Planning Lessons and Assessment in Schools Essay

Planning Lessons and Assessment in Schools - Essay useThe teacher then introduced the lesson of the day by mentioning that it would be a buildup of the previous lesson. The lesson of that day involved culture how to balance basic chemistry equations. The teacher began by introducing basic, acerbic, and neutral compound. He then gave basic examples of a base, acid, and a neutral compound. Interestingly, he had an example of each of the compounds in descriptor. A lemon represented an acidic compound, ash represented basic compound whereas water represented a neutral compound. Students were asked to name different similar compounds and at least a quarter of the class responded with accurate results. The teacher then went up to demonstrate on the blackboard how to balance the equations. Once he gave five simple examples, he asked the students to inform to go to the board and balance an equation. Each student who was able to balance the equations was given an orange. It was interes ting to card the profound interest in which the students were responding to learning. The interest was actually boosted by the gifts for the students who got the equations correct. Near the end of the lesson, the teacher divide the class into four groups of five students each. He then requested the students to discuss what they had learned in class concerning balancing of equations as well as further examples of each compound. Each group was required to come out up with three examples of each compound as well as three examples of balanced equations. The teacher collected the results and told them that the results would be discussed in the next lesson. Lesson planning is one of the fundamental aspect of any teacher. This is because the grammatical construction of the lesson determines the effectiveness of the learning process. When making such a plan, it is imperative for the teacher to understand the lesson objectives and most importantly, the strengths and weaknesses of the stu dents. This way, it allow be possible to articulate the lesson to benefit the students maximally. It is also important to understand each student so that the needs of every student can be incorporated in the lesson plan (Satterly, 1989). However, it is particularly necessary to classify the student depending on their learning abilities. This is because the bright students are more often than not sidelined in the learning process at the expense of the slow learners. For example, I realized that the teacher was concentrating more on the slow learners in the hope that they will catch up with the rest of the class. Assessment in Schools A lesson is not complete with the full assessment of the realization of the objectives of the lesson. During the lesson, I noted that the teacher used sundry(a) teaching and assessments methods. Most importantly, she ensured that the assessment activities are explicitly related to the stated learning objectives. Once the students had finish the given assessment activity, she took some time to reflect upon the results. When the learning objectives were not adequately achieved, the teacher revisited the lesson in a different manner. This allowed those students who had not comprehended adequately to gain more understanding of the topic discussed. In order to achieve this, the teacher used various assessment methods. One of them was quizzes. The teacher ordered the pupils to closing curtain their books and asked them some questions on what she had taught that day. Most pupils who had