Lesson Plan 1: Teaching Strategies And Rationale

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Lesson Plan One – Teacher’s Guide
Teaching Strategies and Rationale: For preparing to have a classroom discussion, the class has the opportunity to first share ideas and experiences related to the anticipation guide amongst their peers. The teacher will later then still have the ability to direct where conversations may lead with having the power to dissolve any appropriate/unnecessary conversations. As an ideational hook, having students in small groups of 2-3 to discuss the questions allows them to be comfortable in sharing their ideas while appreciating other’s perspectives. By having an assigned note taker in each group, they take on the responsibility of having some form of ideas being written down, which supports the notion of accountability.
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The questions are all different in that they look at what students already know, while asking them opened-ended questions as in what interests them further on the topic. Teachers can make immediate notes on this for future lessons to incorporate their interests. It is the teacher’s role to have a structure in their lessons that is engaging for the students (Thomas, Lecture, 2016). Students will also need time to discuss what they have learned and discovered through this activity (Thomas, Lecture, 2016). This becomes the goal of the classroom discussion. It shifts the learning from an individual standpoint to a collective one. Misconceptions, past experiences, and even their opinions of using technology as a source can be discussed. Students now become the resource of the lesson! The teacher can also provide their own experiences to act as somewhat of a model and further connect to the students. Conception change is encouraged, as students are exchanging and comparing views of others to their own with the support of the teacher during the discussion. As for the last 10 minutes of each of the lessons, there will be a concept map creation activity. Thomas (2016) states that intellectual demanding …show more content…
They are also given the chance to use technology and/or any other types of resource to find the solutions. A discussion of their reliability and validity can be incorporated. Overall, the anticipation guide assesses the student through two different ways. The first portion of the anticipation guide aims for self-assessment and initiation of prior knowledge to the concept. The second portion serves for the opportunity for students to dissolve any misconceptions for themselves. This provides a sense of variety in the assignment to further motivate their

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