Planning an Effective Instruction

Planning Balanced Instruction

The goal of the planning a balanced instruction is to educate students in a child-centered environment that promotes and develops every student regardless of their intelligence or learning style. In this environment students are viewed as active participants who are encouraged to explore, manipulate objects, question, take risks, work cooperatively, think, feel, trust, and evaluate themselves. The teacher's role in this environment is to facilitate learning and to dispense knowledge. It is in this environment that students become responsible for their learning and academic success.

Likewise, when developing a great and effective lesson educators must design instructions so that the learner is motivated to generate or construct the meaningful relationships. In video ten and eleven Dr. Hanson addressed the importance of strong task that will continue to hold the students interest (Hanson, 2001). In order to successfully hold the learner into the lesson and stimulate students educator's instructional (task) approaches should include:

* Discovery learning

* Problem-solving

* Instructional games

* Drill and practices

* Role playing

* Reflection

As the educator begins processing the above approach keep in mind the learning styles (mastery, interpersonal, understanding, and self-expression).

In the lesson, designing an effective anticipatory set, I focused on solving equations with variables on both sides. The lessons objective is for the learner to solve linear equations with variables on both sides of the equations. My desired goal is students will be able to combine like terms correctly and solve for the variable. I used the following for the anticipations set:

I will tell students that a few years ago there was a really popular song called the "Cha Cha slide". I will tell students that in the song the man says "reverse, reverse" I will ask students what does that mean? I will ask students if they know the dance to show me as I play the song. I will ask students if they know how the idea of reverse relates to solving equations involving one or more operations. I will tell students that we solve equations with more that one operation in reverse order of operations.

Furthermore, teachers need to create a classroom environment that allows students to process information the way they do in the world outside of school (Silver, Strong, & Perini, 2000). To hold the students I will have the following activities planned:

* Students will describe two ways to the x term on the left side of the equation (mastery, verbal- linguistic, and logical- mathematical)

* Students will use titles to model the equation and its solution (understanding, self-expression, and bodily- kinesthetic)

* Students will work in groups to create a word problem involving their topic (rock concerts, videotapes,