Evidence-Based Teaching- Bridging Research with Practice

Evidence-Based Teaching- Bridging Research with Practice

The lesson plan on letter identification and sound pronunciation provides an important basis for the English language subject. The lesson plan is grounded on current research. The research materials utilized have been published recently, illustrating that the information incorporated in the plans is up-to-date. Assessments were rendered to examine students’ learning progress and evaluate the effectiveness of the teaching strategies and practices adopted. A lesson plan aims to implement subject matter effectively by aligning the teaching strategies with the student’s learning abilities and preferences. The current focus is to foster an inclusive and interactive learning atmosphere for all students. The assessment strategies helped to determine whether the teaching methods meet each student’s learning needs. Differentiated strategies were incorporated based on the assessment feedback.

During the plan implementation, the teacher integrates differentiated strategies that improve the learning process and encourage students’ participation in the learning activities. Building a supportive and friendly learning environment motivates students’ concentration and engagement in the learning environment. Moreover, developing clear goals for any learning objective promotes a sense of ownership in the learning process, encouraging their determination to achieve set goals. Self-assessment and feedback are also important strategies that foster a self-drive learning culture among the students. The students put more effort into addressing their weaknesses and promoting self-motivation towards their skills and knowledge development. Group activities also make students accountable for their learning process since the learners motivate each other to learn. Further recognizing and celebrating good performances encourages the students to put more effort into being celebrated.

Teaching Strategies

Planning Strategies	Explain how and when it was used	Citations
Goal setting	Before the commencement of any class, the letter developed a detailed lesson plan with clear objectives of what to accomplish.	Nordengren, C. (2019). Goal-setting practices that support a learning culture. Phi Delta Kappan, 101(1), 18-23. https://doi.org/10.1177/0031721719871558
Creating a to-do list	The lesson plan developed before any class contained all the activities to be achieved by the end of the lesson.	Schrager, S. (2022). Improving Time Management Through Modern-Day To-Do Lists. Family Practice Management, 29(1).
Determining deadlines and schedule	The teacher allocated specific time for each implementation section to meet the time allotment deadlines.	Grigorkevich, A., Savelyeva, E., Gaifullina, N., & Kolomoets, E. (2022). Rigid class scheduling and its value for online learning in higher education. Education and Information Technologies, 27(9), 12567-12584.
Instructional Strategies
Differentiated instruction	The teacher incorporated differentiated instructions when integrating the learning concept to address the learning needs of each student.	Pozas, M., Letzel, V., & Schneider, C. (2020). Teachers and differentiated instruction: exploring differentiation practices to address student diversity. Journal of Research in Special Educational Needs, 20(3), 217-230. https://doi.org/10.1111/1471-3802.12481
Gamification	The teacher used game elements, including giving students points for correct answers, making the learning process engaging and interactive.	Manzano-León, A., Camacho-Lazarraga, P., Guerrero, M. A., Guerrero-Puerta, L., Aguilar-Parra, J. M., Trigueros, R., & Alias, A. (2021). Between level up and game over A systematic literature review of gamification in education. Sustainability, 13(4), 2247. https://doi.org/10.3390/su13042247
Multisensory teaching strategies	The teacher incorporated multisensory strategies, including charts and projective videos demonstrating the learning concept and encouraging students’ movement, addressing the students’ different learning abilities and needs.	Syahputri, D. (2019). The effect of multisensory teaching method on the students’ reading achievement. Budapest International Research and Critics in Linguistics and Education, 2(1), 124-131. DOI:10.33258/BIRLE.V2I1.192
Assessment Strategies
Formative assessment	Students responded to quizzes to guide instruction and teaching practices during the learning process.	Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research, 103, 101602. https://doi.org/10.1016/j.ijer.2020.101602
Summative assessment	The teacher gave the students a test towards the end of the lesson to evaluate students’ learned skills.	Vittorini, P., Menini, S., & Tonelli, S. (2021). An AI-based system for formative and summative assessment in data science courses. International Journal of Artificial Intelligence in Education, 31(2), 159-185. https://doi.org/10.1007/s40593-020-00230-2
Peer assessment	The students evaluated the students’ presentations, providing constructive feedback to improve their work.	Li, H., Xiong, Y., Hunter, C. V., Guo, X., & Tywoniw, R. (2020). Does peer assessment promote student learning? A meta-analysis. Assessment & Evaluation in Higher Education, 45(2), 193-211. https://doi.org/10.1080/02602938.2019.1620679
Classroom Management
Classroom rules and routines	The classroom rules and guidelines are pinned beside the whiteboard, guiding the students’ behavior and actions during the learning process.	Franklin, H., & Harrington, I. (2019). A review into effective classroom management and strategies for student engagement: Teacher and student roles in today’s classrooms. Journal of Education and Training Studies. https://hdl.handle.net/1959.11/27556
Classroom layout	The classroom arrangement promotes effective movement for students and when the teacher checks students’ work.	Talbert, R., & Mor-Avi, A. (2019). A space for learning: An analysis of research on active learning spaces. Heliyon, 5(12).
Non-verbal Cues	The teacher incorporated non-verbal cues throughout the class activities in addressing students’ behavior without interacting with the learning activities.	Ashwin, T. S., & Guddeti, R. M. R. (2019). Unobtrusive behavioral analysis of students in a classroom environment using non-verbal cues. IEEE Access, 7, 150693-150709.
Accommodation Strategies
Assistive technology	The learning institution has invested in assistive technology, such as text-to-speech tools and voice recognition software, which support the learning needs of students with special educational needs.	Svensson, I., Nordström, T., Lindeblad, E., Gustafson, S., Björn, M., Sand, C., … & Nilsson, S. (2021). Effects of assistive technology for students with reading and writing disabilities. Disability and Rehabilitation: Assistive Technology, 16(2), 196-208. https://doi.org/10.1080/17483107.2019.1646821
Collaboration and communication strategies	The teacher fosters a good teacher-student relationship, encouraging open communication and collaboration in the learning activities and fostering an effective learning process.	Romano, M., & Woods, J. (2018). Collaborative coaching with early head start teachers using responsive communication strategies. Topics in Early Childhood Special Education, 38(1), 30-41. https://doi.org/10.1177/0271121417696276

ORDER A PLAGIARISM-FREE PAPER HERE

We’ll write everything from scratch

---

Explain how the lessons that you or your mentor teacher plan are based on current research in the subject area and how you figure out if your teaching methods align with these research findings. (InTasc 7)

Share some strategies that motivate learners to take charge of their learning process.