Name of student: Iain Coughlan

ID Number: G00394017

Programme: BACHELOR OF SCIENCE (HONOURS) IN EDUCATION

(DESIGN ELEMENTS AND CONSTRUCTION)
Year: 1

Subject: Learning and Innovation Skills

Title of project: CA3

Supervisor: Dr Marion McGarry

Date of deadline: 14/04/21

Declaration of originality:
I declare that the work contained within this document is my own and that I have
reference any external information to the best of my knowledge.

Signed: _Iain Coughlan____________________________________

 
Academic report- Importance of good lesson planning.

"Lesson that come easy are not lessons at all. They are gracious acts of luck.
Yet lessons learned the hard way are lessons never forgotten"--Don William

Lesson planning is the act of arranging the materials and teaching techniques prior to
the class taking place. Lesson planning is essential to create an active and engaging
learning environment for both the student and teacher gained a good understanding of
the importance of lesson planning. The importance of lesson planning was heavily
instructed in in our module School Placement 1 (SP1). After completing my
microteaching for SP1, I found components of my own lesson and my peers’ lessons’
that when used in an effective and appropriate manor can create a coherent and alluring
class.

Planning a lesson is not about the design of the form you use – or about the amount of
detail included – rather, it is about the thought processes that go into it.
Lister, K 2019, Teach Like You Imagined It : Finding the right balance, Crown House
Publishing, Carmarthen.

Before engaging in SP1 I didn’t understand the importance of school placement. I had
assumed all teachers would be doing the same lesson for each class. I wasn’t aware of
all the elements an educator must consider whist creating a systematic lesson.

Throughout SP1 I ascertained a new perception and gratitude for the process of making
a lesson plan. From time management to contingency plans, I unearthed the sheer
measure of detail needs to be included along the lines of, but not limited to, the
objectives of the class, time to be spent per exercise, level of students, variation in
exercises, higher & lower order questions, assessment of/for learning and the materials
needed for the class.

As certain situations came arise in my microteaching, I would have to think on the spot
for a solution. This situation had not been noted in my lesson plan so it is important you
try to cover every situation. You w]can do this by saying questions to the students so

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that, if answered incorrectly you can explain where they have gone wrong. This actively
demonstrates good understanding of the topic and will resonate positely with the
students.

To sum up everything stated thus far, the lesson plan is the difference between a
teacher who’s teaching as a job and a teacher teaching as a lifestyle. A deliberate
lesson plan will adhere better with your students.

What is really important is for the teacher to have a clear idea of the objectives they are
aiming for so that they can judge the success, or otherwise, as part of their self-
reflection on the lesson.
Lister, K 2019, Teach Like You Imagined It : Finding the right balance, Crown House
Publishing, Carmarthen.

Reflection
For our microteaching we were split into groups in which we each had to teach a class
for 7 mins each on one overall topic. I was overall happy with our lesson plan. I felt my
part flowed well. I could have possibly referenced the other teachers lesson more as
mine was the recap. However I still feel like I covered the key points they made and
reinforced them well. I used nice visuals in the PowerPoint and Kahoot. This enforced
good use of graphicacy. They were both well structured and clear. However, the
questions in the Kahoot got easier as they went on. I did this in hopes to make sure
everyone got points but it may not have been too beneficial from a teaching standpoint. I
enjoyed how the lesson was broken up into small 7 minutes segments and will help us
with lesson planning in the future.

Planning in this way means that little lessons may contain several complementary partial
objectives or small steps towards the big lesson outcomes.
Lister, K 2019, Teach Like You Imagined It : Finding the right balance, Crown House
Publishing, Carmarthen.

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I was professionally dressed. I felt I offered a good teaching presence. I aimed to be
optimistic and enthusiastic and felt I conveyed that throughout my lesson. After re-
watching my lesson I felt I might have been too nice to my students such as when I
praised the whole group even when some students got questions wrong. I felt I was well
spoken and confident whilst speaking but turned quickly to the same words over and
over again. Overall I feel my group and I performed well throughout our microteaching
and I am looking forward to teaching again. This will come in the form of my placement
and my observation.

You should seek to identify the specific ways in which experienced teachers deal with
the complexities of lesson presentation and pupil learning.
Walsh, B, & Dolan, R 2009, A Guide to Teaching Practice in Ireland, Gill Books, Dublin.

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References

Walsh, B, & Dolan, R 2009, A Guide to Teaching Practice in Ireland, Gill Books, Dublin.
Available from: ProQuest Ebook Central. [10 April 2021].

Lister, K 2019, Teach Like You Imagined It : Finding the right balance, Crown House
Publishing, Carmarthen. Available from: ProQuest Ebook Central. [10 April 2021].

Clarke, S 2014, Outstanding Formative Assessment : Culture and Practice, Hodder

Education Group, London. Available from: ProQuest Ebook Central. [10 April 2021].