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Write Words or Concepts Associated With The Essential Elements When Planning A Lesson

The document provides guidance on planning effective lessons by listing essential elements to consider, such as grade level, topic, objectives, materials, and assessment. It also discusses the importance of being adaptable teachers who can adjust their methods based on students and changing needs. Assessment of teaching skills and content knowledge is emphasized to continually improve instruction.

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Ever Shekhaina-Xavier
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80 views4 pages

Write Words or Concepts Associated With The Essential Elements When Planning A Lesson

The document provides guidance on planning effective lessons by listing essential elements to consider, such as grade level, topic, objectives, materials, and assessment. It also discusses the importance of being adaptable teachers who can adjust their methods based on students and changing needs. Assessment of teaching skills and content knowledge is emphasized to continually improve instruction.

Uploaded by

Ever Shekhaina-Xavier
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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ctivity 1: 10 points
A
 Write words or concepts associated with the essential elements when planning a lesson.
 Write as many words as possible.
 Analyze the words and group them based into concepts that comprise the essential elements
to be considered when planning a lesson.

ANS.
1. Grade level and subject - List the grade level you’re teaching and the subject of
the lesson
2. TYPE OF LESSON - Explain the type of lesson you’re teaching, such as a daily
or weekly lesson
3. DURATION- Include how long the lesson will take, such as the number of
minutes or class periods
4. TOPIC- In a concise phrase or sentence, share the topic of your lesson
5. OBJECTIVE - explain the overall goal of your lesson. This includes what
students should be able to do or understand by the end of the lesson
6. MATERIALS- Students need the following materials 
7. DIRECTION-
8. ASSESMENT - summarize the format and purpose of the student assessment.
Explain the duration of the assessment and what the teacher should do after
reviewing students’ scores on the assessment Here’s the minute-by-minute
direction list for [type and duration] lesson
Activity2: 10 points
 As you prepare to be a teacher, how would you assess your content knowledge of
your specialization? In terms of your teaching skills, what strategies or techniques
do you know will work if you use it when teaching?
ANS. As a strategy to be an effective future educator you should be a good Teachers
and Adaptable mentors’ effective teachers need to be able to work in a constantly
evolving environment and adjust their teaching methods based on the age of their
students, the resources available and changing curriculum, practices and
requirements. Because Change is a constant. “Learning how to adapt and adjust,
that’s been one of the skills that’s been most helpful. It’s about keeping your finger on
the pulse of who your students are over time and all the trends, standards and new
research, and being able to continually improve.” Adaptability is also one of the key
skills needed to be a teacher who may be educating students of varying grade levels or
different learning styles so it is more effective to be patient on everything and have a
equality education in your room and means you have to be able to adapt based upon
your audience.
Activity 3: On my Own… (20 points)
1. How would you relate the Cone of Experience to the teaching-learning process with
the levels identified by Bruner’s three-tiered model of learning?

ANS. For an effective teaching, the learner I must understand by getting involved
and the provides the condition. In line with effective teaching encourages self-
expression because you cannot teach a man anything, you can only help him find
it within himself” and Dave Cullen continues by saying “You can’t really teach a
kid anything; you can only show him the way and motivate him to learn it
himself.” provides teaching and learning models that allows teachers to
understand how to increase the retention rate of learners by involving the learner.
This means that while the learner participates and get involved in the learning
process by expression, they awaken the sensory organs. This cone of Experience
goes hand in hand.
2. If you teach a lesson on the concept of fractions to a grader, how will you proceed
if you follow the pattern in Dale’s Cone of Experience beginning with the concrete
moving toward the abstract?
ANS. Education is formation, recapitulation; retrospection and reconstruction.
These are all continuous processes of education and only be provided with the
help of experience. Dale was a professor of education at university. He made
several contributions to audio and visual instruction, including a methodology for
analyzing the content of motion pictures Edgar Dale, an expert in audiovisual
education, created a model in his 1946 book Audio-Visual Methods in Teaching
that he named the Cone of Experience to discuss various modalities/channels of
imparting information.

1. What insights have you gained from the TPACK model?


ANS. Since its development of TPACK has been used in numerous research studies
and has become one of the leading theories on educational technology or edtech
integration. TPACK offers and approach for educators who want to implement
technology into their daily instruction by focusing on three types of knowledge these
includes technological Knowledge TK and Pedagogical knowledge PK, Content
knowledge CK this framework emphasizes how connections between all three
components can lead to effective teaching and learning with technology integration.
TPACK is an essential part of the education system today as it incorporates the
growing demand on the use of technology in the classroom as well as continuing the
focus on the content and how we teach it. Therefore, it sets up education for the
future as well as setting up the students for their future.

Figure 2: SAMR Model

Activity 5: (40 points)


Using SAMR, think of how you can integrate a technology tool for each phase to
show the transition from using it to enhance instruction leading to a transformative
use of technology. Design a task that can have a positive effect on student’s learning
outcomes.
ASSESMENT Task for Learning Activities
TASK
Redefinition Creative Assignments with audio feedback in showbie.
Modification Creative projects with strip designer show me and iMovie
Augmentation Google from test with automatic marking script
Substitution Google form test

1. What is the significance of being aware of a theoretical framework (TPACK, SAMR,


Blooms Revised Taxonomy) in preparing to become an effective teacher?

ANS. Being aware of such a model is likely to compel you to focus on structuring
curriculum around that model, rather than around the material. In short, analytical
frameworks tend to distance teachers from both the material they're teaching and the
students. But it really depends on how you're going to teach. If you're planning on
delivering content that has been designed and developed by qualified learning
designers, in a classroom designed by competent educational technologists, then you
don't need to worry about these specific frameworks much. On the other hand, if
you're going to be responsible for lesson/curriculum planning and technology
implementation, then these frameworks will give you a jump-start to ideate these
tasks.

2. What have you learned from this lesson on ASSURE Model?


ANS. ASSURE model is a procedural guide for planning and delivering instructions
that integrates technology and media into the teaching process. It also refers to a
systematic approach of writing lesson plans that helps teachers in organizing
instructional procedures.

Instruction: Interview a secondary teacher of any field of expertise. Ask a for a sample
lesson plan and ask the teacher regarding ASSURE Model in relation to his/her lesson
plan. Then, provide answers on the following task:

Steps Questions Answer


A Who are the learners? Analyze learners
S What students need to know? State Objectives
S What do teachers need to use Select Methods, Media and Materials
for the teaching-learning
process?
U How to the teacher use the Utilize Methods, Media and Materials;
materials?
R How students will be engaged Require Learner Participation
in the learning process?
E What works? What doesn’t? Evaluate and revise

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