Lesson Planning

Lesson Planning

1. Teachers must convert standards into general educational objectives for each lesson and determine the type of instructional objective to prepare based on whether the aim is descriptive or behavioral (Burden and Byrd 94).
2. Behavioral objectives are divided into conditions, actions, and criteria.
3. Understanding a curriculum’s common standards and how to convert them into instructional objectives used in individual lessons is important (Burden and Byrd 94)
4. The three categories of educational outcomes based on Bloom’s taxonomy are affective, cognitive, and psychomotor domains (Burden and Byrd 98).
5. The main parts of a practical lesson include awareness of the significance of using lesson plan formats when developing lesson plans, knowledge of the sections of a standard lesson plan format, and understanding of supplementary guidelines when planning a lesson (Burden and Byrd 104).
6. Instructional strategies must help students successfully meet the instructional objectives of a lesson (Burden and Byrd 104).
7. The main sections of a lesson plan include information about the course, standards, lesson objectives, possible questions, course materials, the beginning of the lesson, and the middle and ending (Burden and Byrd 106-107).
8. The main components of a unit plan are course goals, overview, content outline, rationale, a calendar sequencing the daily lessons and educational objectives and essential questions, materials, resources, daily lesson plans and assessments, and evaluations (Burden and Byrd 112-113).
9. When planning lessons, teachers should consider students’ background experiences, vocabulary levels, and prior knowledge (Burden and Byrd 116).
10. Concepts should be linked to the student’s background (Burden and Byrd 116).

The lesson planning section will be the most useful for me when working with young children because the lessons are vital in cognitive development and acquiring essential knowledge and competencies. The parts of a practical lesson will guide me in ensuring that my lessons are adequate and appropriate for young children. The information about the sections of a lesson plan format is also essential in developing lessons for young children because it will guide me in ensuring that all critical parts of a lesson are covered. I can also use the information to structure possible questions to increase the effectiveness of my lessons and ensure that the children’s academic and cognitive development needs are met. I can also use the information to ensure that my lesson plans for every lesson are detailed. The information about the characteristics of novice teachers and experienced teachers’ lesson plans will also help me monitor my progress toward developing a good and detailed lesson plan. I can also use the recommendations to improve my lesson plan; for example, I can plan lessons based on students’ unique characteristics.

Works Cited

Burden, P., and D. M. Byrd. “Planning Lessons and Units.” Methods for effective teaching: Meeting the needs of all students, enhanced Pearson Etext access card, 6th ed., Pearson, 2018, pp. 92-118.

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Lesson Planning

Identify and list 10 points that you found essential in this chapter; your list of 10 ideas should be written in complete sentences and numbered from 1 to 10. These points should express ideas and thoughts that you have learned. Then, write a summary paragraph (8-10 sentences) explaining what you took away from this chapter that you feel will be the most useful for you in the classroom when working with young children. Burden, Paul R. & Byrd, David M. (2016). Methods for Effective Teaching. Boston: Allyn and Bacon – 8th Edition.