Instructional elements in the three teaching plans
The first learning plan is about students reviewing the storybook about the attack on Pearl Harbor, the instructions given are to be about how each student process information that they have gathered individually or as a group and eventually develop the concept on their own. The second learning plan about Greek and Latin affixes; first the instructions are channeled to learning Greek and Latin affixes. It allows for the instructor to check on the behavioral patterns of the students in terms of body language. The teacher also knows that there is a student with an auditory processing disorder; hence the use of flipbooks to allow the student to process any additional information at her own pace. Technology is being used to aid the learning process as the teacher uses video games, graphics and flashcards to help the students internalize and adequately understand what they have learned. The third learning plan is about gist learning. It is majorly a technology based learning because it uses things like a projector for filling the 5ws after reading the given story. The students are also to be introduced to computer research to help them complete their assignments. It tests the students' ability at information processing through concept development
Learning Map Analysis Of Each Learning Plan .
Attack on Pearl Harbor learning plan
First, the teacher must understand each the students by taking them to a walk outside the classroom into the neighborhood and allow each student to record what they see on their own. This helps the teacher to understand each student in terms of their cognitive ability, strengths and weaknesses, motivation and aspirations (Bennett, 2015) . The teacher can then target each student’s moral and character development during the delivery. In assessing whether the students have attained the objectives of the class the teacher is to let each student write down his/her version of what is in the story. Instructions in this class are to be directly given from the teacher and make the students conduct their own individual investigation about the story and write their findings as an eye witness account. This learning plan is good because it allows for continuous interaction between the teacher and the students throughout the class. However, the teacher should not allow the students to write the eye witness account in different formats because this will not expose those students who do not know a given format like let’s say interior monologue.
Delegate your assignment to our experts and they will do the rest.
Greek and Latin affixes and roots learning plan
This plan calls for the teacher to understand each student’s health status deeply, the students' language and academic levels among others (Bennett, 2015) . And target the students’ cognitive ability as well as behavioral and character development. In terms of assessment, the teacher is to gauge how the students observe and view the affixes and roots as well as how frequently they identify them. In giving instructions about the plan, the student’s behavioral patterns should be observed and be allowed to conduct their own inquiry. The teacher should also have a deep understanding of the knowledge he/she is about to dispense to the students. The learning plan allows for each student to learn with fellow students regardless of their physical conditions, absorption rate and level of understanding. It also enables the students to intensely concentrate on their work. However, the teacher should not use price winning as a motivation tool for the class.
The gist learning plan
This plan heavily relies on technology for proper delivery. It targets the student’s cognitive abilities and social skills (Gal, 2017) . The students are to be assessed according to their performances. The instructions on this class are to be directly delivered to the students by the teacher. Technology is to mediate between the learners and the teacher. This plan is a good plan as it involves the students and allows for time extension in case the students still don't understand a particular step. It also keeps the students updated on their environment as they are to use the most recent events in their environment as an aid to their studies. The fact that each student is allowed to go and collect materials on their own can be risky as the authentication of the sources from which they gather their information can be of doubt. I think the teacher can direct them to one specific source.
Comparison and Contrast
The major similarity among the three learning plans is that they allow for continuous interaction between the teacher and the students. Also, the teachers can gauge the level of understanding amidst the students in all the learning plans. However, the learning plan about Pearl Harbor doesn’t rely on technology in their delivery, but the remaining two depended so much on technology.
Conclusion
All the three learning plans are well constituted to cover the learning objectives stated in each and allow the students to maximally gain from the learning regardless of their incapability’s. However, the plans should give room for the teachers to interact with each student individually to gauge if the students are morally gaining in terms of their attitudes (Hurney, 2016) . Since the teachers are an integral part of these learning plans, they should always understand themselves better and channel these plans towards their strengths for them to deliver appropriately to the students.
References
Bennett, S., Agostinho, S., & Lockyer, L. (2015). Technology tools to support learning design: Implications derived from an investigation of university teachers' design practices. Computers & Education , 81 , 211-220.
Gal, M., & Kogan, A. (2017). U.S. Patent No. 9,626,875 . Washington, DC: U.S. Patent and Trademark Office.
Hurney, C. A., Brantmeier, E. J., Good, M. R., Harrison, D., & Meixner, C. (2016). The faculty learning outcome assessment framework. The Journal of Faculty Development , 30 (2), 69-77.
