Lesson Plans and Rationale, Attributes of the Teaching and Learning Strategies – Speech or Presentation Example

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The paper “ Lesson Plans and Rationale, Attributes of the Teaching and Learning Strategies” is a presentation variant of presentation on education.   Teaching and learning strategies employed in the three lessons were carefully considered to ensure a holistic learning process where the teacher can adequately monitor the lessons’ progress and ensure that learning outcomes and set objectives are achieved. Adherence to time limits in different segments of lessons is only possible when the teacher handles the pace of the lesson. However, the integration of learner-led processes within the lesson is inevitable so as to avoid redundancy.

By making learners take charge of their learning process, they are bound to gain a better understanding. Lesson focus was laid on the social aspects of historical events as learners easily relate to social changes, therefore identifying with the lesson and helps to achieve the lesson outcomes. Prior Knowledge: Change and continuity in the patterns of social life experienced by Jews in Nazi Germany, Ways in which groups and communities organised to protect and advance their political, social, and economic interests. Risk Assessment Resources Computers, interactive whiteboards, course books Learning Outcomes Learners should be able to identify circumstances surrounding Nuremberg trials. Learners should be able to analyse and establish the co-relation between Nuremberg trials and modern day Europe. Time Guide 5 mins 10 mins 20 mins 15 mins 10mins Content/Learning Experience Briefly introduce the lesson by asking learners what they think constitutes crimes against humanity and mention recent case examples.

Learners to list them. Outline the events leading to the Nuremberg trial on interactive whiteboards and read the transcript on Nuremberg trials. Ask learners to analyse the transcript and brainstorm on what constitutes war crimes against humanity. Learners in groups to analyse events in history similar to Nuremberg and prepare power- point presentations. Select learners to present chosen group power- point presentations. Teacher and learners discuss emerging issues and compare them with modern day international criminal courts. Teaching Strategies Teacher- led Teacher-led Teacher to monitor progress Interactive session Class Organisation Whole class Group work Group work Individual Whole class Assessment Techniques   Multi-media presentations Oral presentations Conclusion: Summarize day’ s lesson by highlighting similarities between contemporary international criminal court and Nuremberg trials. Prior Knowledge: Role of class, race, ethnicity, political affiliation, nationality and gender in social experience in the holocaust. Risk Assessment Resources Computers, interactive whiteboards, course books Learning Outcomes Learners should be able to identify circumstances leading to the second world war. Learners should be able to analyse and establish the significance of Nuremberg trials to present and future world history. Time Guide 5 mins 10 mins 15 mins 20 mins 10mins Content/Learning Experience Briefly introduce the lesson by asking students to brainstorm on what they know about the holocaust and focus on the events at Nuremberg. Ask learners in groups to research on the internet about the Nuremberg trials and how it contributed to modern-day history. Learners to individually analyze the major points from their group research and write down outstanding points. Learners in groups of three to make use of their combined points and prepare summary reports depicting the course of the Second World War while focusing on Nuremberg trials. Discuss selected reports in a whole class setting and make conclusions from the presented reports. Teaching Strategies Teacher-led Teacher to monitor progress Interactive session Class Organisation Whole class Group work Individual Group work Whole class Assessment Techniques   Short reports Oral presentations Conclusion: Summarize day’ s lesson by highlighting the significance of Nuremberg trials to present and future world history. Prior Knowledge: Factors influencing changes in social life especially economic, political, and technological developments. Risk Assessment Resources Computers, interactive whiteboards, course books Learning Outcomes Learners should be able to construct a timeline of events surrounding the Nuremberg trial and analyse its impact upon everyday life. Learners should be able to analyse and establish the social significance of second world war to present and future history. Time Guide 5 mins 10 mins 20 mins 15 mins 10mins Content/Learning Experience Briefly introduce the lesson by availing pictures depicting the Nuremberg trial and ask learners to re-enact the Nuremberg trials Learners in groups of four to outline the proceedings detailing emerging issues. Learners to individually make use of their outlined points to analyse events leading to Nuremberg trials and write summary reports detailing the timeline of events leading to Nuremberg and establish its social significance to present and future world history. Select learners to present their reports to the class and discuss the reports in a whole class discussion. Discuss with learners on the social significance of wars. Teaching Strategies Teacher- led Teacher to monitor progress Interactive session Class Organisation Whole class Group work Individual Individual Whole class Assessment Techniques   Short reports Oral presentations Conclusion: Summarize day’ s lesson by highlighting the social significance of war to present and future world history. Attributes of the teaching and learning strategies that were chosen Lesson 1Use of a question as part of lesson introduction sets the stage for inquiry learning.

Individual effort requiring learners to do analysis ensures that learners are personally engaged and get to develop their skills as well as equipping them for group inputs while utilization of groups and the concept of re-grouping ensure that there is substantive conversation and therefore encourages learners to share ideas. It also injects diversity into the lesson and avoids a monotonous process. Varied assessment techniques enable the teacher to identify strengths and weaknesses of learners in a continuous and dynamic manner. Giving learners a free hand in their choice of assessment tasks allows for creativity and therefore promotes higher order thinking as learners are able to go beyond a set routine and chart their path of learning (Newman & Wehlage, 1993).

This allows for exploration of possibilities which ultimately, enriches their knowledge. Learners are required to create media formats based on inquired points earlier in the lesson and later question their rationales. Tasking learners to apply ICT skills in creating PowerPoint presentations ensures usage and development of ICT skills. Conclusive discussions in an interactive session helps to consolidate the gains of the lesson as learners are able to retain more information gained through an interactive session as opposed to individual learning.  

References

Kyriacou, C. (1997).Effective Teaching in Schools: Theory and Practice. New York: Nelson Thornes.

Martin-Hansen, L. M. (2009). Inquiry Pedagogy and the Preservice Science Teacher. New York: Cambria Press.

Marzano, J. S., Pickering, D. J. &Marzano, R. J. (2003). Classroom Management that Works: Research-based Strategies for Every Teacher (ed 5). New York: ASCD.

Newmann, F. M. & Wehlage, G. G. (1993). Five Standards of Authentic Instruction. Educational Leadership, 50(7), 8-12

Robertson, M., Webb, I. &Fluck, A. (2007). Seven Steps to ICT Integration. Camberwell: Australian Council for Ed Research.

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