Lesson Plan Revision, Reflection, and Analysis Benchmark

Learning is best for students whenever their teacher applies emotion, gives them the requisite support and challenges them. It is through such process that students gain in-depth learning and thus discover their values, abilities, passions as well as responsibilities in learning situations that provide adventure. In most school lessons, students undertake tasks that require them to use their creativity, self-discipline and craftsmanship. It is thus the work of the teacher to assist the students discover their hidden abilities and overcome their fears in applying their knowledge to classroom and job problems through in-depth teaching practice. 

The content lesson plan was done for Languages, Mathematics and Social Studies whereby meaningful and appealing opportunities for the students to practice, master and learn were arrived at through competent teaching strategies which enabled the students to develop and learn within their academic, linguistic and social contexts to build instructional opportunities that optimized their learning (Scott-Little, Kagan & Frelow, 2005). Further, performance indicators were used to inspire prior knowledge as well as link fresh ideas to the students’ familiar experiences and ideas.

The teacher analyzed and used the student information to create instruction that caters for the students’ diverse needs. The teacher also helped develop positive beliefs and attitudes in the students to boost their academic perseverance especially in Mathematics, which most students had the notion that it is hard to learn thereby prompting them towards productive academic behavior. Additionally, the teacher ensured that the students took time to collaborate, think critically, solve problems, and engage in discussions as well as question answer sessions to master their content. The students were allowed to talk and think more while the teacher talked less to allow the students to take responsibility and ownership of the learning process thereby cultivating a culture of high achievement.

To achieve individual learning outcomes, the teacher understood the abilities and diverse characteristics of each student and thus used experiences that developed instructional opportunities to maximize the students’ learning process. Knowledge indicators were used to enable the teacher to comprehend the student diversity spectrum. Moreover, an understanding of how individual students construct knowledge, build efficient and effective problem-solving and critical thinking capabilities. Further, differing theories, viewpoints as well as inquiry methods of instructing students on subject matter concepts were used (Scott-Little et al., 2005).

The teacher frequently engaged students in question-answer and critical thinking sessions to develop them culturally and linguistically. Moreover, technological strategies to demonstrate fluency in linguistics were used to boost student learning experiences. The teacher meant sure that students developed academic knowledge and were able to transfer that knowledge to other fields. Moreover, by enabling students to work collaboratively to pinpoint and build solutions to academic, social and personal challenges helped in developing the students. Other strategies that initiated interventions that focused not only on skills taught but also on things not learnt in classroom.

The students were taught to communicate effectively, learn how to learn by directing and monitoring their own learning as well as build academic mindsets were used. This enabled the students to develop positive beliefs and attitudes on their learning to boost their perseverance and inspire them to engage in productive academic endeavors. Resources, consultation and programs were used to create learning environments for students from all cultural backgrounds to succeed. An identity-safe classroom was created to break the learning barriers brought about by social and academic backgrounds. Moreover, the teacher used student groups to support each individual student’s contributions thereby facilitating conversations regarding challenging subjects to call for cultural and linguistic perspectives.  Student pairs were also used for peer instruction to make the students comfortable with each other thereby smoothing their learning process.

To meet each individual child’s learning needs and promote outcomes, the teacher modified instructions by regularly assessing students’ individual and group performances to design instructions that met the learner’s need in all aspects of development. Moreover, developmentally suitable instruction incorporating individual student’s needs, interests and strengths were used to accelerate and advance their learning process (Fewell, 2000). The teacher collaborated with the students’ families, colleagues and communities to boost their development and growth in the learning. Further, the teacher struck a balance in using the summative and formative assessment to document, verify and support the learning process as a modification strategy.

The teacher created modified assessments that matched the learning objectives with the methods used for assessment thereby mitigating the bias sources that could alter the assessment results. The teacher also worked collaboratively and independently to scrutinize the performance data for a thorough comprehension of each individual learner’s progress thereby guide their planning. To modify the instructions, the teacher engaged students in comprehending and identifying quality work thus providing them with a descriptive response to lead their progress toward positive outcomes (Mcconnell, 2000). Moreover, the learners were engaged in various ways that demonstrated skill and knowledge to change their learning process.

Multiple and appropriate data assessment techniques to pinpoint each student’s learning needs and performance were used with the help of technology. This ensured that the assessment practice was done to address the students’ needs and engage the more fully. Moreover, the teacher created appropriate learning experience sequencing thereby providing multiple techniques of demonstrating skill and knowledge. Plans for instruction were modified with regard to summative assessment and formative data as well as student’s interest and their prior knowledge (Goffin & Wilson, 2001).

The teacher prepared all students for specific assessment formats’ demands thus making suitable assessment modifications and testing conditions particularly in students with linguistic learning needs. Further, the teacher evaluated and modified the instructional resources as well as curriculum materials to enhance their accuracy, understandability to reflect specific concepts in the subjects taught and appropriateness to the students. Supplementary technologies and resources were used to guarantee relevance and accessibility to all the students. Moreover, the teacher engaged all the students in the learning experiences to enable them comprehend analyze and question ideas from differing perspectives to ensure that students master the content (Mcconnell, 2000).

Writing the lesson plan for Mathematics proved hard due to the multiple methods involved for understanding the subject that students needed to go through. Such methods included, learning logs, portfolio reflections, observations, performance assessments, tests, quizzes, math journals as well as mathematical models created by students, which had to be done during the teaching process. Moreover, the plan would require the teacher to regularly and effectively utilize checking to comprehend the strategies for use during math classes, which took more time than it took other subjects. Mathematical discourses needed tracking to judge each student individually in their understanding. Further, more time was spent on reflection, keeping track, sharing mathematical learning and critical thinking. The assessments also needed interim and standardized reflection to enable identification of areas of need to inform instruction. 

The professional development opportunity one would participate in to strengthen their ability in early childhood field would include a workshop to familiarize themselves with research on students’ understanding solving word problems in Mathematics as well as professional development focusing on all the subjects offered in early childhood classes. This would provide the teacher with an opportunity to use their understanding in posing complex problems to the students thereby encouraging them to find for solutions using various methods (Goffin & Wilson, 2001).

It would also be appropriate for the teacher to scrutinize new curriculum materials, solve problems they are to teach students and thereby study student learning. Moreover, a professional development to boost word sound and structure knowledge would prove useful to ensure that their students did better on reading, comprehension, spelling tests. The professional development would also provide the teacher with a way of directly applying what they have learned thereby leading to better instruction as well as enhanced student learning. Moreover, as the teacher engages in professional development their practice would change thereby maximizing the time spent on professional development (Bodrova, Leong, Paynter & Semenov, 2000).

An evaluation of the professional development program would be achieved through an examination of actual early childhood classroom practices, the teacher’s behavior on the training and its effect on the students. Moreover, the teacher would emphasize an active whole class instruction to question the students, give information and get feedback for frequent reviews (Goffin & Wilson, 2001). The professional development program would also boost students’ achievement therefore provide a good foundation for the students and enhance the teacher’s knowledge and skills in time management. The program would provide communication and analysis about values and practices that enhance and create standards of practice and colleagueship.


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