writing lesson plan

how to write a lesson plan
Making an effective lesson plans takes time, diligence, and an understanding of your students' goals and abilities. The goal, as with all teaching, is to motivate the students to take in what you are teaching and to retain as much as possible.


Know your objective. At the beginning of every lesson, write your lesson plan goal at the top. It should be incredibly simple. Something like, "Students will be able to identify different animal body structures that enable eating, breathing, moving, and thriving." Basically, it's what your students can do after you're done with them! If you want to do a bit extra, add how they might do this (through video, games, flashcards, etc.).

• If you're working with very young students, you may have more basic aims like "Improving reading or writing skills." It can be skill-based or conceptual. 

Know Your Time Frame

While sequencing your objectives, be aware of the amount of time allotted for each portfolio. Based on the overall goals for the portfolio, determine how much time you will need to spend addressing each objective. 

Portfolio I - Sequence and Time Frame for Objectives:
Week 1

• Students will begin to think about their purpose, audience and context for writing. (day 1)
• Students will use critical thinking skills and critical reading strategies to become better writers. (day 2)

Week 2

• Students will practice writing academic summaries. (days 3 - 4)

Develop Activities to Meet Objectives

Once you've sequenced your objectives within a given time frame, the next step is to create activities that will help students meet each objective. Decide which activities are most relevant to your desired objectives. 

Activities:

1. Define critical reading and provide a list of strategies on an overhead (this is useful because many students do not know what critical reading is).
2. Model critical reading strategies (show students how to implement critical reading strategies).
3. Have students practice critical reading strategies with their homework.
4. Ask students to respond to an in class writing, describing their experience with the critical reading assignment. Have them speculate as to how this process of critical reading will influence their own writing. As a group, discuss the connection between reading and writing.

Check for Understanding

The final step in planning lessons is to make time for assessing students' learning. How will you check to see that students understand the new concepts you're teaching? When will you revisit the material that they didn't quite grasp?

Intervention along the way can help you learn what students are struggling with. Many instructors collect homework once a week, or assign quizzes and short writing exercises to assess their students' progress. Conferences and e-mail exchanges are other effective means for gauging students' understanding.

 please zooooooom

thank you for reading.....

Classroom management and leaning enviroment

SO WHAT IS CLASSROOM MANAGEMENT?
Classroom management is a term teachers use to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. The term also implies the prevention of disruptive behavior. It is a difficult aspect of teaching for many teachers. Problems in this area causes some to leave teaching. In 1981 the US National Educational Association reported that 36% of teachers said they would probably not go into teaching if they had to decide again. A major reason was negative student attitudes and discipline. Classroom management is crucial in classrooms because it supports the proper execution of curriculum development, developing best teaching practices, and putting them into action.


Classroom management applies to all....

1.effective classroom start on time
2.student know the classroom procedures
3.teacher understand how to teach for mastery and teacher have high expectation for student success.

Developing classroom rules

1.materials
          . chalkboard
          . chart paper
          . marker

2.method:gather students around the chalkboard and tell them that you want them to describes all the ways what they can think of to wreck their classroom

.when finished,discuss what type of a classroom it would be if all of their  ideas actually happened

.from there,talk about what kind of rules they can create so that none of these ideas would be allowed to happen in their classroom

do watch to understand more...

lastly

   Establishing the physical environment;

            1.seating patterns which affects peers interaction
            2.seating patterns which affect interaction between student and teacher
            3.seating arrangement for teacher mobility
            4.equipment and materials
            5.rooms arrangement


thank you that all for today.bye

learning styles(discovery learning)

Discovery learning is an inquiry-based, constructivist learning theory that takes place in problem solving situations where the learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned. Students interact with the world by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments.

As a result, students may be more more likely to remember concepts and knowledge discovered on their own (in contrast to a transmissionist model). Models that are based upon discovery learning model include: guided discovery, problem-based learning, simulation-based learning, case-based learning, incidental learning, among others.

The theory is closely related to work by Jean Piaget and Seymour Papert.

so what is discovery learning?

discovery learning is when student finding or figuring out by themselves.

Purpose of Discovery Learning 

• To get learners to think for themselves
• To help learners discover how knowledge is formulated
• To promoter higher-order thinking

Characteristics of Discovery Learning

• Teachers set a stage for knowledge discovery
• Teachers rewards exploration and independent thought
• Learners accept the challenge of finding out things for themselves
• Learners operate at higher order cognitive levels

4 from of knowledge in discovery learning

    

concept:a concept is the mane that describes a class of ideas or objects.

facts:a fact is truth

generalization:a generalization is an inference.

law or rules; a statement that cannot be changed, a principle that governs a particular situation or set of conditions.

Learning STYLE (cooperative learning)

 Without the cooperation of its members society cannot survive, and the society of man has survived because the cooperativeness of its members made survival possible….  It was not an advantageous individual here and there who did so, but the group.  In human societies the individuals who are most likely to survive are those who are best enabled to do so by their group.

                                                        (Ashley Montagu, 1965)

  definition of learning:
                   learning is acquiring new  or modifying and reinforcing                    existing.


five element contribute to learning:
                      1. knowledge
                      2.behavior
                      3.skills
                      4.values or preferences
                      5.synthesizing different types of information

what are learning styles?
                       

• Cognitive dimension (auditory vs visual)
• Affective dimension (personality characteristic such as anxiety,expectancy and level of motivation)
• Physiological dimension (includes gender differences,daily rhythms such as morning person vs afternoon person,and "left brained" or "right brained"
• Psychological dimension includes factors such as self-concept,locus of control,and sociability (loner vs group person)

definition of cooperative learning....

movie.........hihihi

• The group members should consist of 4-6 person for an effective result.
• Tasks assigned are collectively learnt or master of which has been previously presented by teacher.
• The teacher who assigned a task should advice the students to work on the task to gether by all members.

4 Forms of Cooperative Learning and Their Characteristic

Student Teams,Achievement Division (STAD)

• Presentation of Information
• Individual quizzes
• Team scorin
• Recognition

Teams Games Tournament (TGT)

• Presentation of information
• Team vs team competition
• Team scoring
• Recognition

Team Assisted Individualization (TAI)

• Proficiency testing of students
• Individual but team assisted study
• Individual student quiz
• Team scoring
• Recognition

Cooperative Integrated Reading And Composition (CIRC)

• Pairs works and teams work
• Individual student
• Quizzes
• Team scoring
• Recognition

5 Elements Of Cooperative Learning

Positive Interdependence⇒Face-to-face Interaction⇒Individual & Group accountability⇒Interpersonal & Small-group skills⇒Group processing

                             thank you...........................

School of thoughts (humanistic)

Humanistic

• Humanistic psychology was instead focused on each individual's potential and stressed the importance of growth and self-actualization.
• The fundamental belief of humanistic psychology was that people are innately good,with mental and social problems resulting from deviations from this natural tendency.
• Humanism focused on fundamentally and uniquely human issues,such as self-identity,death,aloneness,freedom,and meaning.

Humanistic School of Thoughts

• Positive personal development
• Feeling,attitude,values
• Acceptance,respect
• Self-worth
• Character
• Efficacy
• Making choices
• human needs
• Individuality.

Humanistic Approaches

• The humanistic approach was distinguish by its emphasis on subjective meaning,rejection of determinism,and concern for positive growth rather than pathology.

Strong Points of Humanistic Psychology

• Emphasizes the role of the individual humanistic psychology gives more credit to the individual in controlling and determining their state of mental health.
• Takes envirionmental influemce into account rather than focusing solely on our internal thoughts and desire,humanistic psychology also credit the environment's influence on our experiences.
• Humanistic psychology continues to influence therapy,education,healthcare,and other areas.

School of THOUGHTS(behaviorism)

 what is behaviorism? 

   Behaviorism is a worldview that operates on a principle of “stimulus-response.” All behavior caused by external stimuli (operant conditioning). All behavior can be explained without the need to consider internal mental states or consciousness.

There are two major types of conditioning:

1. Classical conditioning is a technique frequently used in behavioral training in which a neutral stimulus is paired with a naturally occurring stimulus. Eventually, the neutral stimulus comes to evoke the same response as the naturally occurring stimulus, even without the naturally occurring stimulus presenting itself. The associated stimulus is now known as the conditioned stimulus and the learned behavior is known as the conditioned response.
2. 

movie time.......

operant conditioning

1. 2. Operant conditioning (sometimes referred to as instrumental conditioning) is a method of learning that occurs through reinforcements and punishments. Through operant conditioning, an association is made between a behavior and a consequence for that behavior. When a desirable result follows an action, the behavior becomes more likely to occur again in the future. Responses followed by adverse outcomes, on the other hand, become less likely to happen again in the future.
2.                                           

Lets see the different.......

happy learning...muahhh

school of thoughts (cognitive domain)

                                Cognitive domain

. cognitive science has changed the way educators view learning. Early beginning of the cognitive revolution of the 1960 and 1970, the learning theory undergone a great deal of change.

cognitive theories look beyond behavior to explain brain based learning.

cognitive consider how human memory works to promote learning 

Lets watch video first .muaah

educational objectives in the cognitive domain cause learners to engage in intellectual tasks to recall, understand, apply, breakdown, combine or judge the information given.

blooms cognitive domain...

Knowledge is defined as remembering of previously learned material. This may involve the recall of a wide range of material, from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information. Knowledge represents the lowest level of learning outcomes in the cognitive domain.

Verbs: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state.

Comprehension is defined as the ability to grasp the meaning of material. This may be shown by translating material from one form to another (words to numbers), by interpreting material (explaining or summarizing), and by estimating furture trends (predicting consequences or effects). These learning outcomes go one step beyond the simple remembering of material, and represent the lowest level of understanding.

Verbs: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate.

Application refers to the ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws, and theories. Learning outcomes in this area require a higher level of understanding than those under comprehension.

Verbs: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.

Analysis refers to the ability to break down material into its component parts so that its organizational structure may be understood. This may include the identification of the parts, analysis of the relationships between parts, and recognition of the organizational principles involved. Learning outcomes here represent a higher intellectual level than comprehension and application becasue they require an understanding of both the content and the structural form of the material.

Verbs: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.

Synthesis refers to the ability to put parts together to form a new whole. This may involve the production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information). Learning outcomes in this area stress creative behaviors, with major emphasis on the formulation of new patterns or structures.

Verbs: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.

Evaluation is concerned with the ability to judge the value of material (statement, novel, poem, research report) for a given purpose. The judgements are to be based on definite criteria. These may be internal criteria (organization) or external criteria (relevance to the purpose) and the student may determine the criteria or be given them. Learning outcomes in this area are highest in the cognitive hierarchy because they contain elements of all the other categories, plus conscious value judgements based on clearly defined criteria.

Verbs: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.

Reference: Major categories in the cognitive domain of the taxonomy of educational objectives (Bloom, 1956).

   

Arts of Science of Pedagogical Competencies

                              Arts of Science of Pedagogical Competencies
                      
                         (INTRODUCTION TO PEDAGOGY IN EDUCATION)


Lets talk about what is Pedagogy....



       ''''pedagogy is the ART OR SCIENCE of being a teacher. Pedagogy also refers to the pedagogical           teaching skills where teachers are used to import the specialized.

 Please watch this video to know better........

Definition of Pedagogical Knowledge

1.primarily of knowledge about classroom management.

2. the organization of classroom                                       

3. assessment                                                                     

4. method for the motivation of student                            

                              5. personal knowledge about particular student and their families and social interaction skills 

                           

Latest developments in pedagogy

.teachers have the responsibility to challenge existing structures, practices and definitions of knowledge

.to invest and test new approaches

. to pursue organizational change in a constant attempt to improve the school.

The pedagogical cycle                                                          

what is Competency?

competency is about understanding master the knowledge, skill, and attitudes of the individual.

5 Proposition of Accomplished Teaching

• Teachers are commited to students and their learning
• Teachers know the subjects they teach amd have the necessary pedagogical knowledge
• Teachers are responsible for managing and monitoring student learning
• Teacher think systematically about their practice and learn from experience
• Teacher are members of learning communities

Arts of being Teacher

• Teachers observe and assess students in the context og ongoing classroom
• Teachers are skilled in collecting and interpreting a variety of types of evidence to evaluate where each student is in sequence or continuum of learning and development
• Teachers know how to move from assessment to decisions about curriculum,social support and teaching strategies,to increase the prospects of successful learning.

Reflection :

At the first,I think this topic is little hard to understand it but after En.Yusuf,my lecturer give  the explanation about this topic actually it is not to hard to understand.Furthermore,my classmates help me too much to understand this topic.

about me

my name is mohammad sabu bin mohd zainuddin and i 22 years old.my philosophy is to be the richer among the richer.hahah. my goal of live is to be a person that can benefit other..



i actually want to became a teacher. i choose to be a teacher because in my life i feel very calm and happy went i see people understand what i tough them,even its just abc.

i was born in kelantan and i stay in pasir mas. pasir mas was very popular with beautiful people same goes to me hahah. my hobbies is not specific but i enjoys watch movie and dance, i also wrote poem and sing lalalalalalllllllll.

this is me hahah.beautiful right?

i think that all from me and if you guys have something to ask ,just do it in the comment below ok..bye