8-step lesson plan
Name
Date
Grade Level: 4th
Subject: Mathematics
Objectives and Goals:
Identify and address all children's mathematical needs, both English learners, and students with special needs.
Improve grade 4 students' mindsets about mathematics and facilitate better performance
Anticipatory Set
The class will take five minutes to revisit the previous milestones discussed and prepare them for the present lesson's topic.
Delegate your assignment to our experts and they will do the rest.
Direct Instruction
The direct instruction session will last about 5 minutes, where the teacher introduces the topic and briefly discusses the basic concepts.
Guided Practice
The guided practice session will last about 30 minutes, which the students will spend viewing visuals of the concepts of the topic.
Closure
About five minutes will be spent summarizing the contents displayed in the visuals.
Independent Practice
Students will take 10 minutes reflecting on the skills they have learned during the guided practice period and applying them in handling individual practice questions provided by the instructor ( ALİUSTAOĞLU,2019) .
Required Materials and Equipment
A film projector, a laptop, and a whiteboard will be used for the guided practice session whereby film content will be shown to the 4 th -grade learners taking the lesson. Books and pens will also be utilized during an independent practice session at the audio-visual session.
Assessment and Follow-Up
Carry home assignments will be given to the learners and checked before the next lesson to get to know the concepts that the students have fully understood. The teacher will also evaluate, based on performance, to identify areas that need further elaboration.
Discussion
The audio-visual presentation of mathematical concepts will play an important role in improving the learners’ attitude towards math and, consequently, enhancing their performance ( Alshatri et al., 2019) . Students get stimulated to tackle mathematical challenges when they view them getting solved cheaply in the films. Also, the step by step organizations of the mathematical challenges solution make them appear simpler. Therefore, the students begin to feel they are capable of handling the challenges successfully as in the videos they view. Consequently, learners’ engagement in mathematical challenge solution improves. They begin to practice more and become perfect due to the positive attitude they develop. The guided practice is, therefore, more effective for enhancing learning among the students. Moreover, the practice carries away boredom that is always the leading cause of hindrance to student's ability to grasp lesson concepts in mathematics.
What to do differently from traditional math instruction
Unlike traditional math instruction, the guided practice would involve students taking active roles in the lesson. At the end of the audio-visual session, the learners will take ten minutes to tackle a few in-class math challenges using the knowledge they have gained. After the individual questions, a student will be randomly selected to complete the task on the board to show the rest about how the question should be approached. Therefore, all learners will get a chance to reflect on what they have learned in the films by using the concepts to complete in-class mathematics questions. Additionally, the teacher will check on individual learners' work and identify those who are still finding difficulties in the concept, and sufficiently help them out.
Students with Developmental learning difficulties
If the students are having various developmental learning problems, I will consider breaking the concepts into small parts such that every film shown contains just a small portion of the concept. Students with developmental learning problems can only absorb a small portion of concept content ( Faiz, Arif, & Zia, 2019) . Therefore, if the films shown in one class have brief content, they will likely grasp the information. It is important to go back to meet the learners where they are as it is the only way of identifying the challenges they face at the individual level.
References
ALİUSTAOĞLU, F. (2019). Mathematics teacher candidates' opinions based on developing lesson plan for geometry learning area: 4MAT model and whole brain model. on Mathematics and Mathematics Education (ICMME 2019) , 350. http://theicmme.org/docs/Abstracts_Book/ICMME2019_Abstract_Book.pdf#page=374
Alshatri, S. H., Wakil, K., Jamal, K., & Bakhtyar, R. (2019). Teaching aids effectiveness in learning mathematics. International Journal of Educational Research Review , 4 (3), 448-453. https://www.ijere.com/frontend//articles/pdf/v4i3/karzanwakil-1pdf.pdf
Faiz, Z., Arif, A., & Zia, S. (2019). Challenges faced by Teachers during Teaching Students with Developmental Disability at Primary School Level in Lahore. Journal of Inclusive Education , 3 (1). https://jie.aiou.edu.pk/wp-content/uploads/2019/11/2-Zikra-Faiz-converted.pdf
