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A lesson plan is a teacher's detailed description of the course of instruction or "learning trajectory" for a lesson. A daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the students.
Theorists like John Dewey, Jean Piaget and Lev Vygotsky, whose collective work focused on how students learn, have informed the move to student-centered learning.Dewey was an advocate for progressive education, and he believed that learning is a social and experiential process by making learning an active process as children learn by doing.
It may be used to review previously covered content or provide feedback throughout a class period. [8] Choral responding is effective in both small- and whole-group instruction, for students from preschool through secondary grades, in both general education and special education, as measured by learning outcomes. [3] [8]
Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information (often in the same classroom) in terms of: acquiring content ...
This interactive instruction is designed for the students to share their thoughts about a wide range of subjects. [22] Class discussions have also proven to be an effective method of bullying prevention and intervention when teachers discuss the issue of bullying and its negative consequences with the entire class.
Classwide Peer Tutoring (CWPT) is a form of peer-mediated instruction where the teacher creates pairs of students that alternately fill the roles of tutor and student. The tutor asks questions, records points, and provides feedback on whether the student's response matches the correct response designated by the teacher.
For example, In English language arts classes, Northrop and Kelly (2018) found that in 8th grade low-track students read less challenging texts than students of similar achievement in grade-level classes, part of a pattern of more skill and strategy instruction and less literature analysis.
The choice to designate the sixth grade class as "traditional cooperation" rather than "failed jigsaw" was criticized by Bratt. In the public school, a fourth-grade class experienced a three-week jigsaw program. The trad class was a split fourth/fifth-grade class. Each experimental branch had a same-school control.