Academic journal article Education

Lesson Organization: Big Vision Step-by-Step Execution

Academic journal article Education

Lesson Organization: Big Vision Step-by-Step Execution

Article excerpt

Is your instruction organized? Proposition 3 of the National Board for Professional Teaching Standards (NBPTS) is titled: Teachers are Responsible for Managing and Monitoring Student Learning. Proposition 3 reads "National Board Certified Teachers deliver effective instruction. They move fluently through a range of instructional techniques, keeping students motivated, engaged and focused. They know how to engage students to ensure a disciplined learning environment and how to organize instruction to meet instructional goals. NBPTS teachers know how to assess the progress of individual students as well as the class as a whole. They use multiple methods for measuring student growth and understanding, and they can clearly explain student performance to parents" (National Board for Professional Teaching Standards, 2007). These words provide the benchmark for you to determine if your instruction is organized. The information in this article provides ways of fulfilling the NBPTS standards.

As teachers, it is our responsibility to meet the two principal objectives of education with respect to the cognitive development of the individual: the long-term acquisition and retention of stable, organized, and extensive bodies of meaningful, generalizable knowledge and growth in the ability to use this knowledge in the solution of particular problems, including those problems which, when solved, augment the learner's original store of knowledge. Students can retain and transfer material when we group ideas that tend to be remembered longer. We must teach the meaning of the ideas because without meaning there is no foundation for further learning. Meaning comes from explanation of the ideas. Ideas must be broken down into there component parts. Each student must receive an explanation of the ideas to the depth and breadth of their ability to comprehend. When instructing a pre-service teacher for the first time on classroom management one would do it differently than someone who has been a practitioner in the field for five years. Each person should be given a complete idea, but only to the amount of detail or depth of understanding necessary.

Using the classroom management example explanations can be effectively reinforced by a number of means such as role play, videostreamed scenarios, or interviews with teachers during practicum and internship. Practical work is the best reinforcer to gain understanding from explanation.

The student's level of logic, vocabulary, interest, and maturity will help in determining how to organize your explanation. Broad topics must be simplified so that the scope and detail of the topic are not overwhelming and difficulty aspects are presented in a clarifying sequence. The following patterns provide ways to clarify material for students.

In a lesson plan you present a clear, logical, outline of what is to be taught. If the presentation order is not clear to you or it will definitely not be clear to your students. And, remember that what is clear to you as the teacher still may not be clear to your students.

Time/Chronological Pattern

Every day we refer to time; earlier, later, last week, now, sooner, today, tomorrow, and yesterday. We also organize by time: births, deaths, engagements, and marriages. Certain processes, procedures, or historical events can best be explained with a time sequence pattern.

Any subject with several phases lends itself well to the time pattern. For example, given the objective for students to explain the continental territorial expansion of the United States, they would start with the original thirteen colonies, then the Louisiana Territory, and end with the Gadsden Purchase. U.S. Air Force (n.d.a) provides a point that when using the time/chronological pattern you can either look forward in time from a given moment or backward. Whether your time/chronological pattern is forward or backward, the relationship of the main points in the lesson and transitions should be obvious to the students. …

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