Critical Thinking: Lesson Framework in Teaching
Critical Thinking: Lesson Framework in Teaching
Lesson framework is essential teaching aid that is used teachers in schools. A successful lesson framework should be able to select learning activities, specify objectives, identify the evaluation procedure, and organize the learning activity. It should be able to encourage collaboration among students through a common language. A lesson framework includes the assignment, the activities, and materials or equipments. A lesson framework is likely to vary between two different content areas because of the material that is being used and the activity. The change in the material that the student is learning may vary with that of another student in another content (Nordlund, M 2003).
It is necessary to consider the background of the student when assessing designing the lesson. The cultural background of the students vary with the kind of learning valued by the culture the way learning is believed to occur, and the role that teachers and students play may differ from one culture to the other. When planning the lesson, it is necessary to consider how the background of different students might affect the learning and dynamics of the classroom. It is also essential to consider the possible assessment to be use when designing the lesson. Considering the assessment method is necessary so that to know the method of assessment that will provide the best information that will provide good feedback.
When considering the background of the student in the designing of the student, it will ensure that the teacher design the lesson ensuring that every student benefits on all levels. The possible assessment to be used help in gathering the correct data that will be used in planning of the instruction that is going to meet the needs of every student in the classroom (Nevin, A & Villa, R 2007). The teacher will focus more on the area where the student is not performing well and put more emphasis on it. Through this, the learner will be able to perform better because, with the assessment information, the teacher is able to monitor the students’ performance and evaluate their achievement.
The strategies learnt include tiered assignment that is designed for instructing the student of necessary skills provided in various levels of open ended ness, complexity, and abstractness. The aim of the tiered assignment is for readiness. It tends to a strategy that prepares students to learning. The second strategy is compacting which is the process of adjusting the instruction so that to account for the previous mastery of the student of the earning objectives. The aim of compacting is for readiness to prepare students for the next step in learning. Interest center of interest group is the third strategy that is set so that learning is directed to the interest of a certain student (Chapman, C & Gregory, G 2007).
This strategy is for readiness and interest where it allows the student to choose the topic that motivates them. The three strategies are similar because they all function to prepare students for learning. They are all used for readiness of the students in learning. However, the interest centre and interest group strategy can be used to show interest where the student chooses the topic and unit that they are extremely interested in and one that will motivate them more. This strategies should not be combined so that to ensure that the student go through all stages at a time in learning.
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