Lesson Plan Justification and Analysis
Analysis of the three identified stages stated on the lesson planner shall take place within this assignment. Links will be shown between the teaching methods that were incorporated in this lesson planner which met particular learning characteristics, traits and needs of the group or an individual(s) and relevant educational and theoretical principles. The lesson planner has been placed in the appendices, as a referral resource, for this assignment. An area on the lesson planner labelled, ‘Implementing the Lesson,’ (see Page 5 of Appendices One) illustrates the timings and activities of the session. Out of these the following three timings and activities that the learners completed, have been chosen. Firstly, I will examine the initial five minutes of the start of the session where I listed the aims and objectives on the Smartboard. I will explore secondly, at 1:35pm for twenty-five minutes, whereby I demonstrated how to order decimals, before moving on to adding and subtracting decimals and finally, Activity Two which was set to take place at 2:30pm and lasting for twenty-five minutes on an equivalency dominoes game has also been an area identified for discussion. When people think of teaching and learning they frequently conjure up a picture of students sitting in rows listening to a teacher who stands in front of them (Harmer, 2003: 114)
and, “for many, this is what teaching means,” (ibid). However, through my teachings there is a tendency to adopt differing techniques appropriate to the context of the session being taught. Cohen et al (2008: 184) suggests this when he recommends, “that the student teacher takes the opportunity … to try several different styles,” in order for learners characteristics, traits and needs to be matched with the corresponding teaching style (Cohen et al, 2008). Brookfield (1989) as cited in Herrington and Kendall (2006: 186) states that; What has interested me has been to see the real luminaries in
and, “for many, this is what teaching means,” (ibid). However, through my teachings there is a tendency to adopt differing techniques appropriate to the context of the session being taught. Cohen et al (2008: 184) suggests this when he recommends, “that the student teacher takes the opportunity … to try several different styles,” in order for learners characteristics, traits and needs to be matched with the corresponding teaching style (Cohen et al, 2008). Brookfield (1989) as cited in Herrington and Kendall (2006: 186) states that; What has interested me has been to see the real luminaries in
References: Bruner, J. (1966) Towards a Theory of Instruction. Cambridge, Massachusetts: Harvard University Press. as cited in Fawbert, F. (edt). (2003) Teaching in Post-Compulsory Education: Learning, skills and standards. London: Continuum. Cohen, L. et al. (2008) A Guide to Teaching Practice (Fifth Edition). London: Routledge. Fawbert, F. (edt). (2003) Teaching in Post-Compulsory Education: Learning, skills and standards. London: Continuum. Harmer, J. (2003) The Practice of English Language Teaching (Third Edition). Harlow: Longman. Herrington, M and Kendall, A. (eds). (2006) Insights from Research and Practice: A handbook for adult literacy, numeracy and ESOL practitioners. Leicester: NIACE. Mainwaring, G. (2009) Chambers Adult Learner’ Guide to Numeracy. Edinburgh: Chambers Harrap Publishers. Malamah-Thomas, A. (1987) Classroom Interaction. Oxford: Oxford University Press. Reece, I. and Walker, S. (2009) Teaching, Training and Learning: A practical guide (Sixth Edition Revised). Tyne and Wear: Business Education Publishers. Rinvolucri, M. (1996) ‘Letter to Craig Thaine,’ The Teacher Trainer, 10(2). Rogers, C. (1983) Freedom to Learn for the 80’s. Columbus: Merrill. as cited in Fawbert, F. (edt). (2003) Teaching in Post-Compulsory Education: Learning, skills and standards. London: Continuum. Thaine, C. (1996a) ‘Dealing with timetabling on second language teacher training courses,’ The Teacher Trainer, 10(1). Thaine, C. (1996b) ‘Letter to Mario Rinvolucri,’ The Teacher Trainer, 10(3). (Last Updated Wednesday, 4th November, 2009; Accessed on Saturday, 2nd January, 2010 at 15:57pm). Atherton, J. S. (2009) ‘Behaviourism,’ < http://www.learningandteaching.info/learning/behaviour.htm > (Last Updated Wednesday, 4th November, 2009; Accessed on Monday, 4th January, 2010 at 18:57pm). Cain, J. et al. (2009) ‘Behaviourism: Learning theory,’ . (Last Updated 2009; Accessed on Friday, 1st January, 2010 at 13:12pm) Bibliography Lea, J. et al. (2007) Working in Post-Compulsory Education. Maidenhead: Open University Press. Marsh, C. J. (1997) Key Concepts for Understanding Curriculum: Planning, Management and Ideology. London: Falmer Press. Wallace, S. (2001) Teaching and Supporting Learning in Further Education. Exeter: Learning Matters. (Last Updated in 2004; Accessed on Monday, 4th January, 2010 at 18:42pm).