Lesson planning is a fundamental skill composed of a wide array of interrelated components that all instructors should utilize within their respective instruction. The discussion below includes five of the eight lesson planning components I have chosen to further explore. Under each lesson planning component I will identify why I selected the adjoining resource and how it will improve my instruction.
1. BLOOMS TAXONOMY:
Creating learning objectives can be done through the application of Bloom’s Taxonomy. I chose this article because the author skillfully identifies how educators can apply Bloom’s Taxonomy in order to overcome the internal intimidation new cooks experience during the beginning stages of their education. I will use this resource and the Bloom Taxonomy model to strategically develop learning objectives and outcomes which motivate and inspire my students to grow rather than pull back due to an intimidation for learning how to cook.
2. CHARACTERISTICS OF ADULT LEARNERS-MULTIPLE INTELLIGENCE
Gardner explains that, “The broad spectrum of students – and perhaps the society as a whole – would be better served if disciplines could be presented in a numbers of ways and learning could be assessed through a variety of means.”
To be an effective instructor, my instruction and assessment practice must appeal to a wide variety of learning styles. I chose this resource to better understand what is multiple intelligence and more specifically to learn what are the various types. This understanding will help me develop a diverse curriculum and assessment plan which I can apply to a wide spectrum of adult learners.
3. CREATING A POSITIVE LEARNING ENVIRONMENT-MISUSES OF QUESTIONING
The ability to create questions which engage, create interest, inspire thought and aid the development of comprehension for the learner is an indispensable tool and skill. I chose this resource so that I could expand my understanding on how the use of a question can both support and enhance the positive learning environment and in contrast how it can negatively impact the interaction between the instructor, learner and the environment. I understand the importance of a question and respect that questions can not be withdrawn once they are asked. Therefore, a thorough understanding of the different functions and goals of applying questions will enable me to utilize them with purpose and intention rather than random application.
4. MOTIVATIONAL TECHNIQUES-ENTHUSIASM
6 domains for building student engagement
II. First Classes
III. Classroom Atmosphere
IV. Classroom Specifics
V. Classroom Interactions
VI. Beyond the Classroom (Palmer, Pg. 1)
This article struck my attention because it clearly identifies six domains and a list of instructional practices which encourage an engaging learning environment and as a result promotes motivation for the learner. Before PIDP I did not realize that instructors can manipulate the environment and actively install specific practices into their instruction which inspire engagement and motivation. These practices will help me improve my ability to create a positive learning environment and heighten the level of engagement and motivation from both myself and the learner with the learning process.
5. INSTRUCTIONAL PROCESS/STRATEGIES-BRIDGE-INS
It is overwhelming to determine what instructional strategies will best support my style of instruction and help me achieve my goals. The ability to transition smoothly with the introduction of new material is a tool which I would like to fine tune. This resource clearly defines what is the bridge-in technique and gives clear examples on how to use it. The bridge-in technique will allow me to create smooth transitions between topics but also ‘hook’ the learners interest toward the new topic.