Educational Theory
I will base my lesson plan on the cognitive theory of learning. The model is the most ideal because it encourages learners to think critically and apply problem-solving strategies without the need for preparation or steps that could lead to answers (Kay & Kibble, 2016). Hence, the students use logic, creativity, and carefully examine a problem to produce a solution.
Instructional Strategies
My instructional strategies include observation, discussions, as well as questions and answers. For example, while teaching a topic on the environment, I will start the lesson by asking learners to look outside and mention the things they can see as I note on the whiteboard. Then, I will introduce the topic by defining the term environment and help them differentiate between living and non-living things that surround us. I will divide learners into several discussion groups and ask them to distinguish from the listed examples the things they perceive to be living from the rest. I will teach the primary material and elaborate on the concepts as students take down notes. I will explain the natural and artificial environment as I ask them to provide concrete examples and assist them to appreciate its importance. Often, I will ask learners provocative questions to inspire them to think for themselves and become independent learners. Besides, I will allow them to ask questions for clarification while I respond appropriately. I will end the lesson by summarizing the main ideas and administer a short evaluation test to assess their understanding of the concepts that we learned. My Instructional strategy changed for online delivery because I needed to focus more on active learning to keep learners engaged. Therefore, I mixed spurts of discussions, hands-on exercises, video, and audio clips as well as collaborations.
Using an instructional strategy that addresses the needs of diverse learners
I used observation, video clips to capture the student’ s attention. Besides, it was an opportunity to enable them to learn using real-life experiences. Utilizing the visualization learning strategy intended to intervene for the need of ELL students who may have trouble to learn effectively in English. Group discussion and display photos enabled students with learning disabilities to benefit from the learn effectively (Kennedy, 2015). Q&A strategy boosted their reasoning and problem-solving skills. Besides, the plan catered for the needs of the gifted and students by asking them more challenging problems.
Strategy to ensure inclusion for all the students
My inclusive teaching strategy involved a wide range of activities that actively engaged and challenged all the learners. When developing the lesson, I included questions that would make the learning livelier. For example, what can you see outside? What is the environment? Distinguish between living and non-living things? Do you think that our surroundings are essential to us? If so, why? I selected topics and materials that encouraged contribution from all groups, including an interactive whiteboard, videos, and display photos. I embraced model openness to any new ideas and questions that students raised during the lesson. I allowed learners to discuss and collaborate in performing different tasks during the course.
Remediation Activities
To assist the slow learners, an instructor should use known to teach the unknown. Besides, using real examples to illustrate abstract concepts could intervene for the need of learners with learning difficulties. Another way is through summarizing the main points and writing the key phrases on the board to improve the audio-visual memories (Brennan, 2018). Asking the learners to repeat the steps and main points in verbal and written form assist all the learners in understanding the concepts. Besides, encouraging them to participate in class activities by asking them questions boosts their interest in learning. Providing individualistic remedial teaching before and after class to enable them to eliminate the learning obstacle as soon as possible is critical.
Extra materials or activities to keep gifted students engaged
Instead of giving the gifted learners extra work at the same level when they finish their work early, a teacher should provide an alternate cognitively challenging activity. However, it should relate to the lesson. Other brain teaser materials such as cross puzzles books, newspaper cryptograms, and word searches are equally appropriate. Another activity is to allow them to work with a partner who also finishes their task early. This practice will encourage collaborative learning. By surrounding them with other learners with higher learning abilities, they can bounce ideas and motivate each other hence keeping them engaged throughout the lesson.
Difference between formative and summative evaluation
My formative evaluation for this lesson included the questions I used to assess how the students were learning as I delivered the instructions. On the other hand, the summative assessment involved the test I administered to learners at the end of the lesson to evaluate how much they have learned throughout the session.
The Specific Course Learning Outcomes
By the end of the lesson, the learner should:
- Define the term environment
- Distinguish between living and non-living things and provide at least three examples from each category
- Appreciate the need for the natural environment to human beings, plants, and animals
Differentiating Instructional methods for diverse learner groups
Teachers can differentiate instructions by delivering the same content using different ways. It can be through designing activities that cover the various levels of cognitive behaviors. For instance, learners who are unfamiliar with the topic can do exercises involving remembering and understanding. Those with some proficiency could apply and analyze while the student with a high learning ability could perform tasks involving evaluating or creating. Another way is by delivering materials in styles such as audio, visual, kinesthetic, or words. Besides, some students could prefer working as a group or individually. A teacher can enhance learning by offering support, depending on individual needs.
References
Brennan, W. K. (2018). Remedial programs. Reading for Slow Learners, 121-140. https://doi.org/10.4324/9780429486319-13
Kay, D., & Kibble, J. (2016). Learning theories 101: application to everyday teaching and scholarship. Advances in Physiology Education, 40(1), 17-25. https://doi.org/10.1152/advan.00132.2015
Kennedy, L. (2015). Paper, Pictures, and Song: Learning Disabilities and Inclusion. Creative Education, Teaching and Learning, 143-154. https://doi.org/10.1057/9781137402141_15
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