1. Build relationships with your child’s teachers. Find out what each teacher expects of your teenager
and how you can help him or her prepare to meet those expectations.
2. Read. Reading is the foundation for all learning. Expose your teen to a wide variety of reading materials
(newspapers, magazines, books, Internet Web sites) and be ready to discuss what he or she has learned.
Helping your child develop strong reading habits and skills is one of the most important contributions you
can make to your child’s education.
3. Practice writing at home. Letters, journal entries, e-mail messages, and grocery lists are all writing
opportunities. Show that writing is an effective form of communication and that you write for a variety
of purposes.
4. Make math part of everyday life. Cooking, gardening, paying bills, balancing a checkbook, and even
shopping are all good ways to help your child understand and use mathematics skills. Show that there
may be many ways to get to the right answer and encourage your child to explain his or her method.
5. Ask your child to explain his or her thinking. Ask lots of “why” questions. Teenagers should be able
to explain their reasoning, how they came up with the right answer, and why they chose one answer
over another.
6. Expect that homework will be done. Keep track of your teen’s homework assignments and regularly look
at his or her completed work. Some teachers now give parents a number to call for a recorded message
of that day’s homework assignments; others put the information on the Internet. If your school doesn’t
offer these features, talk to the teacher about how you can get this important information. Even if there
aren’t specific assignments, find out how you can stay informed about what your child is working on so
that you can help at home.
7. Use the community as a classroom. Feed your child’s curiosity about the world 365 days a year. Take
your child to museums, local government buildings, state parks, and workplaces. Encourage your young
adult to volunteer in a field or area of interest in order to show how learning connects to the real world.
These activities will reinforce what is learned in the classroom and may help your teen decide what to
do with his or her future.
8. Encourage group study. Open your home to your child’s friends for informal study sessions. Promote
outside formal study groups through church or school organizations or other groups. Study groups will be
especially important as your child becomes older and more independent. The study habits your teen learns
now will carry over into college and beyond.
9. Help other parents understand academic expectations. Use your school and employee newsletters,
athletic associations, booster clubs, a PTA or PTO meeting, or just a casual conversation to help other
parents understand what academic standards mean for them, their children, and their school and how
they can help their children learn at home.
10. Spend time at school. The best way to know what goes on in your child’s school is to spend time there.
If you’re a working parent, this isn’t easy, and you may not be able to do it very often. But “once in awhile”
is better than “never.
Sunday, July 29, 2007
Lesson plan
A lesson plan is a teacher's detailed description of the course of instruction for an individual lesson. While there is no one way to construct a correct lesson plan, most lesson plans contain some or all of these elements, typically in this order:
1.the title of the lesson
2.the amount of time required to complete the lesson
3.a list of required materials
4.a list of objectives. These may be stated as behavioral objectives (what the student is expected to be able to do upon completion of the lesson) or as knowledge objectives (what the student is expected to know upon completion of the lesson).
5.the set or lead-in to the lesson. This is designed to focus students on the skill or concept about to be instructed. Common sets include showing pictures or models, asking leading questions, or reviewing previously taught lessons.
the instructional component. This describes the sequence of events which will take place as the lesson is delivered. It includes the instructional input—what the teacher plans to do and say, and guided practice—an opportunity for students to try new skills or express new ideas with the modeling and guidance of the teacher.
independent practice. This component allows students to practice the skill or extend the knowledge on their own.
6.the summary. This is an opportunity for the teacher to wrap up the discussion and for the students to pose unanswered questions.
evaluation. Some, but not all, lessons have an evaluative component where the teacher can check for mastery of the instructed skills or concepts. This may take the form of a set of questions to be answered or a set of instructions to be followed. The evaluation may be formative; that is to say, used to guide subsequent learning, or summative; that is to say, used to determine a grade or other achievement criterion.
7.analysis. Often not part of a lesson plan, this component allows the teacher to reflect on the lesson and answer questions such as what went well, what needs improving, and how students reacted to the lesson.
8.Continuity - the content/ideas/theme/rules etc. from previous day are reflected upon or reviewed Unit plans follow much the same format, but are intended to cover an entire unit of work, which may be delivered over several days or weeks.
In today's constructivist teaching style, the individual lesson plan is often inappropriate. Specific objectives and timelines may be included in the unit plan, but lesson plans are more fluid as they cater to student needs and learning styles.
As students are asked to engage in problem or inquiry learning, rigid lesson planning with title, behavioral objectives, and specific outcomes within certain time constraints often no longer fit within modern effective pedagogy. Today, formal lesson plans are often required only of student teachers, who must be demonstrably familiar with the components of a lesson, or teachers new to the field, who have not yet internalized the flow of a lesson
1.the title of the lesson
2.the amount of time required to complete the lesson
3.a list of required materials
4.a list of objectives. These may be stated as behavioral objectives (what the student is expected to be able to do upon completion of the lesson) or as knowledge objectives (what the student is expected to know upon completion of the lesson).
5.the set or lead-in to the lesson. This is designed to focus students on the skill or concept about to be instructed. Common sets include showing pictures or models, asking leading questions, or reviewing previously taught lessons.
the instructional component. This describes the sequence of events which will take place as the lesson is delivered. It includes the instructional input—what the teacher plans to do and say, and guided practice—an opportunity for students to try new skills or express new ideas with the modeling and guidance of the teacher.
independent practice. This component allows students to practice the skill or extend the knowledge on their own.
6.the summary. This is an opportunity for the teacher to wrap up the discussion and for the students to pose unanswered questions.
evaluation. Some, but not all, lessons have an evaluative component where the teacher can check for mastery of the instructed skills or concepts. This may take the form of a set of questions to be answered or a set of instructions to be followed. The evaluation may be formative; that is to say, used to guide subsequent learning, or summative; that is to say, used to determine a grade or other achievement criterion.
7.analysis. Often not part of a lesson plan, this component allows the teacher to reflect on the lesson and answer questions such as what went well, what needs improving, and how students reacted to the lesson.
8.Continuity - the content/ideas/theme/rules etc. from previous day are reflected upon or reviewed Unit plans follow much the same format, but are intended to cover an entire unit of work, which may be delivered over several days or weeks.
In today's constructivist teaching style, the individual lesson plan is often inappropriate. Specific objectives and timelines may be included in the unit plan, but lesson plans are more fluid as they cater to student needs and learning styles.
As students are asked to engage in problem or inquiry learning, rigid lesson planning with title, behavioral objectives, and specific outcomes within certain time constraints often no longer fit within modern effective pedagogy. Today, formal lesson plans are often required only of student teachers, who must be demonstrably familiar with the components of a lesson, or teachers new to the field, who have not yet internalized the flow of a lesson
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