LESSON PLANNING CHECKLIST Aim General aim of the lesson. What generally do you as a teacher want to achieve from the lesson? Does this fit with what the learners have previously been learning and what they are going on to do? Learning outcomes What is to be learned as a result of this lesson? Be specific, be simple, be realistic. Learning outcomes should be able to be assessed. By the end of the lesson the learners should be able to: Have knowledge of… State that….. Demonstrate understanding of…
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to not only present new material to the student but to teach them and to verify and monitor what information they are actually obtaining and processing. There are many forms of assessments that teachers can use to evaluate students understanding of lesson material. I will suggest a few methods that I will use in my secondary education mathematics classroom. The first strategy of monitoring I will discuss will be quizzes. There are multiple advantages for this form of testing. First, is that it easily
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classroom. You will do this routine every day you are there. The lesson: The teachers preplan lessons for all of the Algebra students (meaning they have a topic already set to teach the Algebra students (which is my/your job)). I do not know the topic to teach until the day of class. Don’t freak out its not as bad as it sounds. Once you get the topic the students will work on it for two days. After you do a quick 2-5 min lesson they will go to tenmarks.com and to the topic (TOPIC: E to complete)
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Own Project-Based Lesson Plan Gloria J. Edwards Educator and Curriculum Development Specialist Unlimited Learning, Inc. Copyright 2002 Mountain Plains Distance Learning Partnership Integrated Learning http://www.integratelearning.org Special funding provided by the U.S. Department of Education, Star Schools. Instructions based on the five-concept template created by Leecy Wise for Star School teachers, Cortez, CO, 2001-2002 Topic: Make Your Own Project-Based Lesson Plan Develop an educational
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NAME: JUWEIRIYA SENGA COURSE: PRE AND PRIMARY TEACHER TRAINING DIPLOMA COURSE WITH SPECIALIZATION IN TEACHING ENGLISH ASSIGNMENT: THIRD PHASE: SEVEN AND EIGHT Assignment 1. Plan an activity in project form with specific instructions using appropriate material(s). 2. The Project should specify: A) The materials used B) The utility of the materials used (i.e. why such materials are being used) C) The project in detail ( i) the level the project is suitable for. (ii) The length of time
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2nd semester Unit ( 7) ‘’ ‘’ | Class : | Date : | | Lesson | Learning Objectives: by the end of this lesson each student is expected to attain the following on his own pace: | Higher - attaining | Average - attaining | Lower - attaining | - Students are expected to: | - Students are expected to : | - students are expected to: | | | Writing a letter of application | Key idea of the lesson | Ss' books – laptop –data show –handouts. | Resources | Resume –
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I got a new idea how to report. First I learn what is the research is and I learn what is the other word of research.I learn too the benefits we gain when we are doing a research paper. Our teacher teach us too that we may put a date in every lesson we copy and she tell us what is characteristic of a good research we know that a good research have this characteristics; -5 to 15 pages -scholarly article -written by researcher like student -it should follow format -it should show the stand
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Detailed Lesson Plan in Mathematics-II Prepared by : I. Objectives: At the end of 70 minutes class discussion, the Grade-II pupils are expected to do the following with atleast 75% proficiency level. a. Describe shapes according to the number of sides and corners. b. Write the appropriate name of the shapes. c. Cooperate during group shared activity. II. Subject Matter: a. Topic: Common Shapes b. Reference: BEC-PELC III. A-21 21st century Mathematics-II By: Roberto
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learning, and finally knowledge of learners and learning which is knowledge of theories of development and learning. Second is the emphasis on decision making. Teachers must be able to make decisions about what they will teach and how to construct their lesson plan according to the students learning abilities. Decision making involves goal-oriented problem solving based on professional knowledge. Decision making is influenced by three different things that teachers must incorporate on a daily basis; these
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is actively making choices about how to generate, obtain, manipulate, or display information. Technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons. Moreover, when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their goals, making design decisions, and evaluating their progress. The teacher's role changes as well.
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