Effective Lesson Plan Characteristics
Lesson plan task
This task requires you to create a lesson plan and then deliver a class using the plan you have produced. The lesson plan must provide a base for assessment, so you must take this into consideration. You may wish to discuss your plan with your mentor or tutor before implementation.
In preparation for the creation of the lesson plan, clearly describe in detail the characteristics of plan effective lesson plan.
Characteristics Of An Effective Lesson Plan
The different characteristics of an effective lesson plan are clearly explained with several details including the purpose and supported with more than 4 (5 is enough) examples
Presentation And Sequence
The complete package presented in a well organized and professional fashion. learning is sequential and organized
Time Frame
Time frames are provided for all parts of the lesson so that the learning is completed
Lesson Pan Example
Characteristics of an Effective Lesson Plan
At the planning stage, the teacher should clearly state what the learners should be able to do upon the completion of the lesson. An effective lesson plan explicitly states the objectives of a lesson. The lesson objectives ought to appear at the first stages of a lesson plan as they are meant to guide all the other activities or components of the lesson plan (Bin-Hady & Abdulsafi, 2018). The objectives for an effective lesson plan out to be specific, measurable, attainable, relevant and time-bound (SMART) (Bin-Hady & Abdulsafi, 2018). Examples of objectives for an effective limit and infinity functions lesson plan are given below:
By the end of the lesson, the learner should be able to:
- To determine continuous and discontinuous polynomial.
- Interpret functions using limits and infinity
- To find the limits of
- To determine whether limits exist in
- To determine the type of using limits.
- Identify appropriate conditions for continuity of
- Use a graph to evaluate the limit of a function.
An effective lesson plan must outline all the materials which will be required to teach the lesson. It should include the resources requires by both the teacher and the students. Also, all the technology to be used in the lesson should be included in the materials/ resources section. Timely planning for the resources to be used in a lesson allows for their prior acquisition and gives the teacher and students ample time to put the materials in place (Holmes & Holmes, 2011). It also helps in saving valuable lesson time. Examples of materials that would be required for limit and infinity lesson include visual aids, PowerPoint presentation, smartboard, textbook, calculator, GeoGebra graphing software and Kuta software.
An effective lesson plan sets a stage to activate the learner’s background knowledge and link it with the new concept. Before the introduction of a lesson, the teacher should ensure that he or she makes connections with the existing knowledge among the learners. Including this in the lesson plan enables a teacher to understand the linking process that he or she will use in the classroom (Bin-Hady & Abdulsafi, 2018). This characteristic of a lesson plan makes it possible for a teacher to engage the learners in the teaching process, making the lesson more effective. Prior knowledge that could be linked on algebra includes knowledge horizontal and vertical asymptotes and infinite discontinuities.
An effective lesson plan provides for student practice during the lesson. Practice in the lesson plan should consist of three steps, that is, directed practice, peer practice and individual practice (Bin-Hady & Abdulsafi, 2018). The three steps in student practice allow for the gradual facilitation of the students to move from watching the teacher model to independent practice. Examples of student practice strategies that would be incorporated into a lesson plan include:
- Conversing with the students when they are solving the limit functions.
- Asking the students to solve the functions on the board while guiding them.
- Directing the learners to participate in helping students solving the functions on the board.
- Grouping the students into groups to solve the functions.
- Asking the students to handle the functions on their own and going round the classroom marking.
Lastly, an effective lesson plan outlines the closing procedure of a lesson. The closure of a lesson should offer a quick synopsis of the lesson and mention the topic for the next lesson. The closure may be done by the teacher or in collaboration with the students (Dorovolomo, Phan, & Maebuta, 2010). The procedure should be clearly outlined in the lesson plan. Effective lesson closures may be done by doing the following:
- The teacher may summarise the taught content by explaining the main concepts.
- The teacher may ask various students to tell the class what they have learnt.
- The teacher may use a chart to demonstrate what was learn during the session.
- The teacher may ask questions on the lesson content.
- The teacher may ask the students to write down a summary of the lesson content in groups.
Lesson Plan
| Class: Year Group: school: Date: Number in class: Male: Female: SEN: Time:9:00 to 10:00 | ||||
| Lesson( title and summary) Topic: Limits and Infinity Reference: mathematic Analysis and approaches IB higher level Chapter: Measuring Change: Differentiation | Prior learning: Infinite discontinuities Vertical and Horizontal Asymptote | |||
| Curriculum references and links to the other aspects of NC: International baccalaureate, higher level
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| Main learning objectives: · To determine continuous and discontinuous polynomial. · Interpret functions using limits and infinity · To find the limits of · To determine whether limits exist in functions. · To determine the type of using limits. · Identify appropriate conditions for continuity of · Use a graph to evaluate the limit of a function | Learning outcomes (concepts, skills, attitudes) · Students will be able to determine which is a continuous or a discontinuous polynomial · Students will be able identify whether required limits exist in functions. · · Students will be able to find whether exists in a given function.
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| Resources : PowerPoint presentation Smartboard Class textbook
| Use of ICT GeoGebra graphing software Kuta software Calculator
| Vocabulary Approaches from left/right limits, continuity Finite and infinite limits Derivative slope Vertical and horizontal asymptotes Indeterminate form I’hopitals rule | ||
| Time 9:00 | Introduction/starter Help students remember infinite discontinuities. Introduce vertical and horizontal asymptotes with f(x) function. Refer to page 226. Identify methods of finding limits of a polynomial using GCD illustrated in page 227 Introduce quick questions on Ask questions and involve student in the participation through discussion.
| Key questions How to tell whether a required limit exists in a function? What are the methods used to solve the limits of polynomials? How to differentiate continuous and discontinuous polynomial? What are the math symbols used to show limits? Additional key question What words associated with limits? What is the difference between vertical and horizontal asymptotes? What is the difference between continuous and discontinuous polynomial? | ||
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9:10
9:15
9:25
9:40 | Main teaching activities (development, extension, differentiation ) ( page 228) · Developing graphs and getting the equations of asymptotes using example 5 on page 228 · Using examples 6 and 7 on page 230 to explain properties of limits. · Solving exercise 4C(1a) and (2a) as examples for the students. · Extended task · Putting the student in groups of 2 to complete exercise 4C (1b) and (2b) | Organization, discussion, possible pupil response, teacher intervention Smartboard demonstration using text examples and graphs. Illustrating how the function will behave with the large value of x. Demonstrating how horizontal asymptote can tell the behavior of the function for very large values of x. Illustrating how the function can assume the value of the horizontal asymptote for small values of x. Demonstrating slant or oblique asymptote. Differentiating asymptotic line from horizontal and vertical asymptote. Discussing the properties of limits. | ||
| 9:45 | Plenary (review, consolidate, extend) I will use Exercise 4C (1f and 2g) as plenary exit slip. Each student will handle to the questions individually.
| Key questions How to determine the limits of the polynomials? What are the properties of continuous and discontinuous Polynomials? What is a quick way to find whether required limits and exists Additional Key Questions? How to tell whether the required limit exists in a given function? How to find whether exists in a given set of functions | ||
| Assessment opportunities Each individual student will complete Exercise 4C questions on page 231: -1 b, c, d, e, g and h -2 b, c, d, e, f and h | ||||
References
Bin-Hady, W. R., & Abdulsafi, A. S. (2018). How Can I Prepare an Ideal Lesson-Plan? SSRN Electronic Journal, 7(4), 275-289.
Dorovolomo, J., Phan, H. P., & Maebuta, J. (2010). Quality lesson planning and quality delivery: Do they relate? International Journal of Learning, 17(3), 447-456.
Holmes, K. P., & Holmes, S. V. (2011). Hierarchy for Effective Lesson Planning: A Guide to Differentiate Instruction. International Journal of Humanities and Social Science, 1(19), 144-151.