AIOU Solved Assignment 1 and 2 Code 8601 Autumn and Spring

AIOU B. Ed General Methods of Teaching (8601) | Solved Assignment 1. 

Q.4 

(i) Highlight the Hunter's seven steps of lesson planning. 

(ii) How is 5E's model of lesson planning different from the others models?

Answer

(i) Highlight the Hunter's seven steps of lesson planning. 

 

Background:

Educational experiences devised using the Hunter Lesson Plan Model are highly structured and repetitive. The model was developed by the late school principal and long-time educator Dr. Madeline Hunter. The traditional steps of the Hunter Lesson Plan Model were designed for the explicit purpose of having students get it right the first time through. Erroneously some school administrators have used the model to analyze teaching performances.  

Hunter developed her model using the science and knowledge of her time. Her model is a standard behavioral technique of direct instruction and modified operant conditioning, plus it has just the beginnings of information processing for recall. Hunter knew that the human brain lays down pathways as it learns. She wanted to assure that teachers gave learners little or no opportunity to “get it wrong” or lay down neural pathways that were incorrect. Madeline Hunter did this because the research at the time indicated that relearning materials or skills took much more time than learning them right the first time.

Hunter’s model is designed to minimize mislearning events in the first place. Here are the points of this lesson planning model. 

Hunter's Seven Steps of Lesson Planning 

Hunter developed a seven steps model of lesson planning. These steps are associated with the direct instruction method and behavior change practices. The seven steps fall under four categories as follows:

1. Objectives

Before the lesson is prepared, the teacher should have a clear idea of what the teaching objectives are. What, specifically, should the student be able to do, understand, care about as a result of the teaching. informal. Bloom’s Taxonomy of Educational Objectives which is shown below, gives an idea of the terms used in an instructional objective.

2. Standards

The teacher needs to know what standards of performance are to be expected and when pupils will be held accountable for what is expected. The pupils should be informed about the standards of performance. Standards: an explanation of the type of lesson to be presented, procedures to be followed, and behavioral expectations related to it, what the students are expected to do, what knowledge or skills are to be
demonstrated and in what manner.

3. Anticipatory set

Anticipatory set or Set Induction: sometimes called a “hook” to grab the student’s attention: actions and statements by the teacher to relate the experiences of the students to the objectives of the lesson.
To put students into a receptive frame of mind.

• to focus student attention on the lesson.

• to create an organizing framework for the ideas, principles, or
  information that is to follow (c.f., the teaching strategy called
  “advance organizers”).

• to extend the understanding and the application of abstract ideas
  through the use of example or analogy…used any time a different activity
  or a new concept is to be introduced.

4. Teaching

includes Input, Modeling, and Checking for Understanding.

• Input: The teacher provides the information needed for students to gain knowledge or skill through lecture, film, tape, video, pictures, etc.

• Modeling: Once the material has been presented, the teacher uses it to show students examples of what is expected as an end product of their work. The critical aspects are explained through labeling, categorizing, comparing, etc. Students are taken to the application level (problem-solving, comparison, summarizing, etc.)

• Checking for Understanding: Determination of whether students have “got it” before proceeding. It is essential that students practice doing it right so the teacher must know that students understand before proceeding to practice. If there is any doubt that the class has not understood, the concept/skill should be retaught before practice begins. Questioning strategies: asking questions that go beyond mere recall to probe for the higher levels of understanding…to ensure memory network
  binding and transfer. Bloom’s Taxonomy of Educational Objectives provides a structure for questioning that is hierarchical and cumulative. [See the end of this section for a summary of the Taxonomy of Educational Objectives.] It provides guidance to the teacher in structuring questions at the level of proximal development, i.e., a level at which the pupil is prepared to cope. Questions progress from the lowest to the highest of the six levels of the cognitive domain of the Taxonomy of Educational Objectives: knowledge, comprehension, application, analysis, synthesis, and evaluation.

5. Guided practice/monitoring

An opportunity for each student to demonstrate a grasp of new learning by working through an activity or exercise under the teacher’s direct supervision. The teacher moves around the room to determine the level of mastery and to provide individual remediation as needed. [Fred Jones'"praise, prompt, and leave" is suggested as a strategy to be used in guided practice.]

 

6. Closure

Closure: Those actions or statements by a teacher that are designed to bring a lesser presentation to an appropriate conclusion. Used to help students bring things together in their own minds, to make sense out of what has just been taught. “Any questions? No. OK, let’s move on” is not closure. The closure is used:

• to cue students to the fact that they have arrived at an important point in the lesson or the end of a lesson,

• to help organize student learning,

• to help form a coherent picture, to consolidate, eliminate confusion
  and frustration, etc.,

• to reinforce the major points to be learned…to help establish the network of thought relationships that provide a number of possibilities for cues for retrieval. The closure is the act of reviewing and clarifying the key points of a lesson, tying them together into a coherent whole, and ensuring their utility in the application by securing them in the student’s conceptual network

 

7. Independent practice

Once pupils have mastered the content or skill, it is time to provide reinforcement practice. It is provided on a repeating schedule so that the learning is not forgotten. It may be homework or group or individual work in class. It can be utilized as an element in a subsequent project. It should provide for decontextualization: enough different contexts so that the skill/concept may be applied to any relevant situation…not only the context in which it was originally learned. The failure to do this is responsible for most students' failure to be able to apply something learned.

Analysis: 

The Hunter Lesson Plan Model has a number of advantages and an equal number of disadvantages. For instance, it is a great drill and practice model. The model is an excellent one for content or processes that benefit from lots of repetition. In that regard, it is more readily suited for lessons that emphasize the lower tier of Bloom’s revised taxonomy– remembering (knowledge), understanding (comprehension), and applying (application).

However, without considerable thought, revision, and artful manipulation, the model’s repetitive structure is not appropriate for open-ended learning experiences, discovery learning sessions, or exploratory educational experiences, especially ones requiring divergent thinking skills, creative problem solving, or higher-level thinking skills. Too, this model is not particularly well suited for use with gifted students. This population becomes easily bored with repetitive applications and steps, especially if they are not very challenging. Gifted students may also resent tightly, teacher-controlled learning settings where learning patterns are readily apparent from the very beginning. 

 

(ii) How is 5E's model of lesson planning different from the others models? 

Lesson Planning 

Lesson planning is the instructor’s road map of what students need to learn and how it will be done effectively during class time. Before planning a lesson, the instructor first needs to identify the learning objectives for the class meeting.  Then, he/she can design appropriate learning activities and develop strategies to obtain feedback on student learning. A successful lesson plan addresses and integrates these three key components:

• Objectives for student learning

• Teaching/learning activities

• Strategies to check student understanding

Specifying concrete objectives for student learning will help determine the kinds of teaching and learning activities that teacher will use in class, while those activities will define how to check whether the learning objectives have been accomplished 

APPROACHES TO LESSON PLANNING: 

There are different styles for lesson planning. The common style of lesson planning contains the following basic elements: 

• 3-5 lesson objectives 

• Content to be covered

 • Activities (lecture, group work, problem-solving, etc.) 

• Resources and materials needed (including technology) 

• Timing 

• Out of classwork and assessment 

The following classic lesson planning models are most popular in lesson planning. These are: 

1) Gagne’s framework for instructional development, 

2) Hunter’s seven steps of lesson planning and 

3) The 5 E's lesson planning model  

Here I will discuss The 5 E's lesson planning model in detail and see how this model is different from other models of lesson planning. 

5 E’s of Lesson Planning

The learning theory of Constructivism states that learners construct new ideas or concepts on the basis of their current/past knowledge. This model is based on the ideas of constructive learning. Teachers design their instructions/ lessons around the learning objective, gather resources and provide students an opportunity to explore, build, and demonstrate their learning. It shifts the learning environment from teacher-centered to learner-centered. The 5 E's Lesson Planning Model is most often associated with constructivist learning design. 

Primary Connections resources and professional learning is based on the 5E teaching and learning model. This evidenced-based approach is effective in guiding teaching and learning of science because it supports active, constructivist learning; students draw on their prior knowledge, pose questions, participate in hands-on experiences, and conduct exploratory and formal investigations, to develop their own explanations about scientific phenomena. Students are given opportunities to represent and re-represent their developing understanding using literacy skills. They are actively engaged in the learning process. Students develop science inquiry skills and an understanding of the nature of science.

Teaching and learning progress through five phases: Engage, Explore, Explain, Elaborate, and Evaluate. The phases of the Primary Connections 5E teaching and learning model are based on the 5Es instructional model 

The 5Es

 • Engage - 

students come across the material, define their questions, do the basic work for their classwork, make connections between new and known ideas, identify the relevant practices from their daily life. 

• Explore - 

students directly involved with the material, go through the learning process to solve the problems. They work in a team to share their knowledge. 

• Explain – 

the student gets an opportunity to explain the learned concepts such as discoveries, processes, and ideas by written/ verbal assignments or through creative writing/ projects. The teacher supplies material, books/ resources, gives feedback, enhances vocabulary, and clarifies misconceptions/wrong points if any. 

• Elaborate – 

The teachers can enhance students’ knowledge with the help of other examples and expand their knowledge by explaining similar concepts and asking them to apply them to other situations. The learning of the new concepts also raises questions relating to other concepts (lead to new inquiry). 

• Evaluate – 

Evaluation of learning is an ongoing (continuous) process. Both teacher and learner check the understanding of the concepts. Different evaluation techniques can be used such as rubrics, checklists, teacher interviews, portfolios, problem-based learning outputs, and assessments results. Results are used to evaluate the students’ progress and to modify instructional needs in the future.

Lesson Model Comparison

    The 5E and Madeline Hunter lesson plans are both similar and different from each other. I think both lesson plans give teachers an adequate outlook on what to teach and what the students should know after a lesson. Also, both lesson plans allow a decent amount of student-centered learning.  One of the main differences I noticed is how the Madeline Hunter plan requires the teacher to think about teaching to different learning styles. During “modeling” and “re-teach”, the teacher must find ways that all students will make connections.  In the 5E lesson plan, I wrote, one can notice how I explain the components of the lesson on the whiteboard. In the Madeline Hunter lesson plan, I wrote, I not only explain the components on the whiteboard, but I also include visuals including at-chart, animated pictures, and video clips (during “modeling”). During “re-teach”, I decided to add an audiobook for my audio learners. The Madeline Hunter lesson plan made me think of more ways to teach my explanation and gave me a chance to “re-teach” the students.  On the other hand, the 5E model does not require the teacher to think about “all learners'' and does not require the teacher to “re-teach” to the students who need more instruction. In addition, in the Madeline Hunter lesson plan, students are taught by “modeling” before independent practice. Thus, giving the students a background before they go explore on their own. In the 5E lesson plan, students explore before being taught. The 5E lesson plan requires students to make their own connections before having any prior instruction or background. Ultimately, both lesson plans can be utilized to engage and assess student learning, but the Madeline Hunter plan reinforces the objective more than the 5E plan, which can be very beneficial for different types of students.

      I think the Madeline Hunter lesson plan best aligns with my views of teaching. I believe many students use a cluster of different learning styles. No student should be labeled as just a visual, auditory, or kinesthetic learner. Learning styles are also subject to change. This means a teacher should be prepared to target all the different learning styles in every lesson. The Madeline Hunter lesson plan requires the teacher to think about how “all learners” can make connections. I love how the Madeline Hunter lesson gives the teacher a chance to “re-teach” the students who have not made appropriate connections.  I also feel that giving the students background before they explore narrows down the connections the students might make about an activity. The students have an idea of what they will be looking for. Considering what I have mustered, the Madeline Hunter lesson plan makes me feel more comfortable and confident with my teaching because I know after the lesson, I will have taught to “all learners” and to the students that did not understand.