AIOU Solved Assignment 1 and 2 Code 8603 Autumn and Spring

AIOU B. Ed Curriculum Development (8603) | Solved Assignment 1. 

Q.1
Describe the nature of aims and objectives in curriculum development. Explain your answer with practical examples. 
Curriculum 
In the field of education, curriculum is an imperative concept. Curriculum is designed and framed by the administrators and the school personnel for the purpose of enhancement of skills and knowledge amongst the individuals and in fulfilling the needs of the community. Through an enriched curriculum, individuals not only improve academic knowledge but are able to provide solutions to societal problems and sustain their living conditions. The learning, growth and development of the students takes place on the basis of proper curriculum. 
The background of the learners is the main area that needs to be taken into account when formulating objectives in curriculum development. The main purpose of this research paper is to understand the formulation of objectives in curriculum development. The main areas that have been highlighted are, understanding the meaning of curriculum, classification of curriculum, types of curriculum, preparing curriculum objectives, relationship of objectives to learning experiences and approaches to curriculum
 
Curriculum development - Its Aims and Objectives
The curriculum theory since 1900 has been significantly concerned with the explanation and interpretation of objectives. In 1925, the statements of objectives began to be selected on the basis of the needs and requirements of the students more than on the analysis of daily life activities. Therefore, the objectives were formulated for the present needs of the learners more than the future lives of the adults. Between 1940 and 1950, the concept of student-teacher preparation and supportive selection of goals by students and teachers, community leaders and parents came within the trend. Since 1950, attempts have been made to state objectives in behavioural terms in such a way as to provide for the succeeding evaluation of the curriculum 
The designing and formulation of objectives in curriculum development is a multifaceted and a methodical process. There has been development of different models of curriculum design to make this multifaceted activity understandable and manageable. The individuals who are primarily within the teaching profession, are required to understand how the designing and formulation of the curriculum have taken place. Curriculum design, development and assessment are fundamental to teaching and learning within the classroom settings. 
This module provides teachers with the information about the basic components, aspects, features and organizations involved in the design and assessment of the curriculum and the instructional systems in schools and higher educational institutions. Understanding the Meaning of Curriculum Curriculum is referred to as a planned and an unplanned concept, content, skills, work habits, means of assessment, evaluation techniques, approaches and instructional strategies taught within the classroom and the variety of school activities that take place inside and outside of the classroom setting that have an impact on the present and future academic, social, emotional and physical growth and development of the students. It is referred to as a comprehensive plan for an educational training program or a course to make provision of new and improved human resources to fulfil the needs and requirements of the individuals themselves and the community.
When understanding curriculum in simple terms, it is referred to what is taught in schools, set of subjects, content, program of studies, set of materials, set of courses, course of study, and set of performance objectives. The processes and the strategies that are implemented in schools include extra classes, counselling and guidance services, and interpersonal relationships; these are considered as an integral part of curriculum. On the basis of the curriculum, the instructional methods are organized which facilitate learning amongst the students. It is planned and organized by the school personnel. It is stated to be the series of experiences undergone by the learners in schools and is an aggregate of the courses of study within the school system 
 
Common Concepts in two Subjects –
 This is the curriculum of two or more subjects that is usually common or the same. It is likely to include within it, the social universals of democratic living that is put into operation through the study of social problems. For instance, students may learn about occurrence of natural calamities and disasters and how they impose detrimental consequences upon the existence of the individuals in an English chapter. On the other hand, in geography, they may learn about the causes and effects of natural calamities and disasters. In this way, there is a common concept in both the subjects of English and geography, but there are differences in the methodology and information Types of Curriculum The different types of curriculum have been stated as follows: 
 
The methods and approaches that are important in preparing curriculum objectives have been stated as follows: 
The preparation of objectives is one way in which a teacher or an educationist can begin to think clearly and critically about the educational processes and the contribution that they have made towards these processes. Growth and development of the students is considered to be the main objective of the educational institutions and preparation of objectives should take into account this fact. The preparation of objectives are regarded to be the first and the foremost step in the formulation of objectives in curriculum development. There are various subject areas and teachers are normally qualified for teaching one subject. 
To lead to effectual growth and development of the students in their particular subject areas, it is vital for the teachers to possess adequate knowledge and information. In the formulation of curriculum objectives, they should be ranked in some order of significance and there should be an interrelationship between them. Perceiving their interrelationships are regarded to be the means of selecting a practical, defensible set of learning tasks and materials from a wide range of content, source material and the forms of treatment that are available for use. This is regarded as important in the case of general studies where practically the whole life of thought and experience can be assumed. The curriculum objectives should not only focus upon the learning tasks, materials and the academic concepts, but they should also focus upon the areas that are vital in inculcating the traits of morality, values, righteousness and truthfulness amongst the individuals. 
The formulation of the curriculum objectives make provision of assistance to the teachers to make decisions about the sequence in which the material is to be presented to the students. In different subjects, there are certain lesson plans that need to be learned before the other, hence, its knowledge should be made available to the students beforehand. When the curriculum is comprehensive and the time available for teaching is limited, then the teachers are required to be careful, the reason being, they have to make provision of the curriculum and the instructional methods to the students in limited time. It is vital for the students to possess the qualities of resourcefulness, diligence and conscientiousness to enhance their understanding. The students who possess these qualities may alleviate the pressure on the teachers and render an effective participation in class. 
Without clearly formulated and precise objectives, it is difficult to prepare valid tests and other forms of assessment. Tests and assessment procedures are an integral part of education, as they are the means through which the performance of the students is evaluated. The students normally are more interested and concerned about the assessment techniques and procedures as compared to the teachers. They need to know about their weaknesses and where they stand. On the basis of the weaknesses, measures are implemented to correct them. The presence of detailed and clear objectives is of help to both the teachers and the students in assessing their progress towards the achievement of the desired goals and objectives. 
The structure of the syllabus is not regarded as sufficient for the students, they may or may not be aware of what they are expected to do with the material of the syllabus. The material of the syllabus may help the students to articulate and organize their learning in an adequate manner. Having a clear understanding and knowledge of the objectives enables the teachers within the classroom setting to adopt effective teaching-learning methods. The objectives will generate a clear viewpoint amongst the teachers about the type of teaching-learning methods they should adopt in order to facilitate learning amongst the students.
 It is crucial to take into consideration effective teaching-learning methods, when making provision of knowledge and education to the individuals. Lectures, case studies, role plays, technology, projects, field visits, group discussions and so forth are regarded as important teaching-learning methods. The use of teaching-learning methods are based on a number of factors, the age groups of the students, their learning abilities, skills, communicative abilities and other aspects that may lead to their enhanced understanding and enable them to improve their performance in class tests and assignments.
 In the preparation of curriculum objectives, one of the important areas is enhancement of communication skills amongst the teachers and the students. At all levels of education, group discussions are an important aspect. When teachers have explained particular concepts and still students have not been able to acquire an adequate understanding, then they are mostly encouraged to get involved in group discussions. In the case of group discussions, the group of two or more students interact with each other to discuss concepts, project work, assignments and so forth. 
The teachers who are teaching similar subjects, may get involved into group discussions with each other to generate awareness regarding what chapter plans they are teaching, what types of teaching-learning methods they mostly implement and so forth. Group discussions and meetings largely contribute in numerous ways to render an effective understanding amongst the students regarding the subject areas and improvement in their study skills. Teachers when involved in group discussions are able to generate their understanding regarding making use of operative teaching-learning methods and instructional strategies to facilitate their job performance
Curriculum Development Aims with examples
Aims are general statements that provide direction or intent to educational action. Aims are usually written in amorphous terms using words like: learn, know, understand, appreciate, and these are not directly measurable. Aims may serve as organizing principles of educational direction for more than one grade. Indeed these organizing principles may encompass the continuum of educational direction for entire programs, subject areas or the district. 
Students will understand and become proficient at identifying the different types of spoken English.
Objectives of Curriculum Development with examples
Objectives are usually specific statements of educational intention which delineate either general or specific outcomes.
There are advantages and disadvantages to different types of objectives. 
· Behavioral objectives 
· Holistic objectives
 · Non Behavioral objectives
 · Problem solving objectives 
· Expressive activities that lead to expressive outcomes. 
All of the above are legitimate ways to write curriculum and lesson plans. However, currently, most objectives are written in behavioral terms. Behavioral objectives usually employ observable verbiage and can be divided into specific domains — cognitive (head), affective (heart), and physical (hand) 
Examples
Objectives can be written in a number of ways. Currently, most objectives are written in behavioral terms. Behavioral objectives usually employ observable verbiage and can be divided into specific domains — cognitive (head), affective (heart), and physical (hand). 

AIOU Solved Assignment 1 and 2 Code 8601 Autumn and Spring

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

Q.5

Explain different theories of motivation. 

DEFINITION OF MOTIVATION

The word motivation is derived from the Latin word ‘movers’ which means to move. Thus; motivation is an external force that accelerates a response or behavior. Motivation is a cause of an organism’s behavior or the reason that an organism carries out some activity. In a human being, motivation involves both conscious and unconscious drives 

Motivation is described by different psychologists differently as described below:- 

• “The term motivation refers to the arousal of a tendency to act to produce one or

more effect” Allport (1935 ) 

• “Motivation is constant, never-ending, fluctuating and complex and it is an almost

universal characteristic of particularly every organismic state of affairs.” Maslow(1960 )

• “The process of arousing, sustaining and regulating activity” Crow. L. D.(1953 )

• “The central factor in the effective management of the process of learning.”B.R.

Annandi (1981)

• “Motivation in school learning involves arousing, persisting, sustaining and

directing desirable behavior.” Lepper, Mark R.(1998)

The word motivation refers to getting someone moving. When we motivate ourselves or someone else, we develop incentives or we set up conditions that start or stop the behavior. In education, motivation deals with the problem of setting up conditions so that learners will perform to the best of their abilities in academic settings. We often motivate learners by helping them develop an expectancy that a benefit will occur as a result of their participation in an instructional experience. Motivation is concerned with the factors that stimulate or inhibit the desire to engage in the behavior. It involves the processes that energize, direct and sustain behavior. It can be thought of as an internal process that activates, guides, and maintains behavior over time.

THEORIES OF MOTIVATION

Motivation is a state-of-mind, filled with energy and enthusiasm, which drives a person to work in a certain way to achieve desired goals. Motivation is a force that pushes a person to work with a high level of commitment and focus even if things are against him. Motivation translates into a certain kind of human behavior.  It is important to ensure that every team member in an organization is motivated. Various psychologists have studied human behavior and have formalized their findings in the form of various motivation theories. These motivation theories provide a great understanding of how people behave and what motivates them. Motivation is a huge field of study. There are many theories of motivation. Some of the famous motivation theories include the following:

The Behavioural Perspective

According to the behaviorist view of learning, when children are rewarded with praise and a gold star for doing their job correctly, they will look forward to the next mathematics lesson, anticipating another reward. At some time in the past, they must have been rewarded for similar achievements and this experience acts as a motivator for future learning of a similar type.

For behaviorists, motivation is simply a product of effective contingent reinforcement. So, they emphasize the use of extrinsic reinforcement to stimulate students’ task engagement. The reinforcement can take the form of praise, a smile, an early mark, or loss of privileges such as missing out on the sport.

“Almost all teachers use extrinsic reinforcement in some form to motivate students, although they may not realize they are doing so and may not always use such reinforcement effectively.” (Brody, 1992 in Krause, et. al, 2003)

The Humanistic Perspective

The humanist theory of motivation is interesting because it is not only linked to achievement and education but also has implications for students’ welfare and wellbeing through its concern with basic needs. It stresses students’ capacity for personal growth, freedom to choose their destiny, and positive qualities.

There are two theories of motivation from a humanistic perspective:

(a) Maslow’s Hierarchy of Needs

Maslow (1954) perceived motivation in terms of a hierarchy of needs that can also be conceived as ‘motives’. According to Maslow’s model, once basic physiological needs have been satisfied, efforts are directed toward achieving needs associated with safety, love and belonging, and self-esteem.

Abraham Maslow postulated that a person will be motivated when his needs are fulfilled. The need starts from the lowest level basic needs and keeps moving up as a lower-level need is fulfilled. Below is the hierarchy of needs:

• Physiological:  Physical survival necessities such as food, water, and shelter.

• Safety:  Protection from threats, deprivation, and other dangers.

• Social (belongingness and love):  The need for association, affiliation, friendship, and so on.

• Self-esteem:  The need for respect and recognition.

• Self-actualization:  The opportunity for personal development, learning, and fun/creative/challenging work.  Self-actualization is the highest level of need to which a human being can aspire.

b) Roger’s motivation theory

Carl Rogers’s ideas are also influential in discussing the nature of motivation and its impact on human lives. Rogers argued that: Behaviour was influenced by the individual’s perception of both personal and environmental factors. People should listen to their ‘inner voices’ or innate capacity to judge what was good for themselves, rather than relying on feedback from external sources.

Carl Rogers (1959) believed that humans have one basic motive, that is the tendency to self-actualize - i.e., to fulfill one's potential and achieve the highest level of 'human being we can.

Like a flower that will grow to its full potential if the conditions are right, but which is constrained by its environment, so people will flourish and reach their potential if their environment is good enough.

However, unlike a flower, the potential of the individual human is unique, and we are meant to develop in different ways according to our personality.  Rogers believed that people are inherently good and creative.

They become destructive only when a poor self-concept or external constraints override the valuing process.  Carl Rogers believed that for a person to achieve self-actualization they must be in a state of congruence.

This means that self-actualization occurs when a person’s “ideal self” (i.e., who they would like to be) is congruent with their actual behavior (self-image).

Rogers describes an individual who is actualizing as a fully functioning person. The main determinant of whether we will become self-actualized is childhood experience.

The Cognitive Perspective

“According to Santrock (2006), the cognitive perspective on motivation focuses on students’ thought to guide their motivation. It focuses on students’ internal motivation to achieve, their attribution (perception about the causes of success or failure), and their beliefs that they can effectively control their environment. It also stresses the importance of goal setting, planning, and monitoring progress toward a goal.”

(a) Achievement Motivation

John Atkinson and David McClelland described the need for achievement as: “A stable personality characteristic that drives some individuals to strive for success. Students who have a high need for achievement are motivated to become involved in an activity if they believe that they will be successful. They are moderate risk takers and tend to be attracted to tasks where the chances of success are fifty-fifty; since there is a good chance they will be successful. They like to attempt a task, but not if they know there is a substantial risk of failure.” On the other hand, Krause described: “Students who have a need to avoid failure, rather than a need to achieve success, will look for tasks that are either very easy and have little risk of failure, or very difficult so that failure is not their fault.”

(b) Weiner Attribution Theory

Attribution theory is concerned with the way in which an individual’s explanations of success and failure influence that individual’s subsequent motivation and behavior. Students may attribute success or failure to different causes, depending on their beliefs about who or what controls their success or failure. There are three important elements to note regarding the way in which students interpret the cause of the behavioral outcomes. The three important elements are the locus of control, controllability, and stability.

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.