This document discusses ways to vary an existing lesson plan to keep it fresh. It can be varied by:
1. Differentiating the content by incorporating more modern allegories that students are familiar with, like The Matrix, to compare to Plato's Allegory of the Cave.
2. Varying instructional strategies, like using PowerPoint during lectures or showing a video of the allegory.
3. Changing the end product used to demonstrate mastery, like having students explain another allegory or write about a time of personal change.
4. Altering the learning environment, such as doing an activity outside or adding technology like a projector, to engage different learning styles. Varying
The document summarizes a research project that investigated how using puppets in primary science lessons impacted student and teacher discourse. 16 teachers were observed teaching typical science lessons and lessons where they used puppets. Lessons using puppets showed increases in student reasoning talk and decreases in teacher provision of information. Teachers also reported changing their practice, such as including more opportunities for student discussion. The researchers concluded that puppets can promote more dialogic teaching styles and positive changes in teacher beliefs and practices around classroom talk.
Teachers have been using puppets in primary school science lessons to encourage more productive talking among students. Puppets stimulate discussion as students are motivated to explain their ideas to the puppets. In one lesson, puppets Liam and Ruby disagreed about how streamline shape affects a penguin's movement in water, prompting students to discuss which idea was right. Puppets have helped shy students talk more and given teachers more insight into students' understanding. The project found puppets most effective when teachers developed distinct puppet personalities and identities for students to engage with.
This certificate certifies that Myron Miller has met all requirements to teach various subjects in Florida from 2014 to 2019. It shows Miller's coverage in educational leadership, elementary education, English, and mathematics according to Florida statutes and rules. The certificate is signed by the Deputy Chancellor for Educator Quality and Commissioner of Education and was issued on July 15, 2013.
1. The document analyzes the investment performance of shares in Fauji Fertilizer Company (FFC) over 11 years from 2004 to 2014 compared to other investments.
2. Buying 100 shares of FFC for Rs. 10,000 in 2004 and reinvesting dividends earned 460 shares worth Rs. 50,600 today, along with Rs. 39,847 in dividends earned.
3. Other investments such as term deposits, US dollars, and gold provided lower returns over the same period compared to the FFC shares.
This curriculum vitae summarizes the educational and professional experience of Joseph H. Tarnecki. He received his M.A. in 2014 and B.S. in 2009 in Biology and Marine Biology from the University of West Florida. His work experience includes positions as an ecological consultant, biological scientist, and laboratory manager. He has extensive research experience studying reef fish ecology in the Gulf of Mexico. He is proficient in various field sampling techniques and data analysis methods.
Dokumen ini menjelaskan cara instalasi dan konfigurasi dasar MariaDB beserta penjelasan singkat tentang perintah-perintah DDL dan DML dasar untuk membuat database, tabel, menambahkan data, dan mengubah atau menghapus data.
The document summarizes a research project that investigated how using puppets in primary science lessons impacted student and teacher discourse. 16 teachers were observed teaching typical science lessons and lessons where they used puppets. Lessons using puppets showed increases in student reasoning talk and decreases in teacher provision of information. Teachers also reported changing their practice, such as including more opportunities for student discussion. The researchers concluded that puppets can promote more dialogic teaching styles and positive changes in teacher beliefs and practices around classroom talk.
Teachers have been using puppets in primary school science lessons to encourage more productive talking among students. Puppets stimulate discussion as students are motivated to explain their ideas to the puppets. In one lesson, puppets Liam and Ruby disagreed about how streamline shape affects a penguin's movement in water, prompting students to discuss which idea was right. Puppets have helped shy students talk more and given teachers more insight into students' understanding. The project found puppets most effective when teachers developed distinct puppet personalities and identities for students to engage with.
This certificate certifies that Myron Miller has met all requirements to teach various subjects in Florida from 2014 to 2019. It shows Miller's coverage in educational leadership, elementary education, English, and mathematics according to Florida statutes and rules. The certificate is signed by the Deputy Chancellor for Educator Quality and Commissioner of Education and was issued on July 15, 2013.
1. The document analyzes the investment performance of shares in Fauji Fertilizer Company (FFC) over 11 years from 2004 to 2014 compared to other investments.
2. Buying 100 shares of FFC for Rs. 10,000 in 2004 and reinvesting dividends earned 460 shares worth Rs. 50,600 today, along with Rs. 39,847 in dividends earned.
3. Other investments such as term deposits, US dollars, and gold provided lower returns over the same period compared to the FFC shares.
This curriculum vitae summarizes the educational and professional experience of Joseph H. Tarnecki. He received his M.A. in 2014 and B.S. in 2009 in Biology and Marine Biology from the University of West Florida. His work experience includes positions as an ecological consultant, biological scientist, and laboratory manager. He has extensive research experience studying reef fish ecology in the Gulf of Mexico. He is proficient in various field sampling techniques and data analysis methods.
Dokumen ini menjelaskan cara instalasi dan konfigurasi dasar MariaDB beserta penjelasan singkat tentang perintah-perintah DDL dan DML dasar untuk membuat database, tabel, menambahkan data, dan mengubah atau menghapus data.
This document provides instructions for an assignment on data and file structures for the MCS-021 course. It outlines four questions to answer for the assignment, which is worth 100 marks total and 25% of the course grade. Students must answer all four questions, with each question worth 20 marks. The assignment should be submitted by October 15th, 2013 for the July 2013 session or April 15th, 2014 for the January 2014 session. Question 1 asks students to write an algorithm for implementing doubly linked lists.
تم حفل افتتاح بيت الاباء للاطفال المصابين بالسرطان وابائهم في سرايفوا بحضور شخصيات بوسنية وعالمية مهمة
ويعد هذا البيت هو الاول من نوعه في البوسنة
و يتميز بتوفير سكن بشكل مستمر للاطفال المصابين بالسرطان وآبائهم
This document provides an overview of C# programming basics, including:
- C# is an object-oriented language where the basic unit is a class containing methods and variables.
- A C# program consists of at least one class that must contain a Main method, which acts as the program entry point.
- The document discusses basic C# concepts like variables, data types, operators, conditional statements, loops, methods, and arrays.
- It also covers how to compile and run a simple "Hello World" C# program, and provides examples of different programming constructs.
Microsoft Tech Club Cairo University "MSTC'16 Builders and Developers " Secon...Wagdy Mohamed
This document provides an agenda for an introduction to C# session. It outlines topics that will be covered including universal applications, data types, IDEs and compilers, classes, namespaces, and built-in functions. It then discusses operators, decision-making structures like if/else statements, and loops. Specific loop types covered are for, while, and do-while loops. Contact information is provided at the end.
This document is the annual report of D.G. Khan Cement Company Limited for the year 2013. It includes the directors' report which discusses the state of the Pakistani economy and cement industry in 2013. The economy grew at an average of 2.9% due to issues like energy crisis and security issues. The cement industry also saw slow growth of around 4-5% due to low economic activity and energy shortages. The report provides an overview of the company's financial performance and operations for the year.
Things you should know about Flipped ClassroomReduca
WHAT IS IT? HOW DOES IT WORK? WHO’S DOING IT? WHY IS IT SIGNIFICANT? WHAT ARE THE DOWNSIDES? WHERE IS IT GOING? WHAT ARE THE IMPLICATIONS FOR TEACHING AND LEARNING?
2Week 3 AssignmentUDLCAST Instructional Plan AnalysisDU 6.docxrhetttrevannion
The document provides a lesson plan for a 2nd grade ELA class. The goal is for students to develop self-determination skills in reading and listening comprehension using differentiated instruction strategies. Objectives include reading and analyzing written comprehension, listening to and describing characters, and developing self-determination skills. Standards focus on sharing stories, describing events, asking questions to understand topics, and discussing facts from stories. The plan includes introducing an app-making activity, writing a book, and using peer interaction to problem solve and enhance social skills.
The document discusses differentiated instruction strategies that can be used in the new normal of remote learning. It defines differentiated instruction as modifying teaching methods based on students' abilities and needs. Some synchronous strategies mentioned include live instruction, discussions, and games, while asynchronous options include prerecorded videos, discussion boards, and independent projects. The document emphasizes tailoring tasks to students' readiness, interests, and learning profiles. Graphic organizers and mind maps are suggested as tools to give students flexibility in organizing and displaying their work.
This document provides guidance for general educators on accommodations and modifications that can help deaf and hard of hearing students access instruction. It notes that most districts have itinerant teachers for deaf students, so general educators are primarily responsible for educating these students. The document defines accommodations as changes that don't alter expectations or content, while modifications do. It then lists and describes many different types of accommodations and modifications teachers can implement related to the environment, instruction, assessment, behavior and social skills. It emphasizes matching adaptations to individual student needs and not being afraid to ask for help.
This document presents information about flipped classrooms including:
- A flipped classroom moves activities like lectures outside of class time and uses class time for hands-on work and discussions.
- Benefits include personalized learning, one-on-one teacher time, and students learning at their own pace. Challenges include reliance on student preparation and increased screen time.
- Steps for implementing a flipped classroom include getting buy-in, creating online resources, managing the classroom, providing technology training, and assigning content for homework.
- An example lesson plan is provided that focuses on gas exchange in the lungs and uses a storytelling activity in groups.
The document discusses the flipped classroom model of education. In a flipped classroom, students watch video lectures at home as homework and devote class time to exercises, projects, and discussions with peers and instructors. This contrasts the traditional model where lectures are given in class and homework is for assimilating knowledge. The flipped approach aims to have students do lower-level cognitive work like gaining knowledge outside class, and focus on higher-level work like application and analysis during class with support.
This lesson plan is for a second grade social studies class on accepting differences. The lesson will involve reading the book "Day and Night" and discussing how the characters overcome their differences. Students will then complete a worksheet with a partner where they share their likes, dislikes, and find similarities. The goal is for students to see how having differences does not prevent people from getting along and to learn something new about their classmates. The teacher will evaluate based on student attitudes, cooperation, and participation during the partner activity. Accommodations are provided for different learners, such as pairing stronger students with weaker ones.
Science by inquiry learning approach.pptxMohd Mahatab
The document discusses the 5E instructional model, which is based on constructivist learning theory. The 5E model structures learning into five phases: Engage, Explore, Explain, Elaborate, and Evaluate. Each phase has a purpose - Engage piques student interest, Explore allows hands-on exploration, Explain introduces formal explanations, Elaborate extends understanding, and Evaluate assesses comprehension. Two sample science lesson plans are provided that demonstrate how activities in each phase can be designed to teach concepts like simple circuits and natural resources using an inquiry-based approach.
The document provides guidelines for observing an instructor's use of instructional materials in a lesson. It notes the instructor should be well-prepared themselves and prepare the students. The materials should also be well-prepared and creative. The instructor should include a follow up activity to evaluate student learning. The document then prompts the learner to note what they learned from applying these guidelines and how they could apply it in their own lessons.
Jigsaw, learning centers, and experiments are learner-centered instructional strategies. Jigsaw involves assigning students to "expert groups" to learn about different parts of a topic and then return to "home groups" to teach their topic to peers. Learning centers allow independent and self-directed learning through materials in designated classroom spaces. Experiments involve students collecting data or making observations through guided inquiry questions in groups. These strategies aim to make learning more interactive, collaborative, and student-driven.
This unit on light aims to teach students about how light travels and interacts with different materials. The teacher's role is to facilitate hands-on learning through projects and experiments while encouraging critical thinking. Parents are asked to support their children's learning and homework. Students will experiment and apply their learning to real-life situations. The unit prepares students for higher science courses and allows project-based learning, meeting state standards on light and the earth-moon system. Objectives are for students to identify transparent, translucent, and opaque materials and predict how light reflects off objects.
7 Things You Should Know About Flipped Classrooms - EducauseLuciano Sathler
1. A flipped classroom reverses the traditional lecture and homework elements, having students watch short video lectures at home and devote class time to exercises, projects, and discussions. This allows class time to focus on active learning.
2. In a common flipped classroom model, students watch video lectures outside of class and complete quizzes. In class, instructors lead discussions and help students apply what they learned through hands-on activities and problem solving.
3. Several colleges and universities have implemented flipped classroom techniques in courses like video production, accounting, physics, and more. This allows more flexible learning and moves instruction to an active, collaborative model.
The flipped classroom model reverses traditional teaching methods by having students view video lectures outside of class and complete homework and projects during class time with the guidance of the instructor. It aims to engage students more actively in their learning through hands-on activities and collaboration. In the example scenario, a student in a flipped food gardening course watches pre-recorded lectures and takes online quizzes before class. In class, he works with his team on a project designing an edible garden, discussing concepts from the videos with the instructor and identifying plant diseases. The flipped model shifts the focus from passive lecture learning to giving students more responsibility for actively applying and mastering the course content.
The flipped classroom model reverses traditional teaching by having students gain exposure to new material outside of class, usually via short video lectures, and doing homework in class with the support of the instructor. This allows class time to focus on hands-on activities, projects, discussions and applying the concepts from the videos. Some benefits are that students can learn at their own pace by rewatching videos, and class time can be used to solve problems and collaborate with peers under the guidance of the instructor. However, it requires more preparation from instructors to create videos and activities, and some students may prefer the traditional lecture format.
This document provides instructions for an assignment on data and file structures for the MCS-021 course. It outlines four questions to answer for the assignment, which is worth 100 marks total and 25% of the course grade. Students must answer all four questions, with each question worth 20 marks. The assignment should be submitted by October 15th, 2013 for the July 2013 session or April 15th, 2014 for the January 2014 session. Question 1 asks students to write an algorithm for implementing doubly linked lists.
تم حفل افتتاح بيت الاباء للاطفال المصابين بالسرطان وابائهم في سرايفوا بحضور شخصيات بوسنية وعالمية مهمة
ويعد هذا البيت هو الاول من نوعه في البوسنة
و يتميز بتوفير سكن بشكل مستمر للاطفال المصابين بالسرطان وآبائهم
This document provides an overview of C# programming basics, including:
- C# is an object-oriented language where the basic unit is a class containing methods and variables.
- A C# program consists of at least one class that must contain a Main method, which acts as the program entry point.
- The document discusses basic C# concepts like variables, data types, operators, conditional statements, loops, methods, and arrays.
- It also covers how to compile and run a simple "Hello World" C# program, and provides examples of different programming constructs.
Microsoft Tech Club Cairo University "MSTC'16 Builders and Developers " Secon...Wagdy Mohamed
This document provides an agenda for an introduction to C# session. It outlines topics that will be covered including universal applications, data types, IDEs and compilers, classes, namespaces, and built-in functions. It then discusses operators, decision-making structures like if/else statements, and loops. Specific loop types covered are for, while, and do-while loops. Contact information is provided at the end.
This document is the annual report of D.G. Khan Cement Company Limited for the year 2013. It includes the directors' report which discusses the state of the Pakistani economy and cement industry in 2013. The economy grew at an average of 2.9% due to issues like energy crisis and security issues. The cement industry also saw slow growth of around 4-5% due to low economic activity and energy shortages. The report provides an overview of the company's financial performance and operations for the year.
Things you should know about Flipped ClassroomReduca
WHAT IS IT? HOW DOES IT WORK? WHO’S DOING IT? WHY IS IT SIGNIFICANT? WHAT ARE THE DOWNSIDES? WHERE IS IT GOING? WHAT ARE THE IMPLICATIONS FOR TEACHING AND LEARNING?
2Week 3 AssignmentUDLCAST Instructional Plan AnalysisDU 6.docxrhetttrevannion
The document provides a lesson plan for a 2nd grade ELA class. The goal is for students to develop self-determination skills in reading and listening comprehension using differentiated instruction strategies. Objectives include reading and analyzing written comprehension, listening to and describing characters, and developing self-determination skills. Standards focus on sharing stories, describing events, asking questions to understand topics, and discussing facts from stories. The plan includes introducing an app-making activity, writing a book, and using peer interaction to problem solve and enhance social skills.
The document discusses differentiated instruction strategies that can be used in the new normal of remote learning. It defines differentiated instruction as modifying teaching methods based on students' abilities and needs. Some synchronous strategies mentioned include live instruction, discussions, and games, while asynchronous options include prerecorded videos, discussion boards, and independent projects. The document emphasizes tailoring tasks to students' readiness, interests, and learning profiles. Graphic organizers and mind maps are suggested as tools to give students flexibility in organizing and displaying their work.
This document provides guidance for general educators on accommodations and modifications that can help deaf and hard of hearing students access instruction. It notes that most districts have itinerant teachers for deaf students, so general educators are primarily responsible for educating these students. The document defines accommodations as changes that don't alter expectations or content, while modifications do. It then lists and describes many different types of accommodations and modifications teachers can implement related to the environment, instruction, assessment, behavior and social skills. It emphasizes matching adaptations to individual student needs and not being afraid to ask for help.
This document presents information about flipped classrooms including:
- A flipped classroom moves activities like lectures outside of class time and uses class time for hands-on work and discussions.
- Benefits include personalized learning, one-on-one teacher time, and students learning at their own pace. Challenges include reliance on student preparation and increased screen time.
- Steps for implementing a flipped classroom include getting buy-in, creating online resources, managing the classroom, providing technology training, and assigning content for homework.
- An example lesson plan is provided that focuses on gas exchange in the lungs and uses a storytelling activity in groups.
The document discusses the flipped classroom model of education. In a flipped classroom, students watch video lectures at home as homework and devote class time to exercises, projects, and discussions with peers and instructors. This contrasts the traditional model where lectures are given in class and homework is for assimilating knowledge. The flipped approach aims to have students do lower-level cognitive work like gaining knowledge outside class, and focus on higher-level work like application and analysis during class with support.
This lesson plan is for a second grade social studies class on accepting differences. The lesson will involve reading the book "Day and Night" and discussing how the characters overcome their differences. Students will then complete a worksheet with a partner where they share their likes, dislikes, and find similarities. The goal is for students to see how having differences does not prevent people from getting along and to learn something new about their classmates. The teacher will evaluate based on student attitudes, cooperation, and participation during the partner activity. Accommodations are provided for different learners, such as pairing stronger students with weaker ones.
Science by inquiry learning approach.pptxMohd Mahatab
The document discusses the 5E instructional model, which is based on constructivist learning theory. The 5E model structures learning into five phases: Engage, Explore, Explain, Elaborate, and Evaluate. Each phase has a purpose - Engage piques student interest, Explore allows hands-on exploration, Explain introduces formal explanations, Elaborate extends understanding, and Evaluate assesses comprehension. Two sample science lesson plans are provided that demonstrate how activities in each phase can be designed to teach concepts like simple circuits and natural resources using an inquiry-based approach.
The document provides guidelines for observing an instructor's use of instructional materials in a lesson. It notes the instructor should be well-prepared themselves and prepare the students. The materials should also be well-prepared and creative. The instructor should include a follow up activity to evaluate student learning. The document then prompts the learner to note what they learned from applying these guidelines and how they could apply it in their own lessons.
Jigsaw, learning centers, and experiments are learner-centered instructional strategies. Jigsaw involves assigning students to "expert groups" to learn about different parts of a topic and then return to "home groups" to teach their topic to peers. Learning centers allow independent and self-directed learning through materials in designated classroom spaces. Experiments involve students collecting data or making observations through guided inquiry questions in groups. These strategies aim to make learning more interactive, collaborative, and student-driven.
This unit on light aims to teach students about how light travels and interacts with different materials. The teacher's role is to facilitate hands-on learning through projects and experiments while encouraging critical thinking. Parents are asked to support their children's learning and homework. Students will experiment and apply their learning to real-life situations. The unit prepares students for higher science courses and allows project-based learning, meeting state standards on light and the earth-moon system. Objectives are for students to identify transparent, translucent, and opaque materials and predict how light reflects off objects.
7 Things You Should Know About Flipped Classrooms - EducauseLuciano Sathler
1. A flipped classroom reverses the traditional lecture and homework elements, having students watch short video lectures at home and devote class time to exercises, projects, and discussions. This allows class time to focus on active learning.
2. In a common flipped classroom model, students watch video lectures outside of class and complete quizzes. In class, instructors lead discussions and help students apply what they learned through hands-on activities and problem solving.
3. Several colleges and universities have implemented flipped classroom techniques in courses like video production, accounting, physics, and more. This allows more flexible learning and moves instruction to an active, collaborative model.
The flipped classroom model reverses traditional teaching methods by having students view video lectures outside of class and complete homework and projects during class time with the guidance of the instructor. It aims to engage students more actively in their learning through hands-on activities and collaboration. In the example scenario, a student in a flipped food gardening course watches pre-recorded lectures and takes online quizzes before class. In class, he works with his team on a project designing an edible garden, discussing concepts from the videos with the instructor and identifying plant diseases. The flipped model shifts the focus from passive lecture learning to giving students more responsibility for actively applying and mastering the course content.
The flipped classroom model reverses traditional teaching by having students gain exposure to new material outside of class, usually via short video lectures, and doing homework in class with the support of the instructor. This allows class time to focus on hands-on activities, projects, discussions and applying the concepts from the videos. Some benefits are that students can learn at their own pace by rewatching videos, and class time can be used to solve problems and collaborate with peers under the guidance of the instructor. However, it requires more preparation from instructors to create videos and activities, and some students may prefer the traditional lecture format.
This document outlines a workshop on adapting teaching strategies and curriculum to meet student needs. It discusses that students learn in different ways and highlights the importance of recognizing individual differences. The workshop covers four areas of adaptation: instructional strategies, materials, curricular content, and assessment practices. Examples are provided for adapting teaching methods, resources, complexity of content, and allowing alternative ways for students to demonstrate knowledge. The goal is for teachers to gain strategies to better address diversity in the classroom.
The document discusses the flipped classroom model of education. It defines flipped classroom as an approach where students learn new content through online videos and lectures at home, then do homework and projects in class with teacher guidance. This reverses the traditional model of lectures at school and homework at home. The document outlines several benefits of flipped classroom for students and teachers, such as allowing students to learn at their own pace and freeing up class time for more personalized instruction. It also describes various flipped classroom models and discusses implications of the approach.
The document describes the flipped classroom model and addresses some criticisms of it. It proposes an experiential learning model for the flipped classroom that addresses these criticisms. The model incorporates video lectures and online content within a larger framework of learning activities based on experiential learning theories. It involves four phases: 1) an experiential activity to engage students, 2) students learning concepts through videos and online resources, 3) students reflecting on their understanding, and 4) applying their knowledge through real-world projects or problems. The goal is for content to support rather than drive learning by giving students control over content while using class time for hands-on activities.
This document provides an overview of five different learning spaces: the classroom and school, beyond the classroom, the electronic space, the group learning space, and the individual learning space.
For the classroom and school space, it discusses the physical attributes of a typical classroom including natural lighting, technology, writing tools, furniture, and displays. It also covers pedagogical considerations like seating arrangements and the impact of the outdoor view.
The section on beyond the classroom explores learning that takes place outside of the four walls, such as in the wider community, outdoors, and through ICT. It addresses both the positives like access to experts and engagement, as well as challenges like distractions and risks.
When discussing the
Differentiating Instruction For Gifted Learnersdrummosh
The document discusses strategies for differentiating instruction for gifted students in a regular classroom, including changing the pace, delivery, product, depth, and breadth of instruction. It provides examples of how each strategy could be implemented, such as compacting the curriculum based on pre-testing, allowing students to choose their own topics of study, and creating tiered assignments at different levels of complexity. The goal is to challenge gifted students and meet their needs through independent projects, choice, and focusing on higher-order thinking.
1. Varying the Lesson Plan 1
Running head: VARYING THE LESSON PLAN
Varying the Lesson Plan
Rachel Pieters
University of Phoenix
2. Varying the Lesson Plan 2
Varying the Lesson Plan
Philosophy, especially classic philosophy such as Platonism can quickly become a tired
subject taught with very little enthusiasm and learned with even less enthusiasm. Patty
Zuccarello’s lesson plan on Plato’s Allegory of the Cave (2001) will be used to demonstrate how
to keep a subject, especially as old as Platonism, fresh and new every time this lesson plan is
taught. By incorporating different material, varying the instructional strategies used, varying the
end product used to demonstrate the mastery of the required content and changing the learning
environment, an old lesson plan can be refreshed and presented new again in order to engage the
targeted audience and their different learning styles and preferences.
Differentiating the Content to be Learned
One way to freshen up a lesson plan is to differentiate the content to be learned. In Patty
Zuccarello’s lesson plan, the material to be learned is strictly what is philosophy, allegory, and
Plato’s Allegory of the Cave (2001). By incorporating allegorical content that students may
already be familiar with, such as Dante’s Divine Comedy (1995) or the movie The Matrix
(2007), students will be able immediately to associate Plato’s Allegory of the Cave (2000, Book
7) with allegories they are already familiar with.
Many students have had to read Dante’s Inferno, which is a part of the Divine Comedy
(1995), either in high school or college. For those who have not been familiarized with Dante’s
Divine Comedy (1995), the instructor can provide a brief overview. Dante’s Divine Comedy
(1995) is an allegory on the way to God. Dante, like the chained slaves in Plato’s Allegory of the
Cave (2000, Book 7), only see the life in front of them. Like the one slave who is freed and
bought outside the cave, Dante is guided through Hell, Purgatory, and finally to Paradise where
his beloved Beatrice explains to him how he must change the way he is living.
3. Varying the Lesson Plan 3
The movie The Matrix (2007) is a more recent allegory that many students have probably
seen and for those who have not seen The Matrix (2007) a brief overview can be provided and
perhaps a small clip of the film. The Matrix is like the Cave both are full of illusions that are
taken for reality. The main character in The Matrix (2007), Neo, is released from his prison in
the Matrix and like the slave who has been released in Plato’s Allegory of the Cave, Neo learns
that there is more, that the truth is out there and that leads to his changing.
By using allegories that are more modern and more familiar to the students, Plato’s
Allegory of the Cave can be better understood through compare and contrast. Varying the
content however, is only one way to engage adult students.
Varying or Altering the Instructional Strategies Used to Teach the Required Content
Varying the instructional strategies used in a lesson plan can keep the lesson just as fresh
as varying the content within the lesson plan. Varying the instructional strategies may be
important to do based on the students’ learning preferences in that particular class. When a class
such as this one is likely to be taught repeatedly throughout the semesters, varying the
instructional strategies will keep new students on their toes and will distinguish the instructor as
one who is more popular because they do not do the same thing repeatedly.
Patty Zuccarello’s lesson plan on Plato’s Allegory of the Cave (2001) uses lecture as an
instructional strategy as well as a re-telling of the Allegory of the Cave (Plato, 2000), small
group work concerning the caves in our their lives and individually writing a journal entry. One
way to vary the instructional strategies in this lesson plan is to use PowerPoint while lecturing to
highlight the main points. The visual presentation will help enforce the important points of
allegory and will give students clarity in what is important that they need to take away from this
4. Varying the Lesson Plan 4
lesson. By using PowerPoint in combination with lecture, both visual and auditory learners
benefit.
Another way to vary the instructional strategies is to instead of re-telling the Allegory of
the Cave (Plato, 2000) would be to show a video representation of the Allegory of the Cave
(Plato, 2000). There is a clay-mation film by Bullhead Entertainment (2008) that follows Plato’s
Allegory of the Cave (2000, Book 7) very closely. Some students have a difficult time
envisioning something that they have read and have a difficult time getting past the black and
white of the text and paper or they have a difficult time imaging something that they are listening
to without any text or images to help them. By showing this short film, it gives both a visual and
audio for learners who learn best using those methods.
Varying the instructional strategies is something that every instructor needs to do from
time to time not only to keep themselves interested in their lesson plan, but also to help the
students get the most from their lesson. By introducing visual aids such as PowerPoint and using
a film, students who are not as strong in auditory learning have a better chance of learning the
material being covered.
Varying the End Product Used to Demonstrate Mastery of the Required Content
Another way to keep an old lesson plan on an old topic fresh and new is to vary the end
product that demonstrates the students’ mastery of the content. Quizzes, tests, exams, papers and
term papers are all very familiar ways of determining the mastery of a topic. They are also not
looked forward to by the learners. The end product in Patty Zuccarello’s lesson plan on Plato’s
Allegory of the Cave (2001) is to collect the students’ journal entries on kings and philosophers
and also to collect allegories written by the students.
5. Varying the Lesson Plan 5
One way to vary the end product is to have the students choose another
allegory/parable/metaphor and explain it. This will gives students a chance to use what they
learned about allegory and the Allegory of the Cave (Plato, 2000) and apply it to something more
familiar or modern. By deciphering another allegory, the students show whether or not they
understand allegory.
Another way to vary the end product is to have students write about a time in their life
where they have had the chance to change and whether they did change or did not change and
why. This gives students a chance to associate with either the one slave that has seen the world
outside or to associate with the slaves who did not see the outside world and do not recognize
their former friend or understand what the one who has seen the world is trying to convey. In this
way the students are applying the Allegory of the Cave (Plato, 2000) to their own life and are
examining both.
By varying the end product, students are given the chance to express their creativity and
to further explore their learning. The instructor may feel it necessary based on the students to
examine a certain aspect of the lesson more closely than another aspect of the lesson if the
students do not seem to grasp part of the lesson as well as they grasp another part.
Varying or Altering the Environment to Accommodate Varied Learning Styles
Another way to vary the lesson plan is to alter the environment to accommodate the
various learning styles of the students. It could be something within the classroom such as adding
a television and dvd player. The environment could be changed altogether and instead of having
class in the usual classroom, have a class trip or take class outside. Altering the environment is
an extremely refreshing way to change the lesson plan.
6. Varying the Lesson Plan 6
One way to vary the environment for this lesson plan is to plan a class trip to a local cave
or if that is not possible, to take the class outside and set up a tent. In this way, kinesthetic
students will have a chance to act out the Allegory of the Cave (Plato, 2000) and feel what the
slaves feel and see what the slaves see. Still use the flashlight from the original lesson plan as
fire but this time place some things out and have the shadows projected. Choose one student to
be the one who is freed and have them try to explain the objects that are making the shadows to
the other classmates who are acting as the slaves. By bringing this out of the classroom and
sitting at desks to acting out the parts outside, it gives the students a chance to actively
participate instead of passively listening.
Another way to vary the environment is to acquire a projector and computer hookup. This
will allow the instructor to introduce both audio and visual means during the lesson.
Presentations such as PowerPoint can be made or showing a film clip can be done to help the
students who are not as strong as other students in auditory learning. The addition of one piece of
technology into the classroom can open many doors to altering the content of the lesson plan and
the instructional strategies used.
The altering of the learning environment can greatly enhance the students’ learning.
Something as simple as moving chairs into a circle or adding one piece of technology to the
classroom can excite the students that this class will be different. Entirely changing the learning
environment like taking a class trip or going outside can alter the students’ perception in a
positive manner of the material being learned.
Conclusion
Times change and students change in the educational scene. A lesson plan that was good
two years ago might not be as engaging or efficient if taught in the same manner today. When an
7. Varying the Lesson Plan 7
instructor uses the same lesson plans semester after semester, they will inevitably get bored and
that will show through to the students. The content of the lesson plan may be focused on one
idea, like Plato’s Allegory of the Cave (2000, Book 7) , but changing and adding extra content
that is more familiar to the students of today will engage them more. Instructional strategies
when varied can be refreshing to the instructor and can be used to help students learn more when
their learning preferences are being used. Varying the end product can give students creative
license in showing their mastery of the topic and will give the instructor something more
interesting and more relevant to grade by than always giving quizzes and tests with the same
answers. Changing the learning environment can be refreshing to both the instructor and the
students and depending on the change can enhance kinesthetic, auditory or visual learning or all
three learning styles. A lesson plan that may work for this semester’s students may not work as
well for next semester’s students.
8. Varying the Lesson Plan 8
References
The Cave: An Adaptation of Plato’s Allegory in Clay (2008). Retrieved June 24, 2009 from
http://platosallegory.com/
Dante, A. (1995). The Divine Comedy. The Portable Dante. (Musa, M, Eds.). New York:
Penguin Books.
Plato (2000). Book 7, The Allegory of the Cave. The Republic. ( Ferrari, G.R.F. & Griffith, T.,
Eds.). New York: Cambridge University Press.
Wachowski, A. (2007) The Matrix. Warner Home Video.
Zuccarello, P. (2001). Plato’s Allegory of the Cave. The Educator’s Reference Desk. Retrieved
June 24, 2009, from http://www.eduref.org/