The Analysis
Mrs. Cordova’s lesson plan was well planned with all the necessary learning materials such as smart board, envelopes with sentences in them, sentence strips for creating sentences, and cut up for creating the sentences from the envelopes. The lesson objectives were very clearly stated even though they were not written and hang in an observable place for the students to refer to during the lessons. The lesson was prepared with an excellent introduction that included an attention grabber for the learners. Additionally, the lesson was well developed with the students being actively involved in the process of learning (Al-Azawei, Serenelli, & Lundqvist, 2016). Moreover, the learners were taught through not only guided practice but also through collaborative practice. The closure of the lesson plan was well planned with the teacher reviewing the key points and all sentences to ensure they had a predicate and a subject. The lesson was well concluded with an evaluation that measured the learners’ progress by examining their assignments.
Mrs. Cordova’s Response to Interview Questions
Her responses to the interview questions were very succinct and elaborate. She was well prepared with a copy of the lesson plan that she had made in advance. Furthermore, her responses indicated mastery of her subject, class, and student needs (Al-Azawei, Serenelli, & Lundqvist, 2016). More so, her responses show how efficient she is in the planning, structuring, organizing, and implementation of her lesson plan to achieve her lesson's goals and objectives.
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Critical Assessment and Opinions
The lesson plan was well planned optimizing on autonomy and individual decision while reducing distractions and risks. Moreover, the lesson plan managed to foster cooperation and community and was very efficient in increasing mastery-adapted reactions (Messiou, 2016). On the other hand, the interview responses indicated proficiency in the promotion of beliefs and expectations that enhance motivation, enable personal management of skills and tactics, while developing self-evaluation and deliberation.
Conclusions
The lesson was well planned to the point that the students were comfortable with not only Mrs. Cordova but also with the aid teachers who maintained a standardized pattern of teaching. The only challenge was the number of students in the class, which were somewhat large for the lesson as six of the learners were playing with computers while the others were learning. Thus, it is imperative that the lesson plan should be accommodative of all the students to create uniformity in the learning process and avoid biasness.
References
Al-Azawei, A., Serenelli, F., & Lundqvist, K. (2016). Universal Design for Learning (UDL): a content analysis of peer-reviewed journals from 2012 to 2015. Journal of the Scholarship of Teaching and Learning, 16(3), 39-56.
Messiou, K., Ainscow, M., Echeita, G., Goldrick, S., Hope, M., Paes, I., ... & Vitorino, T. (2016). Learning from differences: a strategy for teacher development in respect to student diversity. School Effectiveness and School Improvement, 27(1), 45-61.
