider 3 phases of teaching and plan teaching and learning activities including resources that will facilitate learning and measure time spent on each phase. This includes assessment that will mediate learning. The good teaching phases are the Introduction of the lesson where the teacher uses baseline assessment and learners prior knowledge to introduce new concept of the topic and Arius learners attention. In addition, it is the engagement phase,where the concrete and solid teaching takes place. The teacher gives direct instructions and more activities to represent a lesson. This is the HOW teaching and learning phase. Lastly, its the conclusion phase where the teacher recaps on a lesson and gives learners homework or expanded opportunities to foster deep!learning and get a feedback.

Good lesson planning is essential to the process of teaching and learning. A teacher who is prepared is well on his/her way to a successful instructional experience. The development of interesting lessons takes a great deal of time and effort. As a new teacher you must be committed to spending the necessary time in this endeavor.

It is also important to realize that the best planned lesson is worthless if interesting delivery procedures, along with good classroom management techniques, are not in evidence. There is a large body of research available pertaining to lesson development and delivery and the significance of classroom management. They are skills that must be researched, structured to your individual style, implemented in a teacher/learning situation, and constantly evaluated and revamped when necessary. Consistency is of the utmost importance in the implementation of a classroom management plan.

All teachers should understand that they are not an island unto themselves. The educational philosophy of the district and the uniqueness of their schools should be the guiding force behind what takes place in the classroom. The school’s code of discipline, which should be fair, responsible and meaningful, must be reflected in every teacher’s classroom management efforts.

The looks essencial of matter depend of the spot sight. They can be the teacher , student and the society.

A good lesson covers the material you promised to cover in the syllabus for that lesson in a way that the students can understand it. You did not get sidelined with arcane points of trivia. You answered student questions without going off on a tangent that completely changed the subject, Ibraheem is right. It takes a great deal of effort to properly develop a good lesson.

Lesson planning and Evaluation

Hello

I agree with Valentine but I include material and references

Ingrid

Agree we have to start with lesson planning. My golden two pennies: What is the student doing at every moment of the lesson (our tendency is to plan more for what we, the tutors are doing)? Change student activities regularly during the course of the lesson (every 10 mins was what my PGCE tutor drummed into us for secondary students, but adjust accordingly). Then all the great stuff discussed here can follow.