W5A

Part 1: Social Studies Mini-Lesson Plan

Part 3: Reflection

Part Two: Implementation

The implementation of mini-lesson plan will start by integrating the lesson into the whole classroom. Students will be provided with concise statement of goals, which will include what is expected of them and the learning outcomes. Thereafter, students’ previous knowledge and understanding will be assessed. Prior knowledge is important since it is necessary for the day’s lessons (Larson & Keiper, 2011). Students will also be presented with new information in small amounts, which will give them the opportunity to practice frequently with the new experiences that they will gain. The instructor will clearly explain and describe new skills and information to improve learners’ level of mastery of concepts. In this respect, the students will be given the opportunities to practice new knowledge, ask questions and seek clarifications. Furthermore, students will be guided before and after the initial practice, including feedback that incorporates praises and corrections on their skills and understanding.

Independent learning is critical to students’ mastery of social studies concepts. As such, the instructor will provide independent practices through specific activities and seatwork exercises, as well as continue the practice until the skills or contents have been mastered. For every lecture or lesson that will be presented, the teachers will develop a topic outline. The outlines will enable the instructor to explore the potential sequences through which contents should be presented, as well as the levels of details that each learner requires (Larson & Keiper, 2011).  For instance, if students are learning about the history of certain communities in the United States, then the topic may be organized into subtopics such as: settling in the New World, Mass Migration, cultural assimilation, as well as the Hart-Celler Act. The lesson plan will also contain lecture notes, opportunities for student interactions, as well as key questions that will be asked during the lecture in order to explore student learning and performance.

Part 3: Reflection

There are various ways in which data was used to develop instructional plan and strategies. For instance, demographic data was used to understand the degree to which students are different. By understanding demographic class composition, it was possible to design instructional approaches that meet students’ differentiated learning needs (Gentry, Sallie & Sanders, 2013). Additionally, student performance data was significant in enlightening me on the different learning problems and gaps among each of the students. In so doing, I was able to identify the number of students who need more support and learning to catch up with the rest.

Other accommodations that would have supported the learning process included provision of self-directed learning programs. Indeed, self-directed learning is a crucial practice in problem-based learning, including the student-centered learning (Silén & Uhlin, 2008). There are various factors that are essential to the development of self-directed learning. One such factor is the student’s feeling of being in charge and having a genuine effect on the learning circumstances. These learning parameters are essential for their need to take control and responsibility of accumulating knowledge. Additionally, the learner should feel connected and in control insofar as understanding of the demands of the learning context is concerned, including managing and receiving feedback (Silén & Uhlin, 2008). Therefore, students need challenges, support, and feedback in their struggles to become self-directed learners.

Both the long- and short-term instructional planning were taken into account by ensuring that the lesson plan provided a scope for correlation of knowledge and skills drawn from different subjects. The instructional planning process was grouped into long- and short-term planning. Long term planning included preparations according to the calendar while short-term planning included units and lesson planning. Long-term planning includes preparation of general outlines of what will be done within a specified period of session. Short-term planning includes implementing calendar through small workable areas known as units and daily plans. In my future practice, these findings will be used to guide me in organizing objectives, contents and learning experiences based on modern research theories. Additionally, the results will strengthen my future practice in terms of identifying appropriate evaluation approaches.

References

Gentry, R., Sallie, A. P., & Sanders, C. A. (2013). Differentiated Instructional Strategies to

Accommodate Students with Varying Needs and Learning Styles. Online Submission.

Larson, B. E., & Keiper, T. A. (2011). Instructional strategies for middle and secondary social

studies: Methods, assessment, and classroom management. Routledge.

Silén, C., & Uhlin, L. (2008). Self-directed learning–a learning issue for students and

faculty!. Teaching in Higher Education, 13(4), 461-475.