Essay on Lesson Planning: Challenges & Opportunities for Instructors

Introduction

Lesson planning is a critical element of the teaching and learning system (Nagro et al. 2019). Fundamentally, a lesson plan refers to a step-by-step guide that provides the instructors with an opportunity to follow the right components and procedures required for teaching. While it is evident that the lesson plan can be developed quickly, there exist specific challenges that can prevent its practical implementation in the class. These challenges include inappropriate behavior in class, limited attention and time from the teachers, lack of student's confidence, and lack of student's motivation to study (Skowron, 2006).

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Identified Areas of Reinforcement

The consultation I made with my preceptor provided me with more significant insights regarding how to develop an effective lesson plan, as well as ways of reducing or eradicating possible barriers that may occur in the lesson plan development process. Some of the areas of reinforcement, according to my preceptor, included a productive relationship with the students, the need to have a better understanding of the students, and the ability to follow the lesson plan to accomplish its overall objectives.

Identified areas of Refinement

Several areas of Refinement were identified. These areas included adequate research on the topic to be taught as well as an understanding of the student's needs. Broadly, the instructor recommended the incorporation of the students' interests in my lessons. Such incorporation is based on the fact that people learn what they want to learn. Having a better understanding of my students will be vital for lesson planning (Cress rt al. 2016) Such knowledge involves knowing their backgrounds, level of interests, ability to operate in groups, learning preferences, and attention spans. Thus, taking the considerations of the students will reflect make the lesson plan to reveal their cultures. Secondly, a purposeful selection of the activities and assignments were vital as the best activities have been reported to engage and involve the numerous senses of the learner actively. Additionally, making my lessons relevant was another essential area that was identified. The preceptor suggested the importance of figuring out how to link the lesson to the current trends in society. By doing this, I will be able to know the understanding ability of my students, their strengths, weaknesses, and the areas they need more help.

Changes made to the Lesson Plan

Through a collaboration with my instructor, I gained tremendous insights regarding the overall concept of developing an active lesson plan. These insights were valuable in enabling me to identify both the refinement areas as well as those that can make the plan a success. One significant suggested change was the inclusion of the high-order questions purposely to attract students' attention and gauge their understanding of the concepts taught. High order questions put advances cognitive demand on students. Such questions can encourage students to think beyond the literal questions. Secondly, I was suggested to change the lesson plan to student-centered and not teacher-centered.

Studies have shown that student-centered learning is highly beneficial because it makes it easier to develop a student's understanding and know the level of their needs (Nagro et al. 2019). Lastly, providing the room for student's evaluation through the survey will be critical. Broadly, this provision will allow the students to give their feedback regarding the lessons the concepts they have learned. The student's feedback about these areas will be crucial for me, as they will provide insights regarding my mode of delivery and ability to teach the required content more effectively. The negative feedback, in this case, will demand an improvement to meet both the needs of the students in terms of understanding but also the overall course objective.

References

Cress, U., Moskaliuk, J., & Jeong, H. (Eds.). (2016). Mass collaboration and education (Vol. 16). New York, NY: Springer.

Nagro, S. A., Fraser, D. W., & Hooks, S. D. (2019). Lesson planning with engagement in mind: Proactive classroom management strategies for curriculum instruction. Intervention in School and Clinic, 54(3), 131-140.

Skowron, J. (2006). Powerful lesson planning: Every teacher's guide to effective instruction. Corwin Press.