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Table of Contents
1 Introduction.................................................................................................................1

2 What is Learning Strategies?.....................................................................................1

3 Learning Styles of the group of 10 students................................................................2

4 Learning Aptitude of the group of 10 students...........................................................6

5 Gender of the group of 10 students.............................................................................8

6 Interests of the group of 10 students.........................................................................10

7 Developmental Difference of the group of 10 students............................................11

8 Personality of the group of 10 students.....................................................................12

9 How to create a lesson plan to cater to the group of 10 students..............................13

10 Conclusion...............................................................................................................14

References....................................................................................................................15

Figures

Figure 1: Multiple Intelligence of the students..............................................................3

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1 Introduction
Ten students will be selected at random for this study; once their unique learning
styles have been discovered via observation and group discussion, the group will then
consider the most effective method for designing a lesson plan for the identified
students. When analyzing each student, learning styles, learning aptitude, gender,
interests, developmental variances, and student personalities will all be considered.

2 What is Learning Strategies?

A learning technique is a person's strategy for organizing and applying a certain set of
skills to more effectively acquire content or perform tasks outside of the classroom. A
learner's learning strategy is how they choose to organize and use a set of skills in
order to better absorb course information or execute other tasks outside of the
classroom. The creation of efficient educational practices has long been a top goal
(Nijhuis & Segers, 2008). It is generally accepted that instructors should take into
consideration the individual learning styles of their students. However, owing to the
vast array of student learning styles, designing and implementing completely flexible
modes of instruction in public schools is a difficult task. Because of this, educational
designers have also identified learning styles as a serious topic, since it is their
responsibility to develop teaching methods that take into consideration students'
varying preferences for how they learn best, whether in the classroom or alone
(Weinstein & Underwood, 2018).

It is general known among instructional designers and educators that students may
pick and use a number of learning strategies. However, the criteria by which students
choose certain strategies and the reasons why they select them over others remain
unclear (Simsek, 2010). For example, does one's field of study or gender have a factor
in the choosing of tactics and strategies? Teachers may worry how various strategies
influence students' capacity to learn and whether they will continue to employ the
approaches they have been taught. There is a natural interest in determining if
students' earlier levels of success influence their choice of strategy or whether there is
a correlation between the use of different methods and academic achievement. To
create an effective learning environment, the answers to these questions are crucial
(Simsek, 2010).

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It is hardly surprising that students have access to a wide selection of learning
techniques. It is probable that as many ways exist as there are students (Nijhuis &
Segers, 2008). Each student chooses and employs a unique strategy based on a wide
range of instructional factors, including but not limited to: individual distinctions,
different types of disciplines, instructional approaches, duration of time, training
innovations, types of feedback, context - awareness of skill, methods of measurement,
etc. Obviously, these elements are equally relevant when considering how to design
engaging and effective classes for pupils (Weinstein & Underwood, 2018). Each
student requires a learning strategy that takes into consideration his or her unique mix
of learning style, learning ability, gender, interest, developmental difference, and
personality qualities. In the next part, we will go further into these factors and how
they influence the decision-making process for the group of 10 students.

3 Learning Styles of the group of 10 students

Individual student performance and school atmosphere are substantially influenced by
the learner's chosen educational strategy. According to the concept of learning styles,
each student has a preferred method for studying and engaging with classmates
(Bhatti & Rana, 2021). To personalize instruction for each kid, teachers and parents
must first comprehend how children learn. If the students' learning styles are
evaluated accurately, the most effective teaching tactics may be adopted to increase
their accomplishment and classroom performance. Style of learning involves a variety
of aspects, including conceptual speed, field dependency vs autonomy, and preferred
perceptual modalities. The method in which an individual tackles issues and the rate
at which they generate views are major indicators of their conceptual pace learning
style (Nijhuis & Segers, 2008). Two categories of students come under the conceptual
tempo: impulsive learners and reflective learners. While impulsive students are more
likely to complete their assignments on time, their hurry and propensity for random
decision-making may sometimes result in incomplete assignments (Bhatti & Rana,
2021). In contrast, introverted students have a greater chance of achieving success
because they calm down, evaluate several views, and think through challenges before
acting. Since they are more concerned with completing things well than quickly, they
place efficiency last (Bhatti & Rana, 2021). These two methods to education impact
the effectiveness and achievement of pupils.

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Independent-dependent learners are the apex of the learning styles hierarchy.
Independent students may continue their studies in any field without assistance from
others (Simsek, 2010). In contrast, field-dependent children are more reliant on others
and their environment for direction and instruction, and they are less likely to learn
independently. These youngsters do not need encouragement to study or solve
difficulties; they do it alone and with remarkable accomplishment. Alternatives in
perceptual modelling represent a different dimension. This illustrates that children
have a variety of preferred learning styles and use a variety of strategies, including
visual, auditory, kinesthetic, and textual modes of learning, to remember the
information they are given.

In addition, Robert Gardner postulated a total of eight distinct categories of

intelligence, each of which shows that each student has a unique collection of
intelligences and that a single individual may possess many intelligences
simultaneously (Nijhuis & Segers, 2008). The following graphic depicts Gardner's
eight unique forms of intelligence.

Figure 1: Multiple Intelligence of the students

As noted earlier, a survey of student preferences was done utilizing a random sample
of ten class members.

In the first class we visited at a secondary school, a female student introduced herself.
During the conversation, her talents were assessed, and the classroom instructor was
also contacted about the most effective way of education. First student said that math

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was her favorite subject and that she was ecstatic when the instructor entered the
classroom to begin instruction. She has a flawless academic record in mathematics
through the ninth grade. One of Gardner's eight intelligences is mathematical
intelligence, and these examples demonstrate how well she does in the subject.

The teacher remarked that the second student does well without much direct
instruction. The teacher asserted that the student has made progress by taking a more
analytical and methodical approach to answering questions, resulting in more exact
responses. This characteristic suggests a more reflective approach to learning. The
student continued by stating that she is a "Self-learner" who studies whenever she has
free time (Dansereau, 2018), reads new books from the library, and completes the
exercises at the end of each session before the teacher presents the topic in class. The
student also said that she learned more and had more questions when she
independently prepared for class. Thus, the 'Autonomous learning approach' may be
enhanced further.

During the evaluation process, the third student, who was also male, benefited from
the use of visual aids such as concept maps and drawings to remember course
information. In his leisure time, he studies the principles of graphic design, which he
has remarkable creative talent. This is an excellent illustration of Robert Gardner's
suggested "visual intelligence (Nijhuis & Segers, 2008)."

The group reconvened in the same lecture hall with the addition of a fourth member.
A fourth student (a Boy) said that he difficulties with mathematics and would like to
learn do more physical activities. According to the hypothesis of multiple
intelligences, his engagement in volleyball, cricket, and football may be indicative of
his "bodily kinesthetic intellectual ability."

The fifth student boasts that he has won first place in the school's poetry competitions
and is a skilled short story author. Word-and-language-focused students are naturally
drawn to printed literature. They take the material seriously, write it down, and
attempt to memorize it. The fifth student may also demonstrate these characteristics.
The student's competency in the English language may be determined based on their
chosen learning style.

However, the sixth-grade instructor believed the boy lacked patience. She is quick to
answer to queries and prepared to do the assignment efficiently. Even on exams, she

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strives to finish first since she is confident in her performance. Her learning style is
characterized by impulsivity. In addition, she is what is known as a "Field Dependent
learner," which means that she learns best when instructed as opposed to being left to
her own devices.

Seventh is a gifted classmate with a wide range of intelligences. Before the meeting,
the instructor checked the student's past to verify that it was suitable. According to the
instructor, the seventh kid suffers with arithmetic and other subjects that need an
analytical approach. According to his teacher's given record book, he has performed
badly in both mathematics and science. The teacher saw that he had succeeded in a
variety of sports, including volleyball, diving, and rugby, but the student record book
revealed that his greatest subject was language and literature. The 7th pupil is without
a doubt very intelligent verbally and physically.

The eighth student underlined the significance of visual aids by stating that he, too,
benefited from diagrams and sketches. Instead of taking typical notes (writing long
paragraphs), he prefers to create a concept map (or stretch) that encapsulates the core
of the lecture. He expects that the condensed structure of the mind map will assist him
in remembering the most important concepts from each course. He is also an
accomplished graphic designer and visual artist. Since he was a young child, he has
had an interest in the arts. Several school-wide art competitions in which he competed
and won are highlighted. After examining the paintings and taking notes, he made
many attempts to create digital artworks on social media. Consequently, the eighth-
grader likely has outstanding spatial abilities as well. His ambition is to become a
successful artist and graphic designer, therefore he employs his imaginative
imagination to study diligently and remember knowledge.

9th student stated that in addition to being a gifted writer, she can sing, dance, and act.
She plays guitar for the school's dance and theatre organizations. Her musical talent is
entirely self-taught. She lauded herself for embracing all of her sides and relishing the
complexity of her personality. The 9th student demonstrates intelligence in linguistics
and music in these areas.

The 10th student said that she appreciates self-directed learning. She is an avid reader
with her own private library. This student prepares for class by studying the material
from the previous day and drafting a brief note with visual aids (such as drawings and

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short notes). She feels that learning on her own outside of class is more productive
than relying only on her teachers. In this aspect, she seems to be what may be termed
an "independent learner." She is also one of the mathematical intellectual students in
her grade, since she is a member of the chess club and excels in math and science.

4 Learning Aptitude of the group of 10 students

Capability, competence, and motivation all contribute to a learner's learning aptitude.
It has been shown that each kid learns at a different rate and is motivated by unique
stimuli (Bhatti & Rana, 2021). Different students may choose one course over another
for various reasons. In addition, several children have particular needs or restrictions
that hinder them from receiving knowledge in the same way as their peers.

A mainstreaming classroom is one of the most important settings in contemporary

schools (Nelson, 2014), since it enables students with disabilities to learn alongside
their normally developing classmates. It is a fundamental human right that everyone
has access to education. Therefore, as part of mainstreaming, schools provide the
chance for all students, regardless of their intrinsic academic aptitude, to study with
their peers. Children with autism, cerebral palsy, learning difficulties, down
syndrome, and cognitive impairments are just a few of the populations with special
requirements.

Children with autism have a lower IQ than their typically developing classmates
because they have difficulty acquiring new knowledge (Nordell, 2009). If a child with
Down syndrome is having scholastic challenges, teachers should adopt individualized
lesson plans that are tailored to the child's specific needs. Furthermore, many students
struggle to comprehend course content (Nordell, 2009). These children are just as
tough as the rest of the class, but they lack the same propensity for learning and rate
of brain development. Numerous areas of intellect, including language, reading, and
writing, are likely to be affected. Mathematically challenged students often struggle
with critical and logical reasoning, making it difficult for them to solve mathematical
issues. Due to their difficulties with reading, the pupils also struggle with pronouncing
and understanding words. Teachers of children with a variety of disabilities must
consider each student as an individual and adapt their teachings to the children's
requirements so they may pursue their interests (Shi, 2017).

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The first pupil seems to be a female with normal development. She has a natural
aptitude for math and always earns the best grade in class.

The second student's improved memory abilities are due to her ability to study
independently and find things out on her own.

The third student is a visual learner who retains knowledge via mind maps. These
students have exceptional subject-matter memory, so they will not forget what they
have learnt even after the examinations have been completed.

The fourth kid has shown physical skill; this frequently corresponds with high levels
of interpersonal intelligence, as he gets along well with his classmates and teachers.
The continuous dialogue may ameliorate this student's learning disabilities. She
employs reasoned thinking before making decisions, depends extensively on her own
initiative to comprehend new information, and is eager to pursue issues that really
peak her interest. She gains the most through contemplation.

As shown by her success in the previous two parts, the fifth student seems to have a
high aptitude for learning and a great desire to study.

The sixth-grade girl seems to be a typical adolescent without special needs who
depends greatly on the support of her teachers rather than independently pursuing her
studies. She never prepares in advance for her classes and has no desire to study
anything beyond the mandatory materials to improve her recall. She will thus be a
dependent student.

According to the debate of learning styles, the seventh student has difficulty with
mathematics. He has a propensity to leap to conclusions rather than thoroughly
evaluate his alternatives, despite the fact that he learns quickly. These signs suggest to
a lack of mathematical and problem-solving capacity on the part of this pupil, who
has mathematical disabilities.

The 8th child's visual intelligence enables him to retain knowledge via mind maps.
These students have exceptional subject-matter memory, so they will not forget what
they have learnt even after the examinations have been completed.

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The ninth student exhibits many aspects of multiple intelligences, such as linguistic
and musical intelligence. These individuals are exceptional readers, writers, public
speakers, and storytellers.

The 10th person is a self-learner who employs reasoned thinking before to making
decisions, depends on her own initiative to learn new things, and is eager to dig into
the subjects that especially tickle her interest. She gains the most through
contemplation. It seems that the tenth student has a good talent for studying and a
strong desire to learn.

5 Gender of the group of 10 students

Gender roles significantly influence how students behave in the classroom and the
expectations they bring to certain circumstances (Weinstein & Underwood, 2018).
Multiple researchers have shown that gender and behavioral differences between boys
and girls in the classroom have a substantial impact on the academic performance of
themselves.

Physical differences between the sexes make it impossible for men to sit motionless
for as long as women can. Boys are more active than girls and prefer to spend class
time playing outdoors with their friends rather than conversing with the teachers
(Weinstein, 2019). As a consequence, it is likely that the boys may have classroom
challenges.

Both boys and girls benefit from the first few years of primary education to hone their
large motor abilities. Therefore, sports like as running, leaping, and throwing balls are
actively participated in by people of both sexes (Simsek, 2010). However, with the
help of peers and adults, boys are more likely to take part in organized and
unorganized sports. The physical changes that occur in boys throughout puberty—
taller, stronger, and more muscular than girls—give them an advantage in opting for
extracurricular physical activity over academic pursuits (Nordell, 2009). Of course,
there may be a few girls who are more sporty and engaged than their male
counterparts. It's possible that some of the lads in your class would rather stay indoors
and study than participate in any kind of physical activity. Therefore, each student is
different, and teachers should take into account the gender differences among their
students as they guide them to success in the classroom and beyond.

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Males are far more likely to have greater networks of friends, both within and outside
of school, than females. However, girls may have no more than a handful of really
close friends with whom they may share anything. Even at school, guys are often
more open and eager to answer inquiries from professors and peers, even if they are
uncertain about the issue at hand (Dansereau, 2018). In contrast, female students often
do not respond when the lecturer calls on them, even though they know the answer.
Even in collaborative endeavors, men often took charge, dismissing female opinions
on the issues at hand. Due to gender differences, boys and girls will have difficulty
collaborating, which will have a chilling impact on classroom efficiency. Boys in
middle school and primary school may not always be receptive to using the expertise
and experience of their female peers. And as a result, guys will have less contact with
female instructors (Shi, 2017). It is essential to keep in mind that not all students are
like this. Even though they do not have many male classmates, some male students
sometimes exhibit interest in cooperating with female students and sharing their
knowledge. In certain instances, girls have a larger social network at school than boys.
Recognizing these social inequalities and using appropriate solutions are crucial if we
are to achieve the desired learning outcomes for the kids.

When it comes to academic accomplishment, women are more motivated than men.
At least until elementary school, females surpass boys in academics. In elementary
schools, girls are more committed to their studies than boys. Boys are less likely to
attend class and comprehend the topic than girls. However, things alter as kids reach
the secondary level. Students will do better in school because they will take classes in
areas of genuine interest (Nelson, 2014).

Significant gender inequalities have a direct impact on the academic results of girls
and boys. The young females of today exhibit a considerable drop in aggression and
an increase in friendliness. They collaborate efficiently with their peers and maintain
great rapport with their professors (Dansereau, 2018). Their cheerful demeanor makes
it easy for them to interact with their classmates and teachers, which boosts their
chances of gaining information from the instructors. However, men are often more
hostile and impolite to teachers than women. The kids' hostility will negatively
influence their homework and study drive.

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In the group of 10 students, there are five girls and five males, and each gender has its
own individual characteristics. The majority of women in this class are either
independent learners with a high IQ. For example, the first student is a girl who excels
in mathematics. She has arithmetic intelligence, thus it should not come as a surprise
that she is adept at problem solving and other mathematical matters. As a result, she
can assist her classmates who are having problems with mathematics and
communicate with them. Boys are often less intelligent than girls. The second student
is a contemplative student who is excelling in her own academics. She becomes more
acquainted with the lecturers and seeks explanation on anything that is causing her
difficulty. These characteristics have helped her to excel academically and realize her
full potential. One member of this group specializes in sports, while another excels in
music. The majority of the men in this class fall into the category of "Field-Dependent
Learners," indicating that they prefer to spend their leisure time on activities other
than schooling.

6 Interests of the group of 10 students

Each student in a classroom has an own preferred learning style, skill set, and attitude
toward academics. Additionally, the IQ of each student varies greatly. Individual
student participation varies significantly (Nordell, 2009). Since no two students have
the same interests, it is difficult to apply a single strategy that would guarantee
academic success for all children. The students have a wide range of challenges,
concerns, and areas of interest. If a teacher attempts to teach each student the same
material, regardless of whether or not they find it interesting, the students will rapidly
lose interest in learning. To better fulfil the needs of students and provide them the
chance to study what interests them, it is vital to redesign the curriculum and use
interest-based learning strategies in the classroom (Simsek, 2010). Homeschooling is
an alternative that allows for more interest-based learning. If parents opt to
homeschool their children, enabling them to concentrate on things that most interest
them may help them learn more quickly and retain more knowledge overall. Finding
one's passion has a favorable influence on a child's academic performance.

Numerous studies have shown that students' academic motivation rises when they are
permitted to pursue extracurricular activities (Nordell, 2009). They perform
academically because they pay closer attention in class, participate more actively in

10
class activities, take more extensive notes, and overall do better when they are not
under pressure. Attendance declines, absenteeism increases, classroom involvement
falls, and academic achievement plummets when students are required to study
uninteresting or irrelevant content. If, for instance, there is a student in the class who
struggles with mathematics and has special needs, the teacher should concentrate
more on assisting this student. However, children who struggle with mathematics are
less likely to want to remain in class during math time, which will negatively affect
his grades and performance (Nelson, 2014). Therefore, encouraging children to
pursue their passions is essential if we want them to become lifelong learners. A
student who dislikes a subject need only study it until the final examinations are over.
After the examinations, he forgets all he learned, and the information he acquired is of
little practical value. If they may explore their own areas of academic interest,
students are more likely to become lifelong learners. Even when examinations are
completed, students continue to study what interests them and read extensively to
expand their knowledge. In addition, when children have the choice to choose what
they choose to study, they are innately motivated to succeed without the need for
parental or academic pressure (Schmeck, 2013).

Given that each child has a unique collection of interests, however, it may be difficult
to establish an interest-based classroom. However, this is possible in a digital
classroom. Educators may engage students more effectively in productive learning if
they first determine their students' areas of interest. From then, several more tactics
may be altered (Weinstein, 2019).

The first student has well defined ambitions and interests. The first student stated that
mathematics was the child's favorite subject and that she eagerly anticipated the
beginning of math class and the arrival of the teacher. She is now in ninth grade, and
she has always excelled in mathematics. The first student has clearly defined areas of
interest.  In contrast, the seventh student is nothing like the first. The seventh child has
math learning difficulties and is weak in math. Even though he succeeded in other
sports, such as volleyball, diving, and rugby, the student record book revealed that his
greatest subject was really language and literature. The fifth child excels in literature
and poetry. Moreover, even within the same class, students' interests may vary
greatly; if the teacher does not accommodate to these variances, the class as a whole is
likely to feel abandoned.

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7 Developmental Difference of the group of 10 students
Multiple students in a classroom will have diverse cognitive, motor, and interpersonal
abilities (Dansereau, 2018). Some kids are continually active throughout the day,
while others are sedentary. While some students thrive in certain courses, others fail
them. Some pupils are more outgoing and display more confidence in the classroom
than their more reserved classmates (Nelson, 2014).

Cognitive development is a transition from one set of patterns to another, as well as a

new method of gaining information (Nordell, 2009). Some kids exhibit remarkable
maturity for their age; they are able to regulate their emotions, show respect for their
classmates, and behave properly in the classroom. However, some kids fail
academically due to cognitive limits and emotional challenges. Cognitively
challenged students need a greater degree of teaching than their ordinarily developing
classmates. If we consider the varying rates of development among children, Students
may vary in their verbal and visual ability, social skills, memory, concentration, and
temperament. A person with language issues may, for instance, struggle with reading,
comprehending, or pronouncing words appropriately (Schmeck, 2013). The preceding
conditions are instances of cognitive limitations. Teachers should adjust their
teachings to the specific requirements of these pupils in order to aid in their academic
success. Additionally, pupils' interpersonal talents differ. Some kids could be
outgoing, while others might be more introverted (Bhatti & Rana, 2021). This
individual's personality would influence children's capacity to learn.

The first kid is more reserved, less certain in public speaking, and has a smaller social
network. The second student lacks social skills since she is an independent learner
who prefers to study alone than in a group. The third student is the most proactive; he
is also the most popular and gregarious, spending most of his time outside of school
with his many friends. The fourth student is an athlete. Therefore, he has a fantastic
personality and is not afraid to voice his ideas.

Because he is proficient in poetry and literary writing, the fifth student has a more
creative and vocal personality. The sixth-grade girl displays impulsive learning
tendencies, acting more like a dependent learner and communicating with the
instructors more often. The seventh kid is likewise quite athletic, and as a
consequence, he has a great personality and is not afraid to express his ideas. The

12
eighth student is an introvert who prefers to study alone than in a big group. Since
they are more shy and less self-assured while performing in front of a big audience,
students in ninth and tenth grade are more susceptible to develop personality
disorders.

8 Personality of the group of 10 students

The normal ways a person thinks, acts, and reacts in social circumstances define their
personality (Bhatti & Rana, 2021). The performance of each student is affected by
their personality and qualities. Some kids will be simple to teach, but others may be
challenging (Nijhuis & Segers, 2008). Some children are more extroverted and
imaginative than others, while others are more reticent and slow to open out. Using
the information shown above, it is simple to classify the distinct traits of 10 students.

9 How to create a lesson plan to cater to the group of 10 students

As previously stated, each of the ten students has a distinct method of learning. Some
students are introspective thinkers who think critically and creatively, whilst others
are impulsive learners who do not evaluate situations critically (Bhatti & Rana, 2021).
Furthermore, no two individuals have the same IQ. Gardner contends that there is a
broad spectrum of intelligence among students (Nelson, 2014). Some of the above
stated students have a natural talent for mathematics, while others do not. Several
students thrive in the arts, while others are more verbose. Similarly to adults,
children's IQs vary widely (Nijhuis & Segers, 2008). Students may have a single
intellect or several intellects. Men and women also approach learning differently.
Gender roles significantly impact how students perform in class and the assumptions
they bring to various circumstances (Schmeck, 2013). It has been shown that boys'
and girls' academic performance differ considerably owing to gender and classroom
behavioral differences. Girls often do better academically than males; thus, gender
differences should be considered while constructing the curriculum. In addition, even
within classmates, there is a broad variety of learning styles, learning abilities,
personalities, sexes, and interests. Adapting a single lesson to the various
requirements of so many students is a huge problem in any classroom. When teachers
examine the various learning styles of their students, they are better equipped to create
classes that cater to each student's specific preferences.

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A lesson plan is the teacher's blueprint for covering the content and fostering learning
in the classroom. The instructor may then organize beneficial learning activities and
develop means to gather student feedback on their progress. With a well-thought-out
lesson plan in hand, a teacher may confront their students in the classroom with
confidence, boosting the possibility that they will participate in meaningful learning.

A well-rounded and successful lesson plan is comprised of three primary components:

Instructional Elements: • Learning Objectives • Instructional Strategies • Assessment

of Student Progress

Lesson plans are not meant to be exhaustive, but they do provide teachers with an
overview of their targeted learning goals, student outcomes, and methods for reaching
those targets. It is not that everything must go according to plan for the lesson to be
effective; rather, what matters is that everyone participating learns something.

10 Conclusion
Ten students was chosen at random for the study, and their individual learning styles
was determined via observation and group discussion. Based on this information, the
group was then decided on the best approach for constructing a lesson plan for the
identified individuals. Each student's strengths and weaknesses in terms of learning
styles, learning aptitude, gender, hobbies, developmental differences, and personality
was taken into account.

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Nelson, L., 2014. Do active learning strategies improve students' critical thinking.
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Nordell, S., 2009. Learning how to learn : A model for teaching students learning
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