What is a successful lesson framework composed of? How would this framework vary between two different content areas?
A lesson framework is very important in enhancing the process of learning. A successful lesson framework must be able to provide guidance to both the instructor and students, which ensures the effectiveness of learning approaches. A successful lesson framework begins by highlighting the student learning objectives, which must be compatible with the nature of students regarding their skills and knowledge base. It must also highlight the appropriate teaching and learning activities that are important for achieving the learning objectives. The lesson framework must highlight the activities that the instructor will use to pass knowledge as well as students’ activities that will enhance knowledge acquisition. A successful lesson framework must come up with the strategies of assessing student understanding after the lesson (Fink, 2005). This element of a lesson framework highlights strategies, such as asking questions or giving quizzes, which depends on the instructor.
The activities and objectives of learning may change under different content areas using this framework. For instance, when the class involves discussing activities or events in life, the teacher may design the lesson framework to incorporate cooperative learning, which mostly involves working in groups. However, if learning involves applying the cognitive elements of the mind, the teacher may design the lesson framework to capture these elements. Therefore, the framework varies in terms of learning activities and objectives, depending on the content area involved.
Why is it important to consider the background of the students and possible assessments used when designing a lesson? How does this lead to student achievement?
Student assessments are very important before designing lesson frameworks. They help in enhancing the understanding of the background of students, which helps the instructor to plan for learning activities in a way that reflects the students’ level of understanding and knowledge. Student backgrounds are important in determining the strengths and weaknesses of students, which enables instructors to design learning objectives and activities that take care of the students’ strengths, weaknesses, and knowledge base (Fink, 2005). Additionally, assessments help to determine the connection between previous knowledge and the current learning activities. Assessments and understanding of students’ backgrounds ensure that learning is designed to help them deal with their knowledge needs through using their strengths and overcoming their weaknesses, which leads to student achievement.
Reflect on the strategies you have learned this far for differentiated instruction. Choose three of these strategies. Compare/contrast each strategy, noting the differences and similarities in student achievement. Could any of these strategies be combined and, if so, how will this impact student achievement.
- Reflection and Goal Setting
This strategy involves helping students realize their own identity as well as their knowledge needs. Goal setting requires students to set their priorities in education and the strategies necessary to achieve these priorities (Roberts & Inman, 2007). Reflection helps students to determine whether they have achieved their goals in education, and adopt new goals and objectives.
- Differentiate Through Teams
In this strategy, teachers design groups in a way that captures the individual capabilities and knowledge needs of students. Sharp students usually help the poor ones deal with educational challenges, which help to boost student performance (Roberts & Inman, 2007). However, an individual approach is required where a student should determine his/her educational capabilities and needs. This strategy can be combined with other strategies because it is also geared towards enhancing student performance.
- Balance teamwork and individual work
is very important in education although it should not challenge the role of
education to an individual. Instructors should come up with strategies of
striking a balance between the two approaches to education. Individual work is
important since it determines whether a student will benefit from the process
of education (Miller, 2012). This strategy is similar to the one above although
this tries to strike a balance between teamwork and an individual’s role in
Fink, D. L. (2005). Integrated course design. Manhattan, KS: The IDEA Center. Retrieved from http://www.theideacenter.org/sites/default/files/Idea_Paper_42.pdf
Miller, A. (2012, February 8). Six Strategies for Differentiated Instruction in Project-Based Learning. Edutopia. Retrieved July 18, 2014, from http://www.edutopia.org/blog/differentiated-instruction-strategies-pbl-andrew-miller
Roberts, J. L., & Inman, T. F. (2007). Strategies for differentiating instruction: Best practices for the classroom. Waco, TX: Prufrock Press.