Instructional design is very important towards the success or failure of children to understand the lessons that are thought by teachers. This essay will look at the instructional design of lessons for children ages 5 to 7, who have difficulty reading and studying mathematics. Designing a lesson has to do with a number of target related issues such as the level of the children, target practices and novel ways of ensuring that learning is top priority.
Teachers have to be skilled enough to deal with children that bring to the classroom different learning habits and backgrounds; two factors that might impinge on their learning paces and study habits. READING LESSON: Standards – The standards set for the understanding of reading has to do with the importance of it. Mainly, the lesson should help to ensure that children by age 7 years can read fluently even in front of audiences. Their articulation habits and ways of pronunciation should be consistent with a child who has learnt how to read properly.
Objectives – By the end of this lesson, students should be able to: a) Pronounce words and read fluently. b) Learn how to spell words. c) Notice punctuation and learn how to use it. d) Make reading on of their pastimes. Lesson Plan and Practice – One hour of reading time is recommended after lunch or first session in the morning when children have been settled. Session 1: Learning about vowel sounds and other sounds. Intended to use the IBG Phonics tapes and voice over for children. For example, simple words like apple. Children need to understand that words are broken up into syllables.
Rhyming sounds and simple sentence reading. Interestingly approaches to making out words and pronouncing them. Session 3: Spelling and recognition of words. Encouraging them to read out loudly, practice with parents or even do choral speaking sessions. Assessment – Allow children the opportunity to opportunity to engage in reading efforts and Spelling Bee competitions. a) Give the children a story to write and ask them to read it aloud in class. b) For written exams, test them on breaking words into syllables and spelling.
Reflection – There are advantages and disadvantages of productive integrated instructional design. One major advantage is that the lesson structure is easy to follow and that one step leads to the other. There is supposed to be a natural progression even in the student’s mind. A disadvantage of this form of design is that sometimes the assessments are not a true indication of whether the student has learnt the art of reading. MATHEMATICS LESSON: Standards – Students should be able to do simple mathematical practices.
It is important that they understand that mathematics is about knowing the principle behind formulas and practicing. Objectives – By the end of the lessons the students should be able to: a) Realize the different mathematical signs b) Understand the principle behind each of them and begin to practice working out sums. Lesson Plan and Practice – Children should at least spend quality time with the practice of mathematics. Following the lesson plan is important, but more interestingly is encouraging the student to practice the sums on their own.
Session 1: Understanding the power of sums. Teaching simple adding and subtracting practices for example: If you have 10 marbles and John takes 3 marbles but puts back one marbles, how many marbles are you left with? Session 2: Understanding tables and learning them. Starting with the two times tables. Session 3: Division is tricky, so the student needs to know their tables properly first. Objects can be used to ensure that children can actually visualize the equation. Assessment – Simple sums, for an end of term examination.
For take home assignments, practicing sessions with parents. Reflection – This lesson design is easy to use and to follow. I believe that the best and most successful approach to learning is that the teacher spends time with each student or attempt to work in groups, so that the children can voice their challenges in grasping the formulas. A disadvantage to it is that a teacher must have a keen eye to know that the student does not understand the sum of the principle behind it. Reference Butt, Graham. 2006. Lesson Planning. Great Britain, Continuum International Publishing.
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Topic: Cross-content Lessons
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