Early Childhood Education for Teaching Process

Lesson Plan Analysis

Aim of the Lesson Plan 1:

The aim of the Lesson 1 is to excavate the effective teaching process. With the help of effective Lesson Plan, the teaching process can be improved for the children. The paper is trying to depict the use of household things to provide education to the children. Material availability in the classroom is helping the teachers to guide children in effective way.

Lesson Plan:1

Focus

References (Author, date and descriptive informational key words)

Explanation & evidence

Is the outcome correctly taken from the relevant syllabus?

1.Board of Studies NSW (2012)-

“Knowledge and Understanding Stage 2 Outcome”.

2.Killen (2012)- clear outcome

Yes, the lesson outcome discourses “Knowledge and Understanding Stage 2 Outcomes” of Science Syllabus (Board of Studies NSW, 2012). The main idea of the lesson outcome is to deliver the key explanations regarding the concerned concept of study (Killen ,2012).

Is the introduction suited to introducing the outcome? Does it engage the children in introducing the body of the lesson? Explain why or why not.

Does it explain science, mathematics, or technology concepts/themes, which are important to the lesson outcome?

1.Campbell (2009)- prior knowledge, learning

2. Mariotti (2009)-Strong introduction.

The introduction is not fully suited to introduce the outcome, as it does not fully inspire an anticipatory effect among students. According to Campbell (2009) it is a very crucial step. The teacher seems to have ignored this crucial step and thus has brought the students to start the lesson on an experiment. It however engages the student in learning about introducing the lesson’s body (Mariotti,2009). The introduction in lesson plan one clearly explains the concepts of sources of heat and its movement from one object to the other in line in context with the science themes.

Is the body suited to the outcome? Does it help the children understand more fully, the science, mathematics, or technology concepts/themes important to the lesson outcome? Is the teacher actively engaged in extending knowledge in this part of the lesson? Consider the teaching strategies used in the body of the lesson and whether they are supporting learning.

Saad et al (2014) -The lesson’s body must be related to the outcomes stated in the syllabus.

Saraho&Spodek (2008) -Social collaboration is essential in science learning  

Hackathorn et al (2011) - teaching strategies, level of learning

The body is suited to the outcome and helps children to thoroughly understand the concept. However, they cannot understand the concept fully since the body is very brief and does not indicate all the inputs, questions, and directions that the teacher needs to give to students in order to achieve the lesson outcomes. According to Saad et al (2014) it is very important to relate the lesson’s body to its outcomes. However in lesson plan one, the teacher is not actively engaged in extending knowledge since the students have left to form groups on their own without any collaboration. Social communication is essential in science learning. The children can gain enough knowledge about regarding science through communicating with other children and even educators (Saracho&Spodek, 2008). In lesson plan one, the teacher has only intended to use ‘organizing’ as a teaching strategy. This strategy alone is not effective. Various methods of teaching strategies are essential to meet all the levels of children learning and will also reflect on children’s assessments (Hackathorn et al .,2011)

In what ways is the conclusion summing up, or failing to sum up, the focus of the lesson?

How are the children showing that they are learning the concepts/themes important to the lesson outcome?

Moonsri&Pattanajak(2013). Conclusive activities, contents.

The conclusion is failing to sum up the focus of the lesson. Conclusive activities in lessons should be related to the contents taught in class to summarize student’s understanding regarding the lesson (Moonsri&Pattanajak ,2013). Children can show that they are learning the concept by correctly identifying and mentioning the different characteristics of heat sources and transfer of heat.

Select one other aspect of the lesson plan that you identify as needing improvement. Explain what it is, and what is limiting about it.

Fujii(2016)- extend and investigate their ideas, related resources , demonstrated lesson.

Charlesworth (2014)- resources of the lesson , lesson intention.

The lesson plan needs an improvement especially in the ‘resources’ part. There is a little link between the lesson resources and its contents. As Fujiii(2016) mentioned, it is very essential for the children to explore their ideas and knowledge using related lesson resources. It should also be linked with the actual intentions of the lesson (Charlesworth ,2014).

Lesson Plan ____2__Foundation Year Kindergarten

Focus

References (Author, date and descriptive informational key words)

Explanation & evidence

Is the outcome correctly taken from the relevant syllabus?

Board of Studies (2012)- Knowledge and Understanding” for “Early Stage 1” in the syllabus.

Capel &Breckton (2014)-Effective lesson outcomes

Yes, the outcome is correctly taken from the syllabus. It addresses “Knowledge and Understanding Early Stage 1 Outcomes” of Science Syllabus (Board of Studies NSW, 2012).

Is the introduction suited to introducing the outcome? Does it engage the children in introducing the body of the lesson? Explain why or why not.

Does it explain science, mathematics, or technology concepts/themes, which are important to the lesson outcome?

Savage (2014)-Strong lesson introduction

Sackes,Trundle and Flevares (2009)-visual aid leads to comprehension

By looking at lesson plan two the educator used the story of a cat which is not connected to the lesson objective. According to Savage (2014), it is very crucial to clearly relate the lesson introduction to the learning objectives as this will support children’s understanding regarding the lesson easily without any confusion or difficulty. Even though reading a story can be a beneficial approach to engage children, as it can improve the listening aspects by minimizing distractions that usually occur among the children in classrooms (Sackes et el.,2009).

Is the body suited to the outcome? Does it help the children understand more fully, the science, mathematics, or technology concepts/themes important to the lesson outcome? Is the teacher actively engaged in extending knowledge in this part of the lesson? Consider the teaching strategies used in the body of the lesson and whether they are supporting learning.

Savage &Fautley (2013)-clear lesson body is essential in any lesson plan

Copple&Bredekamp (2009)-Explaining as a teaching strategy

The body is suited to the outcome and helps the children to understand the concepts on properties of different materials. Savage & Fautley (2013) suggested that lesson body should be clear and related to the lesson outcomes as it prepares the child’s mind to gain new information and also gives the educator a hint of where to focus regarding the student’s prior knowledge. The teacher should however, actively keep helping the students in using the internet to identify the necessary materials for group work.

The teacher has opted to use ‘explaining’ as a teaching strategy (Copple&Bredekamp ,2009). This strategy therefore supports the outcome very effectively.

In what ways is the conclusion summing up, or failing to sum up, the focus of the lesson?

How are the children showing that they are learning the concepts/themes important to the lesson outcome?

Hamm & Adams (2008). Effective conclusion

Hewitt, McKee, Hodge and Schuhler (2013)-The importance of linking the lesson conclusion to the real life settings.

The conclusion fails to sum up the focus of the lesson as merely playing with blocks will not be effective in understanding the characteristics of different materials. Effective conclusion in lesson planning increases student understanding level and assesses whether children have learned what was planned in the demonstrated lesson. (Hamm & Adams ,2008). A more well-organized method to conclude the lesson can be made by linking the conclusion of the lesson to the actual life setting (Hewitt et al.,2013), such as asking students about the different materials that can be found in their household.

Select one other aspect of the lesson plan that you identify as needing improvement. Explain what it is, and what is limiting about it.

Cole(2008)- different teaching methods to meet diverse  learning style.

Teaching approaches are another aspect of the lesson that needs to be improved in order to boost learning knowledge. To achieve a successful lesson, it is vital to apply different methods of teaching as children gain information and knowledge from different sources (Cole,2008).

Assessment Strategies:

Open-ended questions have been raised to determine the actual concept of the content, asking students to reflect over their learning? Asking students to summarize learnt lessons demanding for hand signals from students on issues, misconception checks on concepts covered. Some questions might be used for assessment strategies through classroom activity assignments

1. Did the students observe the effect of heat moving from one object to another correctly?

2. Did the students identify some different ways in which heat is produced in their environment? for example by electricity or even burning.

3. Did students understand the meanings of key words and appropriately use them in responses (heat sources, natural, artificial, sun etc), Did students understand ways of preventing excessive heat and cold?

Introduction:

• Teacher asks students to name the sources of heat used at home and that occur naturally.
• Draws the attention of students to textbook pictures of some of the sources of heat and their uses
• The teacher will ask two students to volunteer where; one will deep their hands into a bucket containing ice while the other volunteer will put their hands into warm water. After their hands become cold and/or warm, they will start placing them on the arms of the rest of the students within the class in order to make them feel.
• Students explain their sensation when touched by the two volunteers

Body:

• The teacher will read the story on the dog without fur.
• Asks students how they think the dog feels, having no fur.
• Teacher explains reality on sources of heat & movement of heat in objects briefly
• For independent practice: Teacher splits class into 3 groups
• The first group will colour in the image of the sun, while the second and the third group will do the same for the images of the fire and the oven.
• Teacher ensures organized movement among students and handpicks a secretary for each group

Conclusion:

• Summarizing natural and artificial heat sources
• Enquiring if students if they have any questions regarding the movement and sources of heat.

Lesson Evaluation:

Were the children engaged?

Was the class organized suitably for the introduction, body and conclusion of lesson?

Was the focus of the lesson clear to the children?