One of the best ways to promote student involvement and performance and evaluate each session’s effectiveness is to design and implement a coherent lesson plan. The plan typically contains core components, such as learning objectives, warm-up, presentation of the material, learning activities and practice, and the assessment of students’ understanding and knowledge acquisition. Learning objectives determine that pupils will know or be able to perform after the end of a lesson. Herewith, to provoke learners’ interest in lessons’ themes, teachers should establish clear, achievable, and measurable goals (Singapore Management University, n.d.). They also should bear particular meaning for students and be connected with the entire course or program.
The next essential stage of any session is warm-up that aims at revising the material of the previous lesson, give simple but interesting tasks or check homework, and correct shared mistakes. Warm-up is also important because it forges the links between different lessons, thereby making the program holistic. The third indispensable element is the demonstration of the new information applying various instruments and techniques, including oral explanation, video or audio recordings, or other visuals. It is worth noting that visuals should not be distractive and directly linked to the overarching theme.
The pupils should have the opportunity to practice presented material via exercises of different levels and forms, namely, writing, drawing, student presentation, and others. Besides, learning activities can comprise games, simulations, discussions, or even debates. In this stage, a teacher should also place a strong emphasis on critical thinking and problem-solving. The assessment can also include several types, especially formative or summative assessments. Based on my observation, the former exhibited much better outcomes and gained increased support from learners. This is primarily because they like teachers’ immediate feedback that is a sign of attention and care.
Reference List
Dwivedi, Y. K., Hughes, D. L., Coombs, C., Constantiou, I., Duan, Y., Edwards, J. S., Gupta, B., Lal, B., Misra, S., Prashant, P., Raman, R., Rana, N., Sharma, S. K., and Upadhyay, N. (2020). ‘Impact of COVID-19 pandemic on information management research and practice: transforming education, work and life,’ International Journal of Information Management, 55, p. 102211.
Lesson planning (n.d.) Web.
Map: Coronavirus and school closures in 2019-2020 (2020). Web.