Running head: 21ST CENTURY INSTRUCTIONAL PLAN 1
21ST CENTURY PLAN 2
21st Century Plan
Evelyn F. Eashmond
EDU 645
June 22, 2015
Instructor Orlando
Course: SimpleMathematics
Grade level: 3rd Grade
Population: Twenty-Seven Students
Simple mathematics covers the basic topics like fractions, ratios, percentage, and decimals in seventy minutes, equivalent to one lecture. The class has twenty-seven students enhancing their knowledge in mathematics, fourteen males, and thirteen female. The assessment shows the students are average and a few above average, only a case of two students with special cases –one with a case of dyslexia. The lesson plan has core learning standards, which enhance the comprehension of working out problems that involve fractions, ratios, decimals, and percentage. The other standards involve teaching students how to work out problems involving fractions and decimals as well as relating them to percentages and ratios. Lastly, learners were taught how they can use fractions and decimals in real life scenarios.
“All lessons must have an aim, purpose or objective. The teacher must be clear about the objective to get a successful learning outcome for any block of time. To choose an appropriate lesson aim, the teacher must work "backwards" in each curriculum area” (Golland, 1998). If a student needs extra attention or has issues with fine motor skill, the best outcome is to pair them with an over-achieving student to work the (bubby system). It allows the special needs student to establish a relationship with a classmate with whom they can feel comfortable asking for assistance and decreases dependency on the teacher.
The materials used for learning are a whiteboard, pie charts, fractional visuals models like ribbons, as well as triangular, square, and rectangular models. The pie charts enabled students to relate fractions to real life situations like the various percentage or fractions of goods imported by a country. Triangular, square, and rectangular models were used to help students to draw various fractions and also relate percentages to fractions. The whiteboard is useful for solving problems and writing in various fractions and decimals numbers.
Utilization of Webb’s Depth of Knowledge allows students to have a strong recalling power. Group discussions also allow students to develop teamwork skills and short-term strategic thinking. The problem with the plan is that it is hard to understand if students can apply the concepts in real life situations. It is assumed if students grasp the content in class; then the can use the knowledge acquired to apply to real life scenarios.
The “shift in” instruction employed in the lesson plan is the gate to the complexity that entails scaffolding the learners from simpler prob ...
Running head 21ST CENTURY INSTRUCTIONAL PLAN .docx
1. Running head: 21ST CENTURY INSTRUCTIONAL PLAN
1
21ST CENTURY PLAN
2
21st Century Plan
Evelyn F. Eashmond
EDU 645
June 22, 2015
Instructor Orlando
Course: SimpleMathematics
Grade level: 3rd Grade
Population: Twenty-Seven Students
Simple mathematics covers the basic topics like fractions,
ratios, percentage, and decimals in seventy minutes, equivalent
2. to one lecture. The class has twenty-seven students enhancing
their knowledge in mathematics, fourteen males, and thirteen
female. The assessment shows the students are average and a
few above average, only a case of two students with special
cases –one with a case of dyslexia. The lesson plan has core
learning standards, which enhance the comprehension of
working out problems that involve fractions, ratios, decimals,
and percentage. The other standards involve teaching students
how to work out problems involving fractions and decimals as
well as relating them to percentages and ratios. Lastly, learners
were taught how they can use fractions and decimals in real life
scenarios.
“All lessons must have an aim, purpose or objective. The
teacher must be clear about the objective to get a successful
learning outcome for any block of time. To choose an
appropriate lesson aim, the teacher must work "backwards" in
each curriculum area” (Golland, 1998). If a student needs extra
attention or has issues with fine motor skill, the best outcome is
to pair them with an over-achieving student to work the (bubby
system). It allows the special needs student to establish a
relationship with a classmate with whom they can feel
comfortable asking for assistance and decreases dependency on
the teacher.
The materials used for learning are a whiteboard, pie charts,
fractional visuals models like ribbons, as well as triangular,
square, and rectangular models. The pie charts enabled students
to relate fractions to real life situations like the various
percentage or fractions of goods imported by a country.
Triangular, square, and rectangular models were used to help
students to draw various fractions and also relate percentages to
fractions. The whiteboard is useful for solving problems and
writing in various fractions and decimals numbers.
Utilization of Webb’s Depth of Knowledge allows students to
have a strong recalling power. Group discussions also allow
students to develop teamwork skills and short-term strategic
thinking. The problem with the plan is that it is hard to
3. understand if students can apply the concepts in real life
situations. It is assumed if students grasp the content in class;
then the can use the knowledge acquired to apply to real life
scenarios.
The “shift in” instruction employed in the lesson plan is the
gate to the complexity that entails scaffolding the learners from
simpler problems to a more complex problem. As a result, this
ensures all students whether a fast or slow learner can solve
problems that involve fractions and decimals.
Conclusion
The lesson instruction cognitively engages students through
learning procedures that allow a student to have a master
memory. Therefore, allowing them to apply the lesson learned
to real-life situations. The lesson plan also allows students to
learn systematically from one concept towards another as they
develop their skills and knowledge in working out problems that
involve fractions and decimals. The learnt skills allow the
learners to enhance their degree of cognitive responsibility.
Furthermore, the students can learn independently and enhance
their knowledge of the 21st-century technology and tools.
Lastly, critical thinking allows learners to apply the knowledge
learnt to solve problems and also apply it to real-life situations.
Reference
Golland, J. H. (1998). A lesson plan model for the supervision
of student teaching. Education,
118(3), 376.
International Society for Technology in Education. (n.d.). ISTE
standards for students. Retrieved
from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-
S_PDF.pdf
Lefrançois, G. R. (2013). Of learning and assessment. San
Diego, CA: Bridgepoint Education.
