100 Ideas for Lesson Planning (Continuums One Hundreds) by Anthony Haynes

By Anthony Haynes

Lesson making plans and instruction is without doubt one of the most crucial elements of training. it's also one of many toughest elements to profit. pupil academics, for instance, usually locate it tricky to gauge find out how to pitch or velocity a lesson. This ebook presents recommendations. It not just offers simply understood functional rules but additionally units them in a coherent total framework in keeping with the guidelines that making plans and training are a part of a complete cyclical strategy regarding pedagogy, curriculum, studying and evaluate. making plans and coaching are own concerns relating to a person instructor yet this doesn't suggest that lecturers can't study from one another or that wondering making plans and coaching is bigoted. assurance contains frequently overlooked components corresponding to the affective curriculum, language around the curriculum, and homework.

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T h e one I have always preferred is derived from the work of David Kolb. It divides learning into four types, that is, learning from: o o o 0 theory and generalization; the concrete and the particular (see Idea 26); reflection (see Idea 27); activity - 'learning by doing' (see Idea 28). Whichever taxonomy you use, beware of one pitfall in particular. Once you think you have identified a pupil's preferred learning style, the temptation is to teach to that style all the time. We should surely be doing the opposite - helping pupils to develop into broader, more adaptable learners.

G. an email dashed off to a friend) or because you're expert at it. But the chances are that you don't approach all or even most writing tasks like that. What, for example, do you do when you are writing a job application? The likelihood is that you adopt a process approach in which you revisit the text that you are producing. The simplest process model comprises two stages: (1) drafting; (2) checking. Even just adopting that approach - and teaching pupils how to check (see Idea 71) - would, I suggest, improve the quality of much of our pupils' writing.

The difference between snooker balls and humans is merely that one can condition the latter through rewards and punishment punishing drivers for jumping red lights might make them less likely to do so again. Behaviourist planning is most useful where stimuli are clearly distinguishable and classifiable. When I was in the sixth form, for instance, I was taught that (but not why) if the examiner posed a general question, I should make my answer specific - and vice versa. That's a good example of behaviourist teaching.

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