Teaching from Lesson Plans

2017 ◽  
Author(s):  
Vicki Chandler ◽  
Stephen M. Kosslyn ◽  
Richard Holman ◽  
James Genone
Keyword(s):  
Problem Solving ◽  
Active Learning ◽  
Lesson Plan ◽  
Teaching Experience ◽  
Role Playing ◽  
Lesson Plans ◽  
Crucial Aspect ◽  
The Core ◽  
High Level ◽  
Interactive Exercises

Abstract A crucial aspect of the Minerva curriculum is the lesson plan, which is used to structure and guide every class session of the Cornerstone, Major Core and Concentration courses. This chapter describes how professors use these lesson plans and how they form the basis for dynamic, evolving class sessions while maintaining a high-level of structure and consistency over different sections of the same class. The lesson plans specify assigned readings and videos, exercises the students work through before class, quizzes at the beginning and end of class, carefully crafted sets of active learning activities, and more. The core of the lesson plans is the activities, which rely on problem solving, focused analyses in small breakout groups, polls together with discussions, role-playing scenarios, debates, Socratic relays where students take turns discussing a given topic, and many other interactive exercises. In all of this, the professor plays a central role, shaping the discussion, adapting to evolving circumstances, and providing expertise to ensure that students understand the class material. The professor keeps the class focused on the learning outcomes that are specified in the lesson plan and which inform every aspect of it. In every class, students must actively interact with the professor and with each other, which makes every session a dynamic and distinct teaching experience.

scholarly journals STRATEGI PEMBELAJARAN BERBASIS KECERDASAN JAMAK PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI DI SMP NEGERI 3 SENGKANG KABUPATEN WAJO

2018 ◽  
Vol 7 (2) ◽  
pp. 349
Author(s):  
Multasam Gamal
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Lesson Plans ◽  
Multiple Intelligence ◽  
Learning Assessment ◽  
The Core ◽  
Visual Spatial ◽  
Spiritual Learning ◽  
Core Activity

Multiple intelligence based learning strategies, namely preparation of learning by compiling lesson plans. The implementation of learning consists of preliminary activities (apperception and motivation) consisting of activities of the alpha zone, warmer, pre-teach and scene settings. The core activity is the activities of students facilitated to learn through nine types of intelligence namely linguistic / language intelligence, mathematical-logical, visual-spatial, kinesthetic, musical, interpersonal, intrapersonal, naturalistic, and existential / spiritual. Learning assessment is done authentically using 3 domains, namely cognitive, affective, and psychomotor. Application Results Multiple-based learning strategies can shape the creativity of students who are developed through personal aspects, namely appreciation to students in the form of reinforcement. The driver is inviting students to respect the results of opinions. The process is to invite students to think and conclude again the results of problem solving using their imagination and the product is the work in the form of wall displays.

Building Lesson Plans for Twenty-First-Century Active Learning

2017 ◽  
Author(s):  
Ari Bader-Natal ◽  
Joshua Fost ◽  
James Genone
Keyword(s):  
Active Learning ◽  
Curriculum Design ◽  
Lesson Plan ◽  
Lesson Plans ◽  
First Century ◽  
Design System ◽  
First Year ◽  
Course Development ◽  
First Semester ◽  
Iterative Improvement

When we initially created and refined the first-year Cornerstone courses at Minerva, we evolved a set of shared processes, conventions, and templates to support the process of developing lesson plans for active learning. After devoting two full years of curriculum design effort exclusively to these four courses, we faced the challenge of scaling our course development process to simultaneously design a much larger number of upper-division courses. In order to consistently and efficiently create extraordinary active learning experiences, we started to develop a software-based lesson plan authoring tool that would encapsulate and codify our previously-validated templates and processes. This tool, Course Builder, grew to also support the management and iterative improvement of our full curriculum. By the end of its first semester in use, the combined functionality of Course Builder and the Active Learning Forum allowed us to move beyond the need for a Learning Management System entirely. In this chapter, we introduce the Course Builder curriculum design system. We take a close look at how this technology allows us to collaboratively design, systematically coordinate, and iteratively improve on courses and lesson plans built specifically for active learning.

scholarly journals Skill or Will? Effects of Teacher Knowledge and Motivation on the Quality of Technology-Enhanced Lesson Plans

2021 ◽  
Author(s):  
Iris Backfisch ◽  
Andreas Lachner ◽  
Christoff Hische ◽  
Frank Loose ◽  
Katharina Scheiter
Keyword(s):  
Educational Technology ◽  
Secondary Students ◽  
Content Knowledge ◽  
Lesson Plan ◽  
Professional Knowledge ◽  
Decisive Role ◽  
Teaching Experience ◽  
Lesson Plans ◽  
Motivational Beliefs ◽  
Utility Value

In an expertise study with 94 mathematics teachers varying in their teaching experience (i.e., pre-service, induction, in-service teachers), we examined effects of teachers’ professional knowledge and motivational beliefs on their ability to effectively integrate educational technology into their lesson plans. We assessed teachers’ professional knowledge (i.e., content knowledge, pedagogical content knowledge, technological knowledge), and their motivational beliefs (i.e., self-efficacy, utility-value). Additionally, teachers developed a worked-out lesson plan for introducing the Pythagorean theorem to secondary students. They were explicitly instructed to refer to the integration of technology in their lesson plans. Experienced teachers considered more cognitively activating tasks in their lesson plans and exploited the potential of technology more than inexperienced teachers. Mediation analyses revealed that this effect was explained by teachers’ perceived utility-value of educational technology but not by their professional knowledge. These findings suggest that teachers’ motivational beliefs play a decisive role for effectively integrating technology in mathematics instruction.

scholarly journals Meningkatkan Standar Proses melalui Pelaksanaan Supervsisi Akademik pada Jenjang Sekolah Dasar di Kecamatan Gantarang Kabupaten Bulukumba

MANAZHIM ◽  
2021 ◽  
Vol 3 (2) ◽  
pp. 293-307
Author(s):  
Muhabbabe Muhabbabe ◽  
Effendi M
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Teacher Development ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Implementation Plan ◽  
Coaching Model ◽  
Learning Conditions ◽  
The Will ◽  
Implementation Plans

Objective conditions that occur in schools, where teachers in carrying out teaching tasks without good planning certainly cannot create conducive learning conditions for improving the quality of student learning processes and outcomes. To improve such conditions, it can be done by carrying out teacher development through the implementation of academic supervision in the hope that teachers have the will to continuously improve their competency feasibility. The problems studied are (1) how is the model for fostering junior teachers in order to make a learning implementation plan oriented to active student learning, (2) how is the coaching model for junior teachers in order to implement a learning implementation plan oriented to active student learning, (3) whether the development of junior teachers through the implementation of academic supervision can improve the ability of teachers to make lesson plans oriented to active learning models, and (4) whether the development of junior teachers through the implementation of academic supervision can improve the ability of teachers to implement lesson plans that well made. The results of the data analysis show that: (1) the development of junior teachers carried out through the implementation of academic supervision can improve the ability of teachers to make learning implementation plans oriented to the active learning model, and (2) the development of junior teachers through the implementation of academic supervision. improve the ability of teachers to carry out learning based on a well-made lesson plan.

scholarly journals PENINGKATAN KEMAMPUAN GURU DALAM MENYUSUN RPP MELALUI BIMBINGAN BERKELANJUTAN DI SDN 10 NANGA TAYAP

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Suripto Suripto
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Learning Process ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Educational Background ◽  
Lesson Plans ◽  
Learning Activities ◽  
Standard Process

The first stage in learning according to the standard process is learning planningthat is realized by the preparation of the Implementation Lesson Plan. In theframework of implementing the 2013 curriculum, teachers must prepare lessonplans by adjusting some components to the curriculum documents. There are some teachers who are confused when they have to formulate lesson plans because the subjects taught are different from their educational background, it has an impact on the failure of the learning process and also inhibits the improvement of the quality of the school itself. The problem solving that is applied in this research is to provide continuous guidance to the teacher in creating lesson plans. This study uses two rounds of action research. Each round consists of four stages: designing, implementing, observing, and reflecting. The targets of this study are all teachers at SDN 10 Nanga Tayap. The data obtained in the form of observations of teaching and learning activities. From the results of the analysis it was found that the ability of teachers in arranging lesson plans has increased from cycle I to cycle II, that is, cycle I in the range of 109, with quite good categories, and in the second cycle in the range of 152 with very good categories. The conclusion from this study is that the method of sustainable guidance can positively influence the ability of teachers in preparing lesson plans at SDN 10 Nanga Tayap.

scholarly journals LA FUNZIONE INTERPRETATIVA DEL PENSIERO ‘PARLANTE’ E L’INCONSCIO COGNITIVO

2019 ◽  
Author(s):  
Laura Macchi ◽  
Maria Bagassi
Keyword(s):  
Problem Solving ◽  
Unconscious Thought ◽  
The Unconscious ◽  
Insight Problem ◽  
Language And Thought ◽  
The Core ◽  
Insight Problem Solving ◽  
New Interpretation ◽  
High Level ◽  
Conscious Control

Macchi and Bagassi propose a conception of mind bounded by the qualitative constraint of relevance at conscious and unconscious levels. The core of this conception is an interpretative function in language and thought as adaptive characteristic of the human cognitive system. This perspective is supported by evidence from the authors' research on insight problem solving, which they consider a privileged route to understanding what kind of special unconscious thought produces the solution. During incubation, in the absence of conscious control, relevance constraint allows multilayered thinking to discover a new interpretation of the data that finally offers an exit from the impasse. The authors speculate that the creative act of restructuring implies a form of high-level unconscious thought, the unconscious analytic thought.

scholarly journals LA FUNZIONE INTERPRETATIVA DEL PENSIERO ‘PARLANTE’ E L’INCONSCIO COGNITIVO

2019 ◽  
Author(s):  
Laura Macchi ◽  
Maria Bagassi
Keyword(s):  
Problem Solving ◽  
Unconscious Thought ◽  
The Unconscious ◽  
Insight Problem ◽  
Language And Thought ◽  
The Core ◽  
Insight Problem Solving ◽  
New Interpretation ◽  
High Level ◽  
Conscious Control

Macchi and Bagassi propose a conception of mind bounded by the qualitative constraint of relevance at conscious and unconscious levels. The core of this conception is an interpretative function in language and thought as adaptive characteristic of the human cognitive system. This perspective is supported by evidence from the authors' research on insight problem solving, which they consider a privileged route to understanding what kind of special unconscious thought produces the solution. During incubation, in the absence of conscious control, relevance constraint allows multilayered thinking to discover a new interpretation of the data that finally offers an exit from the impasse. The authors speculate that the creative act of restructuring implies a form of high-level unconscious thought, the unconscious analytic thought.

scholarly journals Identifying Higher-Order Thinking Skills on Lesson Plan: How Do Teachers Construct the Lesson Plan?

2021 ◽  
Vol 6 (2) ◽  
pp. 277-285
Author(s):  
Sri Haryati ◽  
Eli Trisnowati ◽  
Siswanto Siswanto ◽  
Moch. Malik Al Firdaus
Keyword(s):  
21St Century ◽  
Lesson Plan ◽  
Teaching Experience ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
21St Century Learning ◽  
Higher Order ◽  
Lesson Plans ◽  
Higher Order Thinking Skills ◽  
Years Of Teaching Experience

In line with 21st-Century learning, the 2013 Curriculum highlights the development of critical thinking, problem analysis, problem-solving, decision making, and creating something new. Professional teachers need to facilitate students in developing these abilities. This research describes how the teachers plan the higher-order thinking skills (HOTs). This research is qualitative research with a descriptive design. The respondents were four teachers with 0-40 years of teaching experience. The data were collected qualitatively through documentation and interviews. The results showed that HOTs were not clearly expressed in the teacher's lesson plans at teaching experience levels of 0 to 10 years and 10 years to 20 years. Teachers with 20 to 30 years of teaching experience and 30 to 40 years of experience have expressed HOTs explicitly and completely in all parts of the lesson plan. Teachers have an important role in facilitating higher-order thinking skills that can be seen through the lesson plans. The lesson plan must describe the development of higher-order thinking skills holistically. Teachers need to review each lesson plan to be coherent in every part and relevant to 21st-century learning.

PENGEMBANGAN SILABUS DAN RPP MELALUI PEMBINAAN PROFESIONAL DENGAN PENDEKATAN KOOPERATIF BAGI GURU SMPN 21 AMBON

2015 ◽  
Vol 8 (2) ◽  
pp. 67
Author(s):  
Ida Kurnia L
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Learning Tools ◽  
Cooperative Approach ◽  
Asking Questions ◽  
Classroom Action Research

The background of this research is the incapacity of teachers in developing syllabi and lesson plan (RPP). This research is a classroom action research (CAR) at SMP 21 Ambon which aims to improve the competence of teachers in developing the syllabus through professional development with cooperative approach. The study was conducted in two cycles involving collaborators. These results indicated that the ability of teachers/participants in understand-ing of the syllabus and lesson plan (RPP) increased, from an average of 65.31% to 78.75%. The activity teacher/participants also increased which is marked by the increasing boldness of teachers in asking questions and raising such issues and increased cooperation of teachers in developing learning tools, especially for teachers in one subject cluster.Keywords : learning syllabus, lesson plans, Classroom Action Research (CAR).

Analisis Kesenjangan Pelaksanaan Standar Proses pada Pembelajaran Produktif di SMK

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Atika Atika ◽  
I Made Sudana ◽  
Basyirun Basyirun
Keyword(s):  
Learning Process ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Ministry Of Education ◽  
Standard Process ◽  
Basic Principles ◽  
Discrepancy Rate ◽  
Quantitative Descriptive ◽  
Concrete Solution ◽  
Evaluation Of Learning

Tujuan penelitian, diantaranya menguraikan bagaimana pelaksanaan standar proses, menganalisis seberapa tingkat kesenjangannya dan merancang bagaimana solusi permasalahan terkait kesenjangan pelaksanan standar proses. Penelitian ini menggunakan penelitian deskriptif dengan pendekatan kuantitatif. Aspek dalam penelitian ini adalah (a) perencanaan pembelajaran; (b) pelaksanaan pembelajaran; (c) penilaian hasil belajar; (d) pengawasan oleh kepala sekolah. Teknik pengumpulaan data, yang digunakan adalah metode observasi, wawancara dan dokumentasi. Hasil Penelitian menunjukkan bahwa dalam hal perencanaan pembelajaran diperoleh kriteria tidak senjang, artinya pada kegiatan perencanaan tidak banyak guru yang mengabaikan standar yang ditetapkan oleh Permendikbud No. 65 tahun 2013. Hasil analisis pelaksanaan pembelajaran diperoleh kriteria cukup senjang, artinya standar proses yang ditetapkan belum sepenuhnya dilaksanakan. Hasil analisis menunjukkan bahwa pada kegiatan penilaian masih diperoleh hasil cukup senjang, artinya masih terdapat ketentuan yang belum diterapkan. Hasil analisis pada komponen pengawasan memberikan kesimpulan jika masih terdapat kepala sekolah yang tidak menjalankan fungsinya sebagai pengawas internal.Therefore, the aims of study are to investigate the implementation of the standard process, analyze the discrepancy rate and design the solution toward the issue of discrepancy. This research uses the quantitative descriptive approach. There are several aspects investigated; (a) lesson plan, (b) learning process, (c) evaluation of learning result, and (d) headmasters control. To collect the data, the methods of observation, interview, and documentation are used. The result is explained in form of criteria. It is no discrepancy for lesson plans, means that most of the lesson plans are in accord with the Basic Principles issued by Ministry of Education and Culture Number 65 in 2013. The learning process has a quite discrepancy rate, means the standard process is incompletely applied; so does the evaluation which ignores several principles to apply. It is also noted that some headmasters ignore their function as an internal supervisor. To sum up, the discrepancy issue needs further concrete solution.

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