There is much to be learned in creating Unit Learning Plans,
and often times it is valuable to look to those that have experience in this
field. Using sample work from
other students and practicing teachers allows for one to objectively review and
analyze completed plans from a new perspective, in order to gain a better
understanding. To be the best
teacher one can be, comprehension of these plans, the elements they are
comprised of and their functionality in a classroom setting will allow for a
more successful classroom.
The
practicality of each day’s lesson plan and activities is important as it has
been said that, “time is a most significant commodity for a teacher and for a
learner because it is always scarce and thus demands modifications in
curricular and methodological considerations” (Serdyukov & Ryan, p. 259.) In reviewing the sample papers
provided, each lesson plan is broken down by day. Each day consists of material to be covered and a general
timeline depicting the day’s activities and outcomes. Most of the Unit lessons plans contain timelines and daily
plans that seem to emit a high expectation for completion. For the Earth Science Unit lesson plan,
the specified time allotments for individual activities allows for a teacher to
try and stay on track, but also does not allow for much room to deal with
classroom issues or discuss deeper any given idea. In the lesson plan for the Dance class, the author took the
time to break down each dance step-by-step, allowing for productive use of the
class time as well as simplifying the material into terms in which there will
be little preparation needed for reviewing material numerous times. Creating a
plan that allows for fluidity in the teaching and learning process as well as
considers all possible distractions or complications allows for the teacher and
students to plan for the best while preparing for the worst.
As
each lesson plan should begin with an entire unit, and broken down into smaller
lessons, the weeks lesson plan should fit cohesively together and reach daily
and overall unit and subject goals.
Each lesson plan reviewed shows that the authors are presenting
information that does work to prepare students in reaching the overall
objectives. In the History Lesson
plan there is clear organization of each days material to be covered, that will
lead to students an their overall understanding of reasons behind “the
migration to the West after the Civil War at the beginning of the Industrial
Revolution.” (Vehawn, P.1). As all
of these lesson plans illustrate, breaking down or “chunking” the unit into
smaller lessons for each day “chunks down the curriculum into bite size pieces”
(Ventriglia, P.96.)
Each
day’s lesson should meet content standards, assuring that the lesson is moving
students closer to understanding the content of the lesson. In analyzing these lesson plans there
is a clear declaration of the Content Standards being met. Each day’s lesson plan is an attempt to
present, teach, apply, and review information that will help students
comprehend lessons that meet requirements. Where some of these lesson plans fell short in identifying
the Content Standards being used, like the English Lesson plan, others, like
the history lesson plan, identified the standards they would be presenting on a
given day, and yet the lesson plan fell short of truly addressing the standard.
It can be difficult to compile such a large amount of information to present a
cohesive and articulate plan for a variety of students, but in doing so,
teachers can be sure that every step of the lesson plan and the goals are being
met, providing all students with the success of reaching common state
standards.
Our
classrooms are compiled of students from different cultural backgrounds, life
experiences, language capabilities and proficiency levels. “Adapting instruction to that diversity
is the inevitable price of productivity, high standards and fairness to all”
(Ventriglia, P. 91.) In reviewing
the lesson plans, it is safe to say that the English lesson plan more than
adequately prepared for differentiated lessons for English Language
Learners. In this lesson plan
there is a strong expectation of students that will be acquiring the English
language and therefore will not have the same skills set as the low, average
and high performers in the classroom.
The assignments and activities that are planned for the week long
English lesson already address the English language, working congruently with
the Spanish language, but the lessons are then tailored to meet the needs of
these students that may otherwise struggle. These adjustments are meant to “level the playing field” and
give access to the material in a way that all students can relate, regardless
of the contributing factor of their outside world.
“Just
as the glass slipper didn’t fit Anastasia or the other maiden’s in the village,
one size all learning isn’t a good fit for most students” (Ventriglia,
P.3.) It is important as a teacher
to make sure that the information being presented is relatable by all students
regardless of their background or proficiency levels. Differentiating a classroom allows for students to connect
to or acquire material, contrary to one size fits all teaching students.
Through the small-group activities as presented in the Chemistry plan, the use
of Technology in Vehawns History lesson, the mixed Kinesthetic-verbal
activities in Mrs. Millers dance class, the mathematics graphing in the Earth
Sciences class, and the art inspired illustrations used in Mr. Pena’s English
class the objective of diversifying or differentiating a classroom have been
clearly met.
Throughout
the analyzing of these Unit lesson Plans, I was impressed by the perspective of
each teacher and how their ideas or translations of strategies and ideas are
reflected in their lesson plans.
As an example I was truly inspired by Kristin Millers Dance Lesson plan
and in her plan for assessments, she is looking for effort and comprehension,
she is not looking for perfect form or the next up and coming star. It is with her positive and
constructive attitude towards students acquiring information that she will be
building up her students, motivating them and teaching that sometimes just
trying your hardest can be success.
I was also impressed with Mr. Pena’s English lesson plan in regards to
the rubric for Special needs, ELL, Low, average and high performers. His anticipation provides an excellent
example of differentiation and will allow for all students to make the most of
the classroom time, and gaining the most hey can out of each assignment. I am an avid believer in the use of
Gardner’s Multiple Intelligences, and was a little disappointed to see minimal
use of this idea in the lesson plans.
Where the History plan touched on the kinesthetic aspect of learning,
the possibilities of this Theorem help ignite students learning and do so in a
fun way.
There
are a number of helpful tools, strategies and theories that are available to us
as teachers, and it is up to the individual whether or not they will make use
of these elements. I am always
exploring and trying to discover new tools and concepts to enhance the learning
for my students. I find that any
technology used in moderation and in the correct manner can benefit both
student and teacher. “TeacherTube”
is a reliable and helpful source in assisting students with concepts, ideas and
assignments when they need further revision or clarification. A video entitled “House and Garage II
and III” is an excellent example of how a teacher can produce tools that
students can refer to from home or on their own to get further assistance. As the teacher physically walks through
the process of the assignment, and talks about the process and each step,
students are given a one-one one opportunity to work along with the teach using
the “copycatting” strategy.
Students are also given the chance to speed up or slow down the video
depending on their specific needs. In a math setting I find that the use of
such videos can be used at any time and are often viewed over and over again,
at a students convenience. I am
also familiar with the STEM system, as it a push for recognition of the
importance of Science, Technology, Engineering and Mathematics in the future of
our Country. As a math lover, I
can understand this passion and the importance of these elements in the “future
of the U.S.’s competitiveness and the future economic prosperity”
(STEMcoalition.org.) I feel that
these tools will and can help to produce high quality student performance, when
used appropriately and in a balanced setting. One cannot rely entirely on these strategies and must find a
connection with their students.
For those artistic, or English loving students in my math class, the
STEM system will only go so far with them. I can not change a students propensity for one subject or
thought process over another, an so I can use these strategies in moderation,
motivating those that are receptive to the ideas while not alienating students
that are less inspired by math.
In
my opinion the best assessment strategies are those that are done often and
consistently. I feel that
assessments that are conducted throughout a lesson or activity are just as
important as pre assessments and post assessments. Assessments are a vital tools for both the Teacher as well
as the student. As a teacher I can
assess a students comprehension and existing knowledge at the beginning of a
lesson, throughout a lesson and following a lesson. By varying the styles of assessments I am able to see where
the student in struggling or excelling and I can take that information and
adjust the assignments or lessons where I see fit. I can also look at the assessment results on a larger scale
to see where the gaps are in the lessons for the students on a whole, where I
may need to review or where I can just choose to move ahead. I feel that the data gathered from an
assessment is crucial to the student’s success and is a direct reflection of my
teaching. I do not believe that
assessments need to be regularly counted as a grade, as mentioned before it is
used as a gauge to see comprehension and to see how far a student or students
are form mastering material
References
Serdyukov, P. &
Ryan, M. (2013). The 5-Minute Lesson Plan: A
Practioner’s Guide. Boston, Mass: Pearson Learning Solutions.
Gardner, H. (1993).
Frames of Mind: The Theorem
of Multiple Intelligences. (10th ed.). New York: Basic Books.
Visited
on Jan. 7, 2016.
http://www.stemedcoalition.org/.
Science Technology Engineering Mathematics. Visited on January 8, 2016.
Ventriglia, L. D., (2010). Best Practices: Differentiated Instruction: The Rule of
Foot. (8th ed.). Mexico, D.F.: Younglight Educate.
