Running Head: DIFFERENT WAYS TEACHER SHOULD PLAN LESSONS

Different way teacher should plan lessons

Name

Institution
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Preparing a Lesson Plan

A lesson plan provides the instructor with a load map of the necessary components and

mode to ensure efficient delivery during a learning period. To ensure an effective road map, a

teacher may utilize the various strategies. Firstly, the teacher should have a proper outline of

learning objectives. The instructor determines what they want the student to learn at the end of

the lesson. By outlining these objectives, time can be well managed attaining the primary

learning objectives.

Secondly, an initial framework is developed that enables the learner to understand the

specific activities that entail the learning process. An introductory that encourage thinking and

stimulate interest is more desirable. Thirdly, the instructor should plan the main body of the

lesson. This contains the specific activities involved in learning and explains various ways of

delivering the materials. A couple of forms that enhance understanding of the learner should be

employed.

The instruction should also have a plan that checks for the students understanding. To

check whether the students have understood, the instructor should structure question that

stimulates specific answers to determine their response. Finally, the teacher should develop a

conclusion that summarizes the main concept of the lesson and previewing the next lesson to be

conducted.

Differentiated Instruction

According to Fink (2005), differentiated instruction means the development of a teaching

methodology that accommodates various capacities of the learners such the every learner get a
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chance to get the maximum from the educational intervention. Instructions given to the students

is categorized into groups based on the readiness to learn of the student, Learning needs and the

interest of the learner to seek knowledge.

Importance of Lesson Planning

Planning lessons has various importance in enhancing the effectiveness of delivering

knowledge to the student. It enables the instructor to summarize the important learning idea

focusing on its implementation. The teacher concentrate on the lesson content saving on time and

maintaining the objectivity of students understanding (Daniel 2005). In conclusion, a well-

structured teaching lesson plan creates a logical point of reference when the students are

revising. The students can understand the content better in their consequential studies because

the content is well organized.

Learning Styles

Various learning styles can be used Johnson (2009), to impart knowledge to students. The

auditory style is more interactive and engages the student with the teacher. According to

Discussions, listening to presentations by other learners, verbal lectures and talking things

through are the primary tools used in this tactic. The student uses their particular attention to

interpreting and analyzing the underlying meaning of the verbal communication delivered.

Tactile learning style is also called apply kinesthetic teaching by encouraging activity

exploration and physical motion of the learner. The students of this style prefer being actively

engaged rather than sitting still which may make them distracted. Their need to actively explore

is met by maintaining a hands-on approach that keeps the students engaged. This learning

method is more demonstrative, and students acquire much understanding as compared to visual
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learning where students gain knowledge from what they see only. This is because the student

associates better with the program being taught create a permanent memory.

On the other hand, Visual learning put emphasis on the presence of the teacher to offer

facial and body language that make the students understand fully. In this style, students with a

higher interest to learn prefer being seated in front to avoid obstacles. Visual displays enable

them to find out more efficiently. To absolve more during the learning time, the students of this

style prefer taking detailed notes to let them understand better.

Homogeneous and Heterogeneous Grouping

Homogeneous grouping consolidates the students who have the similar social, emotional

and academic needs. At their respective strata, particular emphasis can then be intervened to

ensure the students are on the same page with their fellow mates. This method is effective where

a significant disparity between the learners exist. Students who have the same level of

understanding are kept in the same group to ensure the content delivered to them is on the same

footing.

Heterogeneous grouping occurs when all the students in a learning environment are put

together. This compilation comprises of students with different education levels, different age,

and varying a level of interest to learn. Under this arrangement, the instructor provides a teaching

methodology that is favourable to various groups. Students get a chance to learn from each other

and interact diversely in the group.

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Grouping and Tracking Methods and Their Impact on Learning

Homogeneous grouping is ideal for students having diverse capabilities and impact

learning by helping students that are struggling to be at par with their mates. Fink (2004) argues

that this grouping is mostly helpful in developing new leadership by having students that are

smart amongst the group members taking leads and embracing active roles. However, this team

bars students from having better interaction with their mates who are kept in different strata.

Heterogeneous impacts learning by allowing students to interact effectively with all

members of a class. The students that are grouped under this plan face more competition from

their peers that trigger them to absorb faster. Role model learning is enhanced that give the

students an opportunity to copy from their best performing mate which influence better results.
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Reference

Fink, A., & Daniel. N. (2005). An integrated course methodology, KS. The Ideology Centre.

Boston, U.S.A

How to develop a teaching plan at the first time for a learning session. Retrieved from

http://www.crlt.umich.edu/gsis/p2_5.

Fleming. B., & Baume. F. (2006). Understanding Visual, Auditory and Kinaesthetic Learning.

Oxford University Press. New York

Johnson, J., (2009). Launching learning tactics, Young readers. Retrieved from

http://ideaedu.org/wp-content/uploads/2014/11/Idea_Paper_42.pdf