Critique of a Lesson Plan
Document Type:Research Paper
However, it fails to highlight if the students will be divided into smaller groups because fifteen is a larger number for a K1 class. The instructor should have considered putting the learners into three groups with five students each. Young children acquire and master new ideas by interacting directly with the resources that are being used. Ensuring each student is able to access materials utilized in class should have been the primary focus of the lesson plan. The design is detached from the objectives it wishes to pursue. Failure to provide enough time for such activities leaves the students with no option but to remain more confused than when they stepped in class. Equally, the lesson plan does not specify the amount of time that will be used to read the word “animal” after it has been written by the teacher.
Reading is also a crucial skill just like listening and writing. Hence, the design lacks vital aspects that would have helped the students engage with the topic sufficiently. Objectives of the Activity Outlining what a learner will be able to do when the lesson comes to an end provides the purpose and the aim of every student. However, it is better if the instructor only taught about the idea of animals without introducing the concept of a zoo because those will be two different topics. The objectives provided in the lesson plan do not match and meet the requirements of K1 students. There are no any systems that have been put in place to attract the attention of learners towards the topic.
The design shows that the instructor has no intention of using a story in within the thirty minutes. In most cases, stories arouse the interest of learners, boost their listening skills, and make the topic under study more flexible and fluid. Probably it is lack of a major result in mind that led to overshadowing of main skills by opportunistic secondary abilities that were unintended. Even though some of the elements utilized in lesson plan are a significant segment of the learning process, they are not considered to be the aim of this very design. Therefore, there are very high chances that the teacher will lose essential class time undertaking unnecessary steps that will overtake the central objective. Procedures The steps outlined in the provided lesson plan are disorderly.
The design suggests that the teacher will greet the learners, show them a picture of a zoo, explain how to write the word animal, demonstrate how to do homework, and teach students the names of different animals. The teacher should move from one group to another and supply each with colorful photographs that will attract the attention of the students. Here, learners will be actively involved in an activity that has been provided for in the lesson plan. It is notable, however, that the design under critique does not provide an opportunity for students to interact and engage in active learning. According to Moll (2005), active learning involves activities such as taking part in reading, writing, discussing, and solving problems. Engaging I interactive sessions help the students to internalize and master even complex concepts.
The materials highlighted in the lesson plan do not match with the objectives stated therein. They are inappropriate and completely out of order. While the objectives indicate that student will learn about animals, the materials suggest something else. Example of resources listed includes the following; paper, pencil, rainbow picture poster, word cards (color), and picture cards (apple, balloon, and caterpillar). These will not help students know about different types of animals that are likely to be found in a zoo. Playing is a vital part of the development process, which enables students to exploit their potentials through games, understand how to acquire knowledge and structure it to solve possible challenges, and understand their physical and social world. Using this technique, a teacher can be in a position to help K1 learners acquire the second language y creating an environment that facilitates the children to utilize the new language if he or she wants to be part of a game.
Logical sequencing of ideas is evidently missing from the lesson plan. It is important for a lesson plan to ensure concepts are arranged in a logical manner. The idea of learning about animals names should have come before demonstrating how the homework will be done. Then the student will be able to master how the acquired knowledge can be applied. At this level, the learner is in a position to relate some ideas with particular circumstances and examples. Next, the student gets into knowledge-based mastery that enables the learner to utilize analysis techniques. Here a student has a depth understating of the parts of the topic and can deform each part and employ it in related pieces of knowledge. Then the learner enters into the syntheses stage (Whitehead, 2002).
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