Running Head; DEVELOPING A UNIT PLAN 1.docx

Running Head; DEVELOPING A UNIT PLAN
1
DEVELOPING A UNIT PLAN
2
Developing a Unit Plan
Name:
Tanisha Hannah
Institution:
Strayer University
Instructor:
Dr. Antony Jacob
Developing a Unit Plan
1. Unit Topic/Title: Non-verbal Communication
2. Grade Level: 8
3. Course/Discipline: Diploma in Education
4. Time to Complete Unit: Week 12
5. Main Purpose of the Unit Study: This unit will familiarize
students with the different instructional methods which they can
interchangeably use to ensure the effective transfer of skills.
6. Instructional Resources or Technology: The unit will employ
the use of a black board, chalks, class text books, a projector
and videos on learning.
7. Evaluation of Unit: The learning exercise will involve three
continuous assessments and a final comprehensive test.

Additionally, I will observe the understanding of each student
and emphasize on multiple exercises.
Lesson One: Introduction to non-verbal communication
Introduction of the topic: The teacher will introduce the lesson
by helping students basically grasp the nature and importance of
non-verbal communication.
Reading of Course content in class: The student will instruct
students to read through class text as they pause and get an
easier explanation of the same.
Group discussions and real life experience narration: The
teacher will guide students in identifying the various means of
non-verbal communication. Additionally, the teacher will guide
students in class discussion. His will help students to grasp
class content.
Assessment of students: The teacher will observe whether
students have understood through random class questions and
answer and through simplistic observation. Secondly, the
teacher will assign presentation assignments to students.
Additionally, the teacher will give assignment to students to be
worked on individually and in groups.
Lesson Two: Gestures and body movement
A recap of the previous lesson: The teacher will guide students
in identifying the key lessons of the previous class works, most
of which will help build on the next class lessons.
Introduction of the lesson: The teacher will try and relate new
class content with hat was learnt in the previous class. New
concepts will be read aloud from the class course books and
later discussed in class. Students will also understand the basic
concepts of gestures and body movements.
Class activities: While the teacher will help students understand
abstract concepts, students will discuss amongst themselves,
and even role play to communicate meaning through the newly
learnt body movements and gestures. The instructor will also
help students watch videos that will help visual learners as well
as create pleasant learning experiences.
Lesson assessment: The teacher will assess on the understanding

of students through class questions and answers and class
presentations. The teacher will also assess on given assignments
and even through the group engagements.
Lesson Three: Paralanguage and the communication of distances
A recap of the previous class lessons: The teacher will help
students understand the concepts of the previous class and link
them to the today’s lessons so as students to have a connection
of lessons.
Introduction of the lesson: Students will read aloud the contents
of the lesson as the teacher explains and relates the concepts to
real life experiences.
Class activities: The teacher will explain the abstract class
contents so that students will have mental constructs on the
class teachings. Students will watch class video ns on the two
aspects and later discuss amongst themselves in the class.
Lesson assessment: The teacher will assess on the understanding
of students through class questions and answers and class
presentations. The teacher will also assess on given assignments
and even through the group engagements.
Week 1 lesson:
Lesson Plan Development: Class Differentiation
· Describe the demographic section of your lesson plan. This
piece is longer than a real classroom lesson plan, because your
peers need to understand the setting and students in your class.
· Describe the school setting and environment.
· Describe the students’ demographics, including age, gender,
socio-economic class, ability levels (gifted), students with
disabilities, and English Language Learners.
· Include any other pertinent information about the classroom,
such as unusual schedules or other staff who are part of the
classroom.
· What are at least 3 potential advantages to teaching this mix

of students?
· What are at least 2 potential challenges to teaching this mix of
students?
· Respond to at least one of your fellow classmates' entries. Do
you feel that they addressed the advantages and challenges
sufficiently? Do you have any questions about their class
demographics, teaching strategies, or advantages and
challenges?
School Environment and Setting
The school is set up in such a way that there are classrooms.
The school has been built up in such a way that they are
comfortable for learners in all climatic conditions. The
classrooms have electric heaters to ensure they are warm during
winter. In hot summers, the classrooms are fitted with
temperature regulators that help in standardizing the
temperatures. Classrooms are used for academic disciplines.
There are policies that ensure that the classrooms are well
managed (Pelham, Smith, Evans, Bukstein, Gnagy, Greiner, &
Sibley, 2017). The school has a large compound that
accommodates sporting activities with basketball courts, gym,
soccer pitches as well as running tracks available in the
school’s sports complex. There is also an administration
complex where the school’s management offices are based. The
school’s environment is beautified with flowers as well as
beautiful tracts of grass that are often cut to good sizes.
Students Demographics
The current statistics of student’s demographics based on
gender indicate that there are about 47% of boys enrolled in the
school and the remaining 53% is girls. At this point, the school
has not identified any transgender case. The average age of an
8th-grade student around 13-14 years of age with a decreasing
factor of one down the grades. The family backgrounds of the
students in the school are people who come from parents from
different professions. This makes the students be from
backgrounds that are from low to high social classes of the

society (Bayeck, 2016). The school has a population of students
with different academic abilities with some having little ability
and other high abilities. In the policy of the school to natural
talent, different talent abilities are natured through the extra-
curricular docket. Students with physical disabilities account
for 8% of the total school population.
Classroom Information
The school’s classroom environment is set up in such a
way that it is able to accommodate different kinds of students.
There are lamps fitted over stairs in order to help wheel chaired
students access the classrooms. Based on the fact that the
students in the school are of different abilities, there are special
programs that offer specialized programs that offer support to
students with little abilities (Noble, 2017). The classrooms
uphold the common core state standards where special programs
are in place in order to support the learning of English and
Mathematics. In the afternoon, after normal classes, there are
lessons to help willing students with difficulties they are facing
in learning. This is in the efforts of implementing
individualized education programs. Integrated co-teaching
programs are also in place.
Advantages of teaching a mix of student
First, mixed ability classes give an opportunity of accepting,
discussing, and listening to other people’s perspectives. This
helps students to learn from one another and helps them
embrace the differences between themselves. Secondly, it helps
more abled students help the less able students helping them
come up with better ideas (Köttgen, Schröder, Borowski,
Richert, & Isenhardt, 2016). Thirdly, mixed students have the
advantage of helping each other out in class discussions as well
as in brainstorming sessions that help come up with an excellent
solution to problems at hand.

Disadvantages of teaching a mix of students.
There are several disadvantages associated with
teaching a mix of students. First, most textbooks are designed
for a homogeneous environment. Students react to teaching
differently. Therefore, these books are a disadvantage to mixed
student demographics. Problems such as attitude problems
emanate from mixed student's classrooms (Thomson, 2016).
This serves as a disadvantage to mixed student classes.
Raised issues
Issues pertaining to the ratio of boys to girls is a key
concern with no clear explanation for the larger number of girls
as compared to boys despite the fact that the country's statistics
indicate otherwise in the population. Questions of how to deal
with challenges of mixed ability classrooms are also a concern.
References
Bayeck, R. (2016). An exploratory study of MOOC learners'
demographics and motivation: The case of students involved in
groups. Open Praxis, 8(3), 223-233.
Köttgen, L., Schröder, S., Borowski, E., Richert, A., &
Isenhardt, I. (2016). Flipped classroom on top–excellent
teaching through a method-mix. In Automation, Communication
and Cybernetics in Science and Engineering 2015/2016 (pp.
325-338). Springer, Cham.
Noble, D. D. (2017). The classroom arsenal: Military research,
information technology and public education. Routledge.
Pelham, W. E., Smith, B. H., Evans, S. W., Bukstein, O.,
Gnagy, E. M., Greiner, A. R., & Sibley, M. H. (2017). The
effectiveness of short-and long-acting stimulant medications for
adolescents with ADHD in a naturalistic secondary school
setting. Journal of attention disorders, 21(1), 40-45.
Thomson, M. M. (2016). Metaphorical images of schooling:
beliefs about teaching and learning among prospective teachers

from the United States displaying different motivational
profiles. Educational Psychology, 36(3), 502-525.
Week 2 Lesson:
Brainstorming
This is just brainstorming. What would you like to teach? Think
of subjects, activities, lesson hooks, and other items that you
might want to include in your lesson. This doesn't mean you
HAVE to include these things. Here is where you get your ideas
down on paper.
Mention factors that will affect what you can teach, such as
class size, time for lesson, resources, and classroom space.
Respond to at least one of your classmates. Do you have any
suggestions for them?
Brainstorming refers to the process of generating numerous
ideas about the given topic at hand through further evaluations
of the written ideas. Evaluations are not done in the process of
brainstorming of ideas it comes after the idea is generated. An
instructor may begin a brainstorming session by asking a
probing question or introducing a topic which leads to leaners
contributing to the topic before getting down to the main points,
(Kotb, 2016). All learners are encouraged to participate in this
process of coming up with creative ideas that will be evaluated
and analyzed by the instructor later to see if each idea fits in
that particular context. A teacher should always employ the
ability to brainstorm in order to come up with extra teaching
strategies that will help in the development of the lesson.
Making the teaching-learning process to be enjoyable and
interesting it means that the teacher can think of something like
a field trip or a concert which will help learners grip concepts
through an open discussion forum about the problem presented
to them, (Ramadan & Altamimi, 2019)

However, the activities that a teacher may deploy in the
classroom to enhance learning might face several challenges.
Student behavior in the classroom might make the process of
discussing the problem at hand is not achieved. This is done in
the evaluation process where the instructor may find out that the
learners are not well-equipped in that subject area. Gaining the
learners' attention in that subject area may be difficult with
regard to the teaching strategy used. The time assigned for the
lesson may be limited to the learners because they may not be in
a position to capture everything that was to be accomplished. It
may fail to cover and include all the learners, (Cheung, 2015).
Activities like drama and inclusion of song performances of the
content may pose a challenge as a teacher because of the limited
space of the classroom. In case the instructor wants to utilize
concerts or a field trip, resources is another great challenge in
achieving this to improve the teaching-learning process.
References
Cheung, D. (2015). The combined effects of classroom teaching
and learning strategy use on students’ chemistry self-efficacy.
Research in Science Education, 45(1), 101-116.
Kotb, A. G. (2016). Effect of Brainstorming Program on
Teaching Skills for Student's Teacher. Journal of Applied Sports
Science, 6(1).
Ramadan, R. A., & Altamimi, A. B. (2019). BCLO—
Brainstorming and Collaborative Learning Optimization
Algorithms. In Machine Learning Paradigms: Theory and
Application (pp. 393-412). Springer, Cham.
Week 3 Lesson:
Week 3 Lesson Plan Development Scope and Sequence
· From your brainstorming last week, define the subject and
scope of your lesson. Also, define the time you have to teach

your lesson. What classroom/school resources can you use in
your lesson, such as a computer lab, science lab, Smartboard,
manipulatives, space in your classroom for circle time, or
breakout groups?
Topic
From the brainstorming lessons, and issues of improving the
school learning environment. The motivation in this discussion
is the fact that learning environments should be welcoming and
friendly for students. In differentiated learning environments,
platforms that provide functionalities in engaging and learning
new skills are fundamental. Learners can learn an array of
things from this environment through contact learning as well as
indirect learning (McLaughlin, Roth, Glatt, Gharkholonarehe,
Davidson, Griffin, & Mumper, 2014). A wide range of issues to
do with learning environments to enhance learning was brought
forward through brainstorming. Characteristics of good learning
environments were outlined.
Scope
To ensure an effective brainstorming session, the scope
of issues was narrowed down to. The first issue discussed was
based on how learning in school should be connected to the
community. The opinions brought forward indicated that there
is a need for learning to be more connected to the community
and issues in the environment (Rietzschel, Nijstad, & Stroebe,
2014). Students felt that learning concepts connected to the
environment were easier than learning more abstract things.
Students felt that this made learning more interesting and
learning environments being more appealing. The second issue
discussed is the place for creativity and practical work in
learning environments. According to issues raised, learning
environments are more interesting and when creativity and
practical sessions are put in place.

The classroom resources
Class timing
The brainstorming session was initiated in the afternoon
when the temperatures were high and the concentration level for
active learning could not be established. The brainstorming
session was allocated 30 minutes (Okazaki, Mateo, Werner,
Hendricks, Woodbury, Sun, & Cameron, 2015).
Classroom set up
The students were divided into groups of five. Each member of
the group was encouraged to participate in the discussions about
the topic. The session took place in the school's hall where
ample space is available. This was to ensure each group's
independence. Smartboards were provided for every group to
note down its findings.
Particular resources
There are several resources used in brainstorming
sessions. Each student was afforded to write down the
discussion details. Upon completion of the session, the students
were provided with foolscaps that they compiled their results.
Each group was afforded 10 minutes of presentation using a
white board.
Issues raised
Considering the issues raised, some students through
the time allocated per topic should be increased to forty-five
minutes. Students think that the topic that was discussed was

relevant and results can be propagated further to improve the
learning environment.
References
McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe,
N., Davidson, C. A., Griffin, L. M., ... & Mumper, R. J. (2014).
The flipped classroom: a course redesign to foster learning and
engagement in a health professions school. Academic medicine,
89(2), 236-243.
Okazaki, A., Mateo, J., Werner, E., Hendricks, R., Woodbury,
A., Sun, T., & Cameron, G. (2015). U.S. Patent No. 8,954,431.
Washington, DC: U.S. Patent and Trademark Office.
Rawlinson, J. G. (2017). Creative thinking and brainstorming.
Routledge.
Rietzschel, E. F., Nijstad, B. A., & Stroebe, W. (2014). Effects
of the problem scope and creativity instructions on idea
generation and selection. Creativity Research Journal, 26(2),
185-191.
Week 4 Lesson:
Week 4 Lesson Plan Development Standards and Objectives
Standards and Objectives
· Pick a standard from the Common Core Standards, or your
state standards, that you will use in a lesson plan. Write two
objectives for this standard that you will use in your lesson
plan.
Standard and Its Objectives
The common core states initiative has got several standards that
drive it. Among the standards is enhancing research and

evidence-based methods of learning. Research and evidence-
based learning is a method of learning that enables students to
grasp the concepts taught in class by learning through practical
occasions or familiar things in their environments (Nippold,
2016). Apart from learning, it is critical to identify the
understanding of the students through various tests or other
parameters of checking their understanding. There are two
main objectives of evidence-based learning that I intend to
achieve in the classroom. First, I intend to identify the
appropriateness of the teaching strategies I use in the
classroom. Secondly, I plan to establish the level of learning of
my students on the subject.
Tools of Teaching
I will gather relevant books that I can give or
recommend to students to read so that they can gain knowledge
on the subject matter. These books will aid in research on the
subject. Through research, I will be able to foster a deeper
understanding of topics to students. Secondly, I will require to
access the lab facilities for experiments (Parkay, Anctil, &
Hass, 2014). Experiments will help in proving facts from
theoretical research. I will incorporate digital techniques such
as simulations. Simulations will help in enabling the students to
experiment on the issues that are not viable to experiment in a
physical laboratory due to the cost of materials needed or their
inaccessibility. It will also be critical to use random assessment
tests as well as continuous assessment tests. The goal of issuing
this assessment test is to identify the viability of teaching
methods as testing the level of student’s understanding. This
will help in continuously adjusting the teaching methods to suit
the student’s abilities.
Addressing Questions
An issue was raised concerning the issue of the random
assessment test. The student thought that it is a method was a
way of ambushing the student. However, these claims are not
true considering that learning has happened, random assessment

test should not be a problem.
References
Nippold, M. A. (2016). Later language development: School-age
children, adolescents, and young adults. PRO-ED, Inc. 8700
Shoal Creek Boulevard, Austin, TX 78757-6897.
Parkay, F. W., Anctil, E. J., & Hass, G. (2014). Curriculum
leadership: Readings for developing quality educational
programs. Prentice Hall.
Week 5 Lesson:
Week 5 Lesson Plan Development Lesson Outline
· Using the templates in Chapter 6, outline your lesson.
Class differentiation
School setting and environment
A school setting and environment are described based on the
features of the classrooms, provisions, institutional-based health
concerns as well as the discipline and mannerisms advocated for
in the schools. A positive school setting is manifested in
institutions that have good facilities, appropriate classrooms,
fair and precise disciplinary policy and also the availability of
institutional-based health (Zhang, 2015).
Students’ demographics
Students in the class have diverse characteristics such as age,
gender, socio-economic classes and some are disabled. For this
reason, all teachers should understand the uniqueness in all of
the children so that they could assist them in their life
endeavors. During classroom work, teachers should keep in
mind the emotional and socio-cultural requirements of each
student to minimize cultural conflicts that may arise amongst
them. This also makes the learning environment conducive for
the student. Students of different ages and gender also tend to
think in different ways. Therefore, the teachers also ought to

understand the mental developments of the children in such a
way that they do not share with them what might not be
appropriate to them. The disabled students also need special
care and attention from their teachers. The policies governing
all the institutions should incorporate all of these aspects for
smooth learning to occur.
The advantages of teaching a mix of children include;
1. It enables the student to learn what the real world looks like
through combining students with different characteristics as it is
in the real world where there are no segregations at all.
2. There is more diversity in the classrooms which enables the
students to minimize different stereotypes they have about
others in different genders and social classes (Hill, 2017).
3. They maximize the opportunities of the students to improve
their communication skills since they can explore beyond their
personalities.
The challenges of teaching a mix of children include;
1. Having a classroom with both genders may cause
distractions.
2. There may be cultural conflicts whereby students with
different cultures find it hard to interact due to their different
cultural boundaries (Hill, 2017).
References
Hill, D. (2017). Social class and education. In Considering
Class: Theory, Culture and the Media in the 21st Century (pp.
31-50). Brill.
Zhang, Q. F. (2015). Class Differentiation in Rural C hina:
Dynamics of Accumulation, Commodification and State
Intervention. Journal of Agrarian Change, 15(3), 338-365.
Week 6 Lesson:
Week 6 Lesson Plan Development Technology Integration
Technology Integration
· Select a piece of technology, program, or activity to use with
your unit plan topic. Share a brief description and rationale on
the discussion board for the technology piece that you

choose.Bottom of Form
Cloud computing is the actual delivering of demanding
computer services from the application storage and the power
processing center. It enhances the utilization of the central
processing unit, read access memory and storage operating
system. Reasonably, instead of a company establishing its
computing infrastructure or database center, they can rent these
services from other companies that provide an application to
storage from the cloud service provider. One of the significant
advantages of using cloud computing services is the firm avoids
the high cost of maintaining their support service. Ranger, S.
(2012) Besides that, it requires a computer expert due to its
complexity who might be expensive to hire or else they expert
in computing might be limited. Despite the fact, the company
benefits economically from significant delivering of the same
service to a wide range of customers. The aspect of cloud
computing has continued to increase to about a third of the IT
firms' world using it (Froyen & Iverson,2012).
Emerge of technology has added a lot of value in the education
system. Class management has become accessible with a click
of a button and touch of the screen. From the very basic of
using the smartboard that provides an opportunity to save noted
that have been written to the student's portal. ICT tools provide
materials that make the lessons to be more lively without the
lectures using a lot of human effort. Furthermore, the student
gets a clear picture when presentations are done electronically.
It has helped students to saves space and material equipment's
that are required in atypical lessons where technology as not
been appreciated. (Cox and Webb, 2004)
References
(Froyen & Iverson,2012). (n.d.). Benefits of ICT in Education
and Classroom Management. Retrieved from
https://www.ukessays.com/essays/education/benefits-of-ict-in-
education-and-classroom-management-education-essay.php

Market Opportunities in Plastic Fibers: Tecnology, Markets, and
Aplications. (n.d.). Information Gatekeepers.
Ranger, S. (2019, July 1). What is cloud computing? Everything
you need to know about the cloud, explained. Retrieved from
https://www.zdnet.com/article/what-is-cloud-computing-
everything-you-need-to-know-from-public-and-private-cloud-to-
software-as-a/
Week 7 Lesson:
Week 7 Lesson Plan Development
· Describe your instructional strategies. Address how you will
introduce the lesson, teach the main material, wrap up the
lesson, and transition into the assessment. Explain why you
chose each strategy and why you think each one is effective for
each part of your lesson. Some lessons might have one overall
instructional strategy. Some lessons might combine a few
different instructional strategies.
Instructional strategies comprise of all the approaches which
can be utilized by a teacher or trainer to engage students in the
process of learning. The instructional strategies drive a
teacher's instruction as they work to meet particular learning
objectives as well as ensuring that the students who are learning
are equipped with the tools they require to be
successful(Tate,2015). I would use the learning menu,
instructional strategy and choice board. Introducing a lesson
may sometimes be challenging. As for me if I were to introduce
a topic, I will consider the following. First, I will introduce
myself to the learners. I will also describe what I do. Secondly,
I will stimulate thinking by asking various questions. Under the
introduction part, I will also mention the strategies which we
will use to cover the lesson, for instance study for a specific
period, go out for a short break and come back. I will also
mention the most important aspects of the lesson which the
student need to put a lot of effort to ensure that they understand
all the concepts.

I will also mention the main book which will be used for this
lesson; the students will have to refer to this book to ensure that
they understand all the concepts. Upon completion of the
training session, I will issue a few questions to my students to
evaluate whether they have understood the major concepts in
the lesson. There are several reasons as to why I chose the two
instructional strategies which are learning menu and choice
board. First, these two instructional strategies address the
lessons content effectively, for instance, the choice board gives
the students options to as to what activities to complete so that
they meet the requirements of the lesson being
taught(Moore,2014). ). Additionally, this instructional strategy
applies to multiple intelligences, and that's why I would prefer
using it. Lastly, I would also choose a learning menu because it
allows the students to choose which tasks in the menu that they
would like to complete.
References
Tate, M. L. (Ed.). (2015). Worksheets don't grow dendrites: 20
instructional strategies that engage the brain. Corwin Press.
Moore, K. D. (2014). Effective instructional strategies: From
theory to practice. Sage Publications.
Week 8 Lesson:
Week 8 Lesson Plan Development Questioning Strategy
Questioning Strategy
Write at least 3 questions that you will integrate into your
lesson. One must be aimed at challenging learners in your class.
One question must be aimed at the gifted or advanced learners
in your class. One must be a divergent question to the whole
class.
Describe when and how you will use these questions.
Effective questioning strategies are relevant since they capture

the attention of students, thus facilitate an active and positive
learning environment while also fostering the student
involvement. Appropriate strategies that necessitate asking and
responding to questions, along with listening enables the
instructors to get students to answer the asked questions. It is
essential to ask questions early enough in the course because it
sets a tone for an active learning environment. In terms of cloud
computing course, students need to understand the implications
and effects the technology poses to business organizations and
understanding the perceptions behind migrating to the cloud are
essential. Therefore, it is vital to consider the high-level,
divergent, structured and single questions as depicted below.
i) How do I determine whether the cloud is relevant
to my business?
This can be considered as a high levelled question because it
needs evaluation and synthesis. This question will rote memory
and strive towards understanding the course content. By
embracing this question, it is easy to evaluate whether the
learners clearly understand the material and also encourages
engagements. Additionally, this question is challenging to the
learners as they need to understand the effectiveness of the
cloud to the business enterprise.
i) What are the primary workloads to move to the
cloud?
This question can be regarded as structured since they point out
towards a particular context. This question is directed to the
advanced learners who clearly understand the significance of
cloud to business organizations. The workloads options for
moving to the cloud largely depends on the cloud and business
strategy. I will use this question to elaborate on what needs to
be moved to a cloud environment. Typically, running the IT
environment, Application-based workloads along with Test and
Dev operations are the primary workloads worth considering.
ii) What are some of the security parameters needed
for the cloud?
This is a different question because it can be answered with

multiple answers and can be answered by every learner in the
course. This question will help to disclose the existing security
parameters that guarantee data security and availability, even in
case of a cyberattack. The issue will prompt the students to
understand the need for ensuring physical security, encryption
and identity management. At the same time, the learners will be
in a position to learn about the significance of business
continuity plans and also the security practices required at the
data centre locations.
References
BomanFeb, S. (2019, February 19). 10 Commonly Asked
Questions About Cloud Computing. Retrieved from
https://blog.newcloudnetworks.com/10-commonly-asked-
questions-about-cloud-computing
Question Strategies. (2019, March 4). Retrieved from
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-
resources/teaching-tips/alternatives-
lecturing/questions/question-strategies
Week 9 Lesson:
Assessment
What is your objective and overall assessment strategy? (What
do you want students to know and how will you know it?)
Question 1: What is your objective and overall assessment
strategy?
My objective, for instance, in an Arts course, would be for my
students would be for them to demonstrate the understanding of
art theories that we learned in class throughout the weeks. In
order for them to do this, they should use them and apply the
practical methodologies that we talked about in quality to the
task in which they would be performing. The students should be
able to have an inner connection with their art and be able to
explain every single detail that is contained in it. The projects

should be finished on times, and prior submission of an optional
draft could be made to ensure that my professional opinion is
built on the work for appropriate revision, as well as additional
information.
For the assessment, there are various factors that I will be
considering. First, the submission time by the students will be
highly regarded, and late submissions will attract penalties. The
second aspect of assessment would be proof that the work
belongs to the student and not any other person. The students'
artworks should all depict the theories and techniques that they
were supposed to, as well as instruction from the questions,
should be followed to the latter. The assessment strategy also
implies that the student should provide references to their work.
The work should be done and submitted in a manner that means
that a student did it. The students should be able to clearly
explain the art project, as well as maintain the notes that it
contains until it is a better project.
References:
Carnegie Mellon University. (2019). Align Assessments,
Objectives, Instructional Strategies - Eberly Center - Carnegie
Mellon University. Retrieved from
https://www.cmu.edu/teaching/assessment/basics/alignment.htm
l
http://home.oise.utoronto.ca/~hinwood/art_assessment.htmOise.
(2014). Assessment Strategies. Retrieved from
Week 1 lesson:
Lesson Plan Development: Class Differentiation

· Describe the demographic section of your lesson plan. This
piece is longer than a real classroom lesson plan, because your
peers need to understand the setting and students in your class.
· Describe the school setting and environment.
· Describe the students’ demographics, including age, gender,
socio-economic class, ability levels (gifted), students with
disabilities, and English Language Learners.
· Include any other pertinent information about the classroom,
such as unusual schedules or other staff who are part of the
classroom.
· What are at least 3 potential advantages to teaching this mix
of students?
· What are at least 2 potential challenges to teaching this mix of
students?
· Respond to at least one of your fellow classmates' entries. Do
you feel that they addressed the advantages and challenges
sufficiently? Do you have any questions about their class
demographics, teaching strategies, or advantages and
challenges?
School Environment and Setting
The school is set up in such a way that there are classrooms.
The school has been built up in such a way that they are
comfortable for learners in all climatic conditions. The
classrooms have electric heaters to ensure they are warm during
winter. In hot summers, the classrooms are fitted with
temperature regulators that help in standardizing the
temperatures. Classrooms are used for academic disciplines.
There are policies that ensure that the classrooms are well
managed (Pelham, Smith, Evans, Bukstein, Gnagy, Greiner, &
Sibley, 2017). The school has a large compound that
accommodates sporting activities with basketball courts, gym,
soccer pitches as well as running tracks available in the
school’s sports complex. There is also an administration
complex where the school’s management offices are based. The
school’s environment is beautified with flowers as well as
beautiful tracts of grass that are often cut to good sizes.

Students Demographics
The current statistics of student’s demographics based on
gender indicate that there are about 47% of boys enrolled in the
school and the remaining 53% is girls. At this point, the school
has not identified any transgender case. The average age of an
8th-grade student around 13-14 years of age with a decreasing
factor of one down the grades. The family backgrounds of the
students in the school are people who come from parents from
different professions. This makes the students be from
backgrounds that are from low to high social classes of the
society (Bayeck, 2016). The school has a population of students
with different academic abilities with some having little ability
and other high abilities. In the policy of the school to natural
talent, different talent abilities are natured through the extra-
curricular docket. Students with physical disabilities account
for 8% of the total school population.
Classroom Information
The school’s classroom environment is set up in such a
way that it is able to accommodate different kinds of students.
There are lamps fitted over stairs in order to help wheel chaired
students access the classrooms. Based on the fact that the
students in the school are of different abilities, there are special
programs that offer specialized programs that offer support to
students with little abilities (Noble, 2017). The classrooms
uphold the common core state standards where special programs
are in place in order to support the learning of English and
Mathematics. In the afternoon, after normal classes, there are
lessons to help willing students with difficulties they are facing
in learning. This is in the efforts of implementing
individualized education programs. Integrated co-teaching
programs are also in place.
Advantages of teaching a mix of student
First, mixed ability classes give an opportunity of accepting,

discussing, and listening to other people’s perspectives. This
helps students to learn from one another and helps them
embrace the differences between themselves. Secondly, it helps
more abled students help the less able students helping them
come up with better ideas (Köttgen, Schröder, Borowski,
Richert, & Isenhardt, 2016). Thirdly, mixed students have the
advantage of helping each other out in class discussions as well
as in brainstorming sessions that help come up with an excellent
solution to problems at hand.
Disadvantages of teaching a mix of students.
There are several disadvantages associated with
teaching a mix of students. First, most textbooks are designed
for a homogeneous environment. Students react to teaching
differently. Therefore, these books are a disadvantage to mixed
student demographics. Problems such as attitude problems
emanate from mixed student's classrooms (Thomson, 2016).
This serves as a disadvantage to mixed student classes.
Raised issues
Issues pertaining to the ratio of boys to girls is a key
concern with no clear explanation for the larger number of girls
as compared to boys despite the fact that the country's statistics
indicate otherwise in the population. Questions of how to deal
with challenges of mixed ability classrooms are also a concern.
References
Bayeck, R. (2016). An exploratory study of MOOC learners'
demographics and motivation: The case of students involved in
groups. Open Praxis, 8(3), 223-233.
Köttgen, L., Schröder, S., Borowski, E., Richert, A., &
Isenhardt, I. (2016). Flipped classroom on top–excellent
teaching through a method-mix. In Automation, Communication

and Cybernetics in Science and Engineering 2015/2016 (pp.
325-338). Springer, Cham.
Noble, D. D. (2017). The classroom arsenal: Military research,
information technology and public education. Routledge.
Pelham, W. E., Smith, B. H., Evans, S. W., Bukstein, O.,
Gnagy, E. M., Greiner, A. R., & Sibley, M. H. (2017). The
effectiveness of short-and long-acting stimulant medications for
adolescents with ADHD in a naturalistic secondary school
setting. Journal of attention disorders, 21(1), 40-45.
Thomson, M. M. (2016). Metaphorical images of schooling:
beliefs about teaching and learning among prospective teachers
from the United States displaying different motivational
profiles. Educational Psychology, 36(3), 502-525.
Week 2 Lesson:
Brainstorming
This is just brainstorming. What would you like to teach? Think
of subjects, activities, lesson hooks, and other items that you
might want to include in your lesson. This doesn't mean you
HAVE to include these things. Here is where you get your ideas
down on paper.
Mention factors that will affect what you can teach, such as
class size, time for lesson, resources, and classroom space.
Respond to at least one of your classmates. Do you have any
suggestions for them?
Brainstorming refers to the process of generating numerous
ideas about the given topic at hand through further evaluations
of the written ideas. Evaluations are not done in the process of
brainstorming of ideas it comes after the idea is generated. An
instructor may begin a brainstorming session by asking a
probing question or introducing a topic which leads to leaners
contributing to the topic before getting down to the main points,
(Kotb, 2016). All learners are encouraged to participate in this

process of coming up with creative ideas that will be evaluated
and analyzed by the instructor later to see if each idea fits in
that particular context. A teacher should always employ the
ability to brainstorm in order to come up with extra teaching
strategies that will help in the development of the lesson.
Making the teaching-learning process to be enjoyable and
interesting it means that the teacher can think of something like
a field trip or a concert which will help learners grip concepts
through an open discussion forum about the problem presented
to them, (Ramadan & Altamimi, 2019)
However, the activities that a teacher may deploy in the
classroom to enhance learning might face several challenges.
Student behavior in the classroom might make the process of
discussing the problem at hand is not achieved. This is done in
the evaluation process where the instructor may find out that the
learners are not well-equipped in that subject area. Gaining the
learners' attention in that subject area may be difficult with
regard to the teaching strategy used. The time assigned for the
lesson may be limited to the learners because they may not be in
a position to capture everything that was to be accomplished. It
may fail to cover and include all the learners, (Cheung, 2015).
Activities like drama and inclusion of song performances of the
content may pose a challenge as a teacher because of the limited
space of the classroom. In case the instructor wants to utilize
concerts or a field trip, resources is another great challenge in
achieving this to improve the teaching-learning process.
References
Cheung, D. (2015). The combined effects of classroom teaching
and learning strategy use on students’ chemistry self-efficacy.
Research in Science Education, 45(1), 101-116.
Kotb, A. G. (2016). Effect of Brainstorming Program on
Teaching Skills for Student's Teacher. Journal of Applied Sports

Science, 6(1).
Ramadan, R. A., & Altamimi, A. B. (2019). BCLO—
Brainstorming and Collaborative Learning Optimization
Algorithms. In Machine Learning Paradigms: Theory and
Application (pp. 393-412). Springer, Cham.
Week 3 Lesson:
Week 3 Lesson Plan Development Scope and Sequence
· From your brainstorming last week, define the subject and
scope of your lesson. Also, define the time you have to teach
your lesson. What classroom/school resources can you use in
your lesson, such as a computer lab, science lab, Smartboard,
manipulatives, space in your classroom for circle time, or
breakout groups?
Topic
From the brainstorming lessons, and issues of improving the
school learning environment. The motivation in this discussion
is the fact that learning environments should be welcoming and
friendly for students. In differentiated learning environments,
platforms that provide functionalities in engaging and learning
new skills are fundamental. Learners can learn an array of
things from this environment through contact learning as well as
indirect learning (McLaughlin, Roth, Glatt, Gharkholonarehe,
Davidson, Griffin, & Mumper, 2014). A wide range of issues to
do with learning environments to enhance learning was brought
forward through brainstorming. Characteristics of good learning
environments were outlined.
Scope
To ensure an effective brainstorming session, the scope
of issues was narrowed down to. The first issue discussed was
based on how learning in school should be connected to the

community. The opinions brought forward indicated that there
is a need for learning to be more connected to the community
and issues in the environment (Rietzschel, Nijstad, & Stroebe,
2014). Students felt that learning concepts connected to the
environment were easier than learning more abstract things.
Students felt that this made learning more interesting and
learning environments being more appealing. The second issue
discussed is the place for creativity and practical work in
learning environments. According to issues raised, learning
environments are more interesting and when creativity and
practical sessions are put in place.
The classroom resources
Class timing
The brainstorming session was initiated in the afternoon
when the temperatures were high and the concentration level for
active learning could not be established. The brainstorming
session was allocated 30 minutes (Okazaki, Mateo, Werner,
Hendricks, Woodbury, Sun, & Cameron, 2015).
Classroom set up
The students were divided into groups of five. Each member of
the group was encouraged to participate in the discussions about
the topic. The session took place in the school's hall where
ample space is available. This was to ensure each group's
independence. Smartboards were provided for every group to
note down its findings.
Particular resources
There are several resources used in brainstorming

sessions. Each student was afforded to write down the
discussion details. Upon completion of the session, the students
were provided with foolscaps that they compiled their results.
Each group was afforded 10 minutes of presentation using a
white board.
Issues raised
Considering the issues raised, some students through
the time allocated per topic should be increased to forty-five
minutes. Students think that the topic that was discussed was
relevant and results can be propagated further to improve the
learning environment.
References
McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe,
N., Davidson, C. A., Griffin, L. M., ... & Mumper, R. J. (2014).
The flipped classroom: a course redesign to foster learning and
engagement in a health professions school. Academic medicine,
89(2), 236-243.
Okazaki, A., Mateo, J., Werner, E., Hendricks, R., Woodbury,
A., Sun, T., & Cameron, G. (2015). U.S. Patent No. 8,954,431.
Washington, DC: U.S. Patent and Trademark Office.
Rawlinson, J. G. (2017). Creative thinking and brainstorming.
Routledge.
Rietzschel, E. F., Nijstad, B. A., & Stroebe, W. (2014). Effects
of the problem scope and creativity instructions on idea
generation and selection. Creativity Research Journal, 26(2),
185-191.

Week 4 Lesson:
Week 4 Lesson Plan Development Standards and Objectives
Standards and Objectives
· Pick a standard from the Common Core Standards, or your
state standards, that you will use in a lesson plan. Write two
objectives for this standard that you will use in your lesson
plan.
Standard and Its Objectives
The common core states initiative has got several standards that
drive it. Among the standards is enhancing research and
evidence-based methods of learning. Research and evidence-
based learning is a method of learning that enables students to
grasp the concepts taught in class by learning through practical
occasions or familiar things in their environments (Nippold,
2016). Apart from learning, it is critical to identify the
understanding of the students through various tests or other
parameters of checking their understanding. There are two
main objectives of evidence-based learning that I intend to
achieve in the classroom. First, I intend to identify the
appropriateness of the teaching strategies I use in the
classroom. Secondly, I plan to establish the level of learning of
my students on the subject.
Tools of Teaching
I will gather relevant books that I can give or
recommend to students to read so that they can gain knowledge
on the subject matter. These books will aid in research on the
subject. Through research, I will be able to foster a deeper
understanding of topics to students. Secondly, I will require to
access the lab facilities for experiments (Parkay, Anctil, &
Hass, 2014). Experiments will help in proving facts from
theoretical research. I will incorporate digital techniques such
as simulations. Simulations will help in enabling the students to
experiment on the issues that are not viable to experiment in a
physical laboratory due to the cost of materials needed or their
inaccessibility. It will also be critical to use random assessment

tests as well as continuous assessment tests. The goal of issuing
this assessment test is to identify the viability of teaching
methods as testing the level of student’s understanding. This
will help in continuously adjusting the teaching methods to suit
the student’s abilities.
Addressing Questions
An issue was raised concerning the issue of the random
assessment test. The student thought that it is a method was a
way of ambushing the student. However, these claims are not
true considering that learning has happened, random assessment
test should not be a problem.
References
Nippold, M. A. (2016). Later language development: School-age
children, adolescents, and young adults. PRO-ED, Inc. 8700
Shoal Creek Boulevard, Austin, TX 78757-6897.
Parkay, F. W., Anctil, E. J., & Hass, G. (2014). Curriculum
leadership: Readings for developing quality educational
programs. Prentice Hall.
Week 5 Lesson:
Week 5 Lesson Plan Development Lesson Outline
· Using the templates in Chapter 6, outline your lesson.
Class differentiation
School setting and environment
A school setting and environment are described based on the
features of the classrooms, provisions, institutional-based health
concerns as well as the discipline and mannerisms advocated for
in the schools. A positive school setting is manifested in
institutions that have good facilities, appropriate classrooms,
fair and precise disciplinary policy and also the availability of
institutional-based health (Zhang, 2015).

Students’ demographics
Students in the class have diverse characteristics such as age,
gender, socio-economic classes and some are disabled. For this
reason, all teachers should understand the uniqueness in all of
the children so that they could assist them in their life
endeavors. During classroom work, teachers should keep in
mind the emotional and socio-cultural requirements of each
student to minimize cultural conflicts that may arise amongst
them. This also makes the learning environment conducive for
the student. Students of different ages and gender also tend to
think in different ways. Therefore, the teachers also ought to
understand the mental developments of the children in such a
way that they do not share with them what might not be
appropriate to them. The disabled students also need special
care and attention from their teachers. The policies governing
all the institutions should incorporate all of these aspects for
smooth learning to occur.
The advantages of teaching a mix of children include;
1. It enables the student to learn what the real world looks like
through combining students with different characteristics as it is
in the real world where there are no segregations at all.
2. There is more diversity in the classrooms which enables the
students to minimize different stereotypes they have about
others in different genders and social classes (Hill, 2017).
3. They maximize the opportunities of the students to improve
their communication skills since they can explore beyond their
personalities.
The challenges of teaching a mix of children include;
1. Having a classroom with both genders may cause
distractions.
2. There may be cultural conflicts whereby students with
different cultures find it hard to interact due to their different
cultural boundaries (Hill, 2017).
References
Hill, D. (2017). Social class and education. In Considering
Class: Theory, Culture and the Media in the 21st Century (pp.

31-50). Brill.
Zhang, Q. F. (2015). Class Differentiation in Rural C hina:
Dynamics of Accumulation, Commodification and State
Intervention. Journal of Agrarian Change, 15(3), 338-365.
Week 6 Lesson:
Week 6 Lesson Plan Development Technology Integration
Technology Integration
· Select a piece of technology, program, or activity to use with
your unit plan topic. Share a brief description and rationale on
the discussion board for the technology piece that you
choose.Bottom of Form
Cloud computing is the actual delivering of demanding
computer services from the application storage and the power
processing center. It enhances the utilization of the central
processing unit, read access memory and storage operating
system. Reasonably, instead of a company establishing its
computing infrastructure or database center, they can rent these
services from other companies that provide an application to
storage from the cloud service provider. One of the significant
advantages of using cloud computing services is the firm avoids
the high cost of maintaining their support service. Ranger, S.
(2012) Besides that, it requires a computer expert due to its
complexity who might be expensive to hire or else they expert
in computing might be limited. Despite the fact, the company
benefits economically from significant delivering of the same
service to a wide range of customers. The aspect of cloud
computing has continued to increase to about a third of the IT
firms' world using it (Froyen & Iverson,2012).
Emerge of technology has added a lot of value in the education
system. Class management has become accessible with a click
of a button and touch of the screen. From the very basic of
using the smartboard that provides an opportunity to save noted
that have been written to the student's portal. ICT tools provide

materials that make the lessons to be more lively without the
lectures using a lot of human effort. Furthermore, the student
gets a clear picture when presentations are done electronically.
It has helped students to saves space and material equipment's
that are required in atypical lessons where technology as not
been appreciated. (Cox and Webb, 2004)
References
(Froyen & Iverson,2012). (n.d.). Benefits of ICT in Education
and Classroom Management. Retrieved from
https://www.ukessays.com/essays/education/benefits-of-ict-in-
education-and-classroom-management-education-essay.php
Market Opportunities in Plastic Fibers: Tecnology, Markets, and
Aplications. (n.d.). Information Gatekeepers.
Ranger, S. (2019, July 1). What is cloud computing? Everything
you need to know about the cloud, explained. Retrieved from
https://www.zdnet.com/article/what-is-cloud-computing-
everything-you-need-to-know-from-public-and-private-cloud-to-
software-as-a/
Week 7 Lesson:
Week 7 Lesson Plan Development
· Describe your instructional strategies. Address how you will
introduce the lesson, teach the main material, wrap up the
lesson, and transition into the assessment. Explain why you
chose each strategy and why you think each one is effective for
each part of your lesson. Some lessons might have one overall
instructional strategy. Some lessons might combine a few
different instructional strategies.
Instructional strategies comprise of all the approaches which
can be utilized by a teacher or trainer to engage students in the
process of learning. The instructional strategies drive a
teacher's instruction as they work to meet particular learning
objectives as well as ensuring that the students who are learning
are equipped with the tools they require to be
successful(Tate,2015). I would use the learning menu,

instructional strategy and choice board. Introducing a lesson
may sometimes be challenging. As for me if I were to introduce
a topic, I will consider the following. First, I will introduce
myself to the learners. I will also describe what I do. Secondly,
I will stimulate thinking by asking various questions. Under the
introduction part, I will also mention the strategies which we
will use to cover the lesson, for instance study for a specific
period, go out for a short break and come back. I will also
mention the most important aspects of the lesson which the
student need to put a lot of effort to ensure that they understand
all the concepts.
I will also mention the main book which will be used for this
lesson; the students will have to refer to this book to ensure that
they understand all the concepts. Upon completion of the
training session, I will issue a few questions to my students to
evaluate whether they have understood the major concepts in
the lesson. There are several reasons as to why I chose the two
instructional strategies which are learning menu and choice
board. First, these two instructional strategies address the
lessons content effectively, for instance, the choice board gives
the students options to as to what activities to complete so that
they meet the requirements of the lesson being
taught(Moore,2014). ). Additionally, this instructional strategy
applies to multiple intelligences, and that's why I would prefer
using it. Lastly, I would also choose a learning menu because it
allows the students to choose which tasks in the menu that they
would like to complete.
References
Tate, M. L. (Ed.). (2015). Worksheets don't grow dendrites: 20
instructional strategies that engage the brain. Corwin Press.
Moore, K. D. (2014). Effective instructional strategies: From
theory to practice. Sage Publications.

Week 8 Lesson:
Week 8 Lesson Plan Development Questioning Strategy
Questioning Strategy
Write at least 3 questions that you will integrate into your
lesson. One must be aimed at challenging learners in your class.
One question must be aimed at the gifted or advanced learners
in your class. One must be a divergent question to the whole
class.
Describe when and how you will use these questions.
Effective questioning strategies are relevant since they capture
the attention of students, thus facilitate an active and positive
learning environment while also fostering the student
involvement. Appropriate strategies that necessitate asking and
responding to questions, along with listening enables the
instructors to get students to answer the asked questions. It is
essential to ask questions early enough in the course because it
sets a tone for an active learning environment. In terms of cloud
computing course, students need to understand the implications
and effects the technology poses to business organizations and
understanding the perceptions behind migrating to the cloud are
essential. Therefore, it is vital to consider the high-level,
divergent, structured and single questions as depicted below.
i) How do I determine whether the cloud is relevant
to my business?
This can be considered as a high levelled question because it
needs evaluation and synthesis. This question will rote memory
and strive towards understanding the course content. By
embracing this question, it is easy to evaluate whether the
learners clearly understand the material and also encourages
engagements. Additionally, this question is challenging to the
learners as they need to understand the effectiveness of the
cloud to the business enterprise.
i) What are the primary workloads to move to the
cloud?
This question can be regarded as structured since they point out

towards a particular context. This question is directed to the
advanced learners who clearly understand the significance of
cloud to business organizations. The workloads options for
moving to the cloud largely depends on the cloud and business
strategy. I will use this question to elaborate on what needs to
be moved to a cloud environment. Typically, running the IT
environment, Application-based workloads along with Test and
Dev operations are the primary workloads worth considering.
ii) What are some of the security parameters needed
for the cloud?
This is a different question because it can be answered with
multiple answers and can be answered by every learner in the
course. This question will help to disclose the existing security
parameters that guarantee data security and availability, even in
case of a cyberattack. The issue will prompt the students to
understand the need for ensuring physical security, encryption
and identity management. At the same time, the learners will be
in a position to learn about the significance of business
continuity plans and also the security practices required at the
data centre locations.
References
BomanFeb, S. (2019, February 19). 10 Commonly Asked
Questions About Cloud Computing. Retrieved from
https://blog.newcloudnetworks.com/10-commonly-asked-
questions-about-cloud-computing
Question Strategies. (2019, March 4). Retrieved from
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-
resources/teaching-tips/alternatives-
lecturing/questions/question-strategies
Week 9 Lesson:
Assessment
What is your objective and overall assessment strategy? (What
do you want students to know and how will you know it?)

Question 1: What is your objective and overall assessment
strategy?
My objective, for instance, in an Arts course, would be for my
students would be for them to demonstrate the understanding of
art theories that we learned in class throughout the weeks. In
order for them to do this, they should use them and apply the
practical methodologies that we talked about in quality to the
task in which they would be performing. The students should be
able to have an inner connection with their art and be able to
explain every single detail that is contained in it. The projects
should be finished on times, and prior submission of an optional
draft could be made to ensure that my professional opinion is
built on the work for appropriate revision, as well as additional
information.
For the assessment, there are various factors that I will be
considering. First, the submission time by the students will be
highly regarded, and late submissions will attract penalties. The
second aspect of assessment would be proof that the work
belongs to the student and not any other person. The students'
artworks should all depict the theories and techniques that they
were supposed to, as well as instruction from the questions,
should be followed to the latter. The assessment strategy also
implies that the student should provide references to their work.
The work should be done and submitted in a manner that means
that a student did it. The students should be able to clearly
explain the art project, as well as maintain the notes that it
contains until it is a better project.
References:
Carnegie Mellon University. (2019). Align Assessments,
Objectives, Instructional Strategies - Eberly Center - Carnegie
Mellon University. Retrieved from
https://www.cmu.edu/teaching/assessment/basics/alignment.htm
l

http://home.oise.utoronto.ca/~hinwood/art_assessment.htmOise.
(2014). Assessment Strategies. Retrieved from

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