Education Is a Process of Creating a Sound Mind in a Sound Body - Essay Example

Planning, Assessment and Evaluation Lesson & Unit Plan Table of Content Introduction 2. Planning 3. Assessment Evaluation 1. Introduction Education is a process of creating sound mind in sound body. Selection of appropriate curriculum, planning suitable and extensive unit and lesson plan and finally assessing and evaluating the outcome are main phases of this process at any level. Various methodologies are being used for teaching students at various levels. Here Grade 5 at Junior/Primary level has been selected for writing this paper. Two units from primary Grade 5 have been designed to achieve specific goals in field of English language and Mathematics. 2. Planning There are various ways to plan units. It is essential in all planned units is that the curriculum guide be consulted at all stages of the planning process. The course unit may be done on the lines of a teacher-structured unit or on teacher/student collaborative planning. The model units that prepared here are teacher-structured units. Lesson planning follows from the unit planning process. During unit planning, activities are selected, analyzed, and modified. An initial sequence of lessons is outlined. In essence, lesson planning involves an enhancement of the unit plan to make the day-to-day activities of the class flow more smoothly and produce maximum success. It is necessary to read the Unit overview and the Concept of development sections. Develop an idea about the nature and scope of the unit, and how it fits into the Level. It should be determined that how the unit focus relates to other subjects and how joint learning opportunities may be used to enhance students' experiences. Before moving further create an outline or a web that summarizes the unit. It should show the major concepts to be considered during the unit as well as associated sub concepts and links to other areas of study. In light of what you understand about the unit and the nature of the students in the class, choose learning objectives that you feel are appropriate. Following steps should be considered for teacher-student planning. Lists of topics for brainstorming. Mapping what is known about the topic, possible unit subtopics. Questioning about what students want to find out about the topic and how they could find answers and solutions. Identifying and sequencing activities. Lesson Plan A lesson plan is a comprehensive and predetermined schedule of every activity of teacher in classroom for achieving optimal results. A lesson plan can be of many forms and types. It usually depends on time span, style of educator and type of subject to be taught. But the basic and main objective of any type of lesson plan is to provide teacher a pre-planned line of action for presenting materials and interacting with learners. The lesson plan should not be merely an action plan but it should provide a useful link between objectives of curriculum and material to be taught. It is important to keep in mind the learning objectives before planning a lesson. Unit & Lesson Plan for English Topic Verb Usage: Tense and Conjugation Objectives: By the end of this lesson the student will be able to: 1. Identify different tenses of verbs - present, past, future, present perfect, past perfect and future perfect. 2. Use the correct verb tense in a given sentence. 3. Conjugate regular verbs into first, second, or third person tenses. Outline: In many achievement tests, there is an entire section of the test devoted to verb tense. Use the following little "trick" to determine which verb tense is the correct one to use in each tense. For present tense, use this sentence, putting your verb in the blank: I ____________ today. For past tense, use this sentence, putting the same verb in the blank: I _____________ yesterday. For future tense, add will plus your verb: I will ____________ tomorrow. For present perfect, add have plus the past participle: I have _____________ many times before. For past perfect, add had plus the past participle: I had ___________ many times before. For future perfect, add will have plus the past participle: By Friday, I will have ___________ many times. Example: RUN - Imagine that you are talking with a friend about field day races. Present: I run today. Past: I ran yesterday. Future: I will run tomorrow. Present Perfect: I have run many times before. Past Perfect: I had run many times before. Future Perfect: By Friday, I will have run many times. Following verbs can be used in above pattern with minor modifications for making them clear. 1.Write 2. Tear 3.Take 4. Drink 5. Blow 6. Come 7. Go 8. Speak 9. Burst 10. Drive Conjugation: Every verb can be used in first person, second person, or third person tenses. The following chart will set it up in a simple way for you. Memorize the chart. SINGULAR PLURAL I ______ We _______ You _______ You ________ Person's name, he, she, it ________ Group name, they ___________ EXAMPLE ONE Example using the verb SWIM - Present Tense: I swim. We swim. You swim. You swim. Sam swims. The hippos swim. He swims. She swims. It swims. They swim. Example using the verb SWIM - Past Tense: I swam. We swam. You swam. You swam. Cindy swam. The explorers swam. He swam. She swam. It swam. They swam. Example using the verb SWIM - Future Tense: I will swim. We will swim. You will swim. You will swim. Monte will swim. The children will swim. He will swim. She will swim. It will swim. They will swim. Example using the verb SWIM - Present Perfect Tense: I have swum. We have swum. You have swum. You have swum. Eddie has swum. The dogs have swum. He has swum. She has swum. They have swum. It has swum. Example using the verb SWIM - Past Perfect Tense: I had swum. We had swum. You had swum. You had swum. Diane had swum. The children had swum. He had swum. She had swum. They had swum. It had swum. Example using the verb SWIM - Future Perfect Tense: I will have swum. We will have swum. You will have swum. You will have swum. Tim will have swum. The teenagers will have swum. He will have swum. They will have swum. She will have swum. It will have swum. Example Two Example using the verb SEE - Present Tense: (We can add "it" to help the sentence flow more smoothly.) I see it. We see it. You see it. You see it. Sam sees it. The birds see it. He sees it. She sees it. It sees it. They see it. Example using the verb SEE - Past Tense: I saw it. We saw it. You saw it. You saw it. Cindy saw it. The soldiers saw it. He saw it. She saw it. It saw it. They saw it. Example using the verb SEE - Future Tense: I will see it. We will see it. You will see it. You will see it. Monte will see it. The children will see it. He will see it. She will see it. It will see it. They will see it. Example using the verb SEE - Present Perfect Tense: I have seen it. We have seen it. You have seen it. You have seen it. Eddie has seen it. The dogs have seen it. He has seen it. She has seen it. They have seen it. Example using the verb SEE - Past Perfect Tense: I had seen it. We had seen it. You had seen it. You had seen it. Diane had seen it. The singers had seen it. He had seen it. She had seen it. They had seen it. It had seen it. Example using the verb SEE - Future Perfect Tense: I will have seen it. We will have seen it. You will have seen it. You will have seen it. Tim will have seen it. The workmen will have seen it. He will have seen it. They will have seen it. She will have seen it. It will have seen it. Assignment(s) EXERCISES: 1. drink: He ________ all the milk. 2. go: The boys have _______ home. 3. sit: Benny had _____ on the cake. 4. choose: They had __________ the wrong road. 5. do: They _______ the best that they could. 6. break: I thought you had __________ your leg! 7. know: You should have ___________ better. 8. give: I ________ the right answer on the test yesterday. 9. fly: You drove You could have __________ here in half the time. (hint: "could" is a helping verb. Just be concerned with "have." What goes with "have") 10. run: He _________ as fast as he could. In this way 50 to 100 sentences may be given for testing the understanding of students. 2.4 Unit & Lesson Plan for Mathematics Mathematics Grade 5 Fractions Fraction Addition and Subtraction Introducing addition of fractions with common denominators. Linked to answer sheet with detailed explanations. Divisibility Rules: Reducing Fractions Introducing Decimals 1. General Overview 2. Comparing Decimals 3. Addition and Subtraction of Decimals 4. Multiplication and Division 5. Metric Measures and Conversions 3.0 Assessment Much research in education around the world is currently focusing on assessment and evaluation. It has become clear, as more and more research findings accumulate, that a broader range of attributes need to be assessed and evaluated than has been considered in the past. A wide variety of ways of doing this are suggested. Assessment and evaluation are best addressed from the viewpoint of selecting what appears most valid in allowing students to show what they have learned. Student evaluation focuses on the collection and interpretation of data, which would indicate student progress. This, in combination with teacher self- evaluation and program evaluation, provides a full evaluation. 3.1 Assessment Objectives Evaluation can be viewed as a cyclical process including four phases: preparation, assessment, evaluation, and reflection. The evaluation process involves the teacher as a decision-maker throughout all four phases. In the preparation phase, decisions are made which identify what is to be evaluated, the type of evaluation (formative, summative, or diagnostic) to be used, the criteria against which student learning outcomes will be judged, and the most appropriate assessment strategies with which to gather information on student progress. Decisions made during this phase form the basis for planning during the remaining phases. During the assessment phase, identify information-gathering strategies, construct or select instruments, administer them to the student, and collect the information on student learning progress. The identification and elimination of bias (such as gender and culture bias) from the assessment strategies and instruments, and the determination of where, when, and how assessments will be conducted are important considerations . 3.2 Assessment Plan Specific assessment techniques are selected in order to collect information about how well students are achieving objectives. Which assessment techniques are chosen depends on what the teacher wants the students to demonstrate, the capabilities of the students, and on what the students have been doing in class. The environment and culture of the students is also an important consideration. Various assessment techniques are listed here for reference. Each teacher must exercise professional judgement in determining which techniques suit the particular purposes of the assessment. 1. Individual evaluations or Group evaluations 2. Methods of data recording , anecdotal records, observation checklists and Rating scales. 3. Written assignments, Presentations, Performance assessments, Homework, Quizzes and tests and oral assessment. 4.0 Evaluation Evaluation is a systematic process of gathering and analyzing information about some aspect of a school program in order to make a decision, or to communicate to others involved in the decision-making process. Evaluation can be conducted at two levels: relatively informally at the classroom level, or more formally at the classroom, school, or school division levels. Evaluation is not necessarily conducted at the end of the program, but is an ongoing process. For example, if particular lessons appear to be poorly received by students, or if they do not seem to demonstrate the intended learnings from a unit of study, the problem should be investigated and changes made. By evaluating their programs at the classroom level, teachers become reflective practitioners. The information gathered through program evaluation can assist teachers in program planning and in making decisions for improvement. Most program evaluations at the classroom level are relatively informal, but they should be done systematically. Such evaluations should include identification of the areas of concern, collection and analysis of information, and judgement or decision-making. Formal program evaluation projects use a step-by-step problem-solving approach to identify the purpose of the evaluation, draft a proposal, collect and analyze information, and report the evaluation results. The initiative to conduct a formal program evaluation may originate from an individual teacher, a group of teachers, the principal, a staff committee, an entire staff, or central office. Evaluations are usually done by a team, so that a variety of background knowledge, experience, and skills are available and the work can be shared. Formal program evaluations should be undertaken regularly to ensure programs are current. Curriculum evaluation involves the gathering of information (the assessment phase) and the making of judgements or decisions based on the information collected (the evaluation phase), to determine how well the curriculum is performing. The principal reason for curriculum evaluation is to plan improvements to the curriculum. Such improvements might involve changes to the curriculum document and/or the provision of resources in service to teachers. It is intended that curriculum evaluation be a shared, collaborative effort involving all of the major education partners. In the assessment phase, information will be gathered from students, teachers, and administrators. The information obtained from educators will indicate the degree to which the curriculum is being implemented, the strengths and weaknesses of the curriculum, and the problems encountered in teaching it. The information from students will indicate how well they are achieving the intended objectives and will provide indications about their attitudes toward the curriculum. Student information will be gathered through the use of a variety of strategies including paper-and-pencil tests (objective and open-response), performance (hands- on) tests, interviews, surveys, and observation. References/Bibliography Aebersold, J. A., & Field, M. L. (1997). From reader to reading teacher: Issues and strategies for second language classrooms. New York: Cambridge University Press. Alderson, J. (1984). Reading in a foreign language: A reading problem or a language problem In J. Alderson & A. Urquhart (Eds.), Reading in a foreign language(pp. 1-27). New York: Longman. Allwright, D., & Bailey, K. M. (1991). Focus on the language classroom: An introduction to classroom research for language teachers. Cambridge, UK: Cambridge University Press. Bailey, K. M. (1998). Learning about language assessment: Dilemmas, decisions, and directions. Boston: Heinle. Bailey, K. M., Curtis, A., & Nunan, D. (2001). Pursuing professional development: The self as source. Boston: Heinle. Barnett, T. (2002). Teaching argument in the composition course: Background readings. Boston: Bedford/St. Martin's. Bartholomae, D., & Petrosky, A. (Eds.). (1986). The language of teaching and learning. Portsmouth, NH: Heinemann. Butin, D. W. (Ed.). (2005). Teaching Social Foundations of Education: Contexts, Theories, and Issues. Mahwah, NJ: Lawrence Erlbaum Associates. Ferris, D. R., & Hedgcock, J. S. (2004). Teaching ESL Composition: Purpose, Process, and Practice. Mahwah, NJ: Lawrence Erlbaum Associates. Hebl, M. R., Brewer, C. L., & Benjamin, L. T. (Eds.). (1985). Handbook for Teaching Introductory Psychology (Vol. 2). Mahwah, NJ: Lawrence Erlbaum Associates. Hinkel, E. (2004). Teaching Academic ESL Writing: Practical Techniques in Vocabulary and Grammar. Mahwah, NJ: Lawrence Erlbaum Associates. Pachler, N. (Ed.). (1999). Teaching Modern Foreign Languages at Advanced Level. London: Routledge. Read More