FIELD STUDY 2

EPISODE 11

‘’DELIVERING MY LESSON PLAN’’

To have a meaningful and successful accomplishment in this FS episode, be sure to read through
the whole episode before participating and assisting in your FS 2 Resource Teacher's class. Note
all the information you will need and tasks you will need to do before working on this episode.

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:

• explain the importance of lesson/learning plans.
• execute my lessons/demonstration lesson well.
• apply all the given suggestions of my Resource Teacher.
• demonstrate the ability to teach two or more lessons or subjects using teaching
competencies and multiple teaching strategies.
• reflect on the instructional process to improve quality of instruction.
• use professional reflection and learning to improve practice (PPST 7.4.1).

Clarify Your Task

Delivering My Instruction
Instructional delivery refers to the interaction among the students, the teacher and the content for
students to learn the knowledge skills dispositions that they will need for further learning and for
collaborating with others in a diverse society and a rapidly changing world The process of
instructional delivery involves applying a repertoire of instructional strategies to communicate and
interact with students around academic content and to support student engagement. (Innovation
Lab Network State Framework for College, Career, and Citizenship Readiness, and Implications
for State Policy.
The process of instructional delivery involves applying a repertoire of instructional strategies to
communicate and interact with students around academic content and to support student
engagement (Council of Chief State School Officers, 2013).
The mode of delivery is an important consideration when designing learning activities that will
support students to develop the skills, knowledge and understandings required to achieve the
intended learning outcomes (ILOS), which will be assessed. The delivery of instruction must also
be responsive and relevant to the needs of the times.

These are the various Learning Delivery Modalities from the Department of Education

Distance Learning This refers to a learning delivery modality where learning takes place between
the teacher and the learners who are geographically remote from each other during instruction.
Modular Distance Learning is in the form of individualized instruction that allows learners to
use self-learning modules (SLMs) in print or digital format/electronic copy, whichever is
applicable in the context of the learner and other learning resources like Learner's Materials,
textbooks, activity sheets, study guides and other study materials.

Online Distance Learning It features the teacher facilitating learning and engaging learners'
active participation using various technologies accessed through the internet while they are
geographically remote from each other during instruction.

Home Schooling It is an alternative delivery mode (ADM) that aims to provide learners with equal
access to quality basic education through a home-based environment to be facilitated by qualified
parents, guardians or tutors who have undergone relevant training.

Blended Learning This refers to a learning modality that allows for a combination of face-to-
face and online distance learning (ODL), face-to-face and modular distance learning (MDL), face-
to-face and TV/Radio-based Instruction (RBI), and face-to-face learning and a combination with
two or more types of distance learning.

Traditional Face-to-Face Learning This refers to a learning delivery modality where the
students and the teacher are both physically present in the classroom and there are opportunities
for active engagement, immediate feedback and socio-emotional development of learners.

Alternative Delivery Modes (ADM) Alternative Delivery Modes (ADM) are tried and tested
alternative modalities of education delivery within the confines of the formal system that allow
schools to deliver quality education to marginalized students and those at risk of dropping out in
order to help them overcome personal, social and economic constraints in their schooling.
Participate and Assist
After you have written your lesson plan, confer with your Resource Teacher on how you can
participate / assist in delivering instruction in one of his/her classes. The Robert Gagne's Nine
Events of Instruction, will guide you to implement the various steps well

Complete the given matrix by using Gagne's Nine Events of Instruction, once a lesson is
assigned to you. Consult your Resource Teacher if your plans are ready for implementation
or your assistance is needed in any part of the lesson.

Segments of Events of Strategies and Activities Learning Resources

Learning Instruction Used Materials

Preparation 1. Gaining • Stimulate students with Course Introduction

novelty, uncertainty,
Attention Video
and surprise
• Pose thought-
provoking questions to
students
• Have students pose
questions to be
answered by other
students
 • Lead an ice breaker
activity

2. Inform • Describe required Presentation

performance
Learning Materials esp.
• Describe criteria for
Objectives standard performance PowerPoint
• Have learners establish
Presentation
criteria for standard
performance
• Include course
objectives on
assessment prompts

3. Stimulate • Ask questions about Visualizations:

previous experiences
Recall of Prior Illustrative Pictures,
• Ask students about
Learning their understanding of Graphics, Interactive
previous concepts
Data about the past
• Relate previous course
information to the lesson
current topic
• Have students
incorporate prior
learning into current
activities

Instruction 4. Present the • Present multiple video,

and Practice Content versions of the same demonstration,
content lecture, podcast,
• Use a variety of media group work, etc.
to engage students in
learning
• Incorporate active
learning strategies to
keep students involved
• Provide access to
content on Blackboard
 so students can access
it outside of class

5. Provide • Provide instructional scaffolding that can

Learning Guides support as needed be removed slowly as
• Model varied learning the student learns and
strategies masters the task or
content

mnemonics, concept
mapping, role
playing, visualizing
6. Elicit • Facilitate student ask deep-learning
Performance activities questions, have
• Provide formative students collaborate
assessment with their peers,
opportunities facilitate practical
laboratory exercises

written assignments,
individual or group
projects,
presentations

7. Provide • Confirmatory We can provide feed

feedback informs the
Feedback back through print
student that they did
what they were materials
supposed to do. This
type of feedback does
not tell the student
what she needs to
 improve, but it
encourages the learner.
• Evaluative
feedback apprises the
student of the accuracy
of their performance or
response but does not
provide guidance on
how to progress.

Assessment 8. Assess • Administer pre- and Print Materials:

post-tests to check for
and Transfer Performance Readings, Syllabus,
progression of
competency in content Lesson/Assignment
or skills
Files, Rubrics,
• Embed formative
assessment Handouts
opportunities
throughout instruction
using oral questioning,
short active learning
activities, or quizzes

9. Enhance • Avoid isolating course Simulations

content. Associate
Retention
course concepts with
prior (and future)
concepts and build
upon prior (and
preview future)
learning to reinforce
connections.
• Continually
incorporate questions
from previous tests in
subsequent
examinations to
reinforce course
information.
Notice
Using Robert Gagne's Nine Events of Instruction, what did you notice in the following segments
of learning:

• How did the students react to the activities/ various elements to arouse their
interest?
Attention allows students to plan or preview and monitor and regulate their thoughts and
actions. Attention is the first step in the learning process. They said that they cannot
understand, learn or remember if their attention is diverted in other stuffs instead of
learning.

• Were the students focused when you were stating the learning objectives at the
beginning of the lesson?
Yes, because I decided to Tap into students’ prior knowledge. Learn students’ interests.
Organize classroom discussions. Design highly relevant learning activities and Integrate
Modern Technology which I think is helpful to gain student’s interest in the beginning of the
lesson.

• How did the new learnings relate with what they really know?
Prior knowledge has long been considered the most important factor influencing
learning and student achievement. The amount and quality of prior knowledge positively
influence both knowledge acquisition and the capacity to apply higher-order cognitive
problem-solving skills. prior knowledge affect learning? Prior knowledge affect
learning. Learning will be aided when students' prior knowledge acquired prior to a
course is correct and suitable. However, if pupils' prior knowledge is incorrect or
improper, learning will be hampered know the brain parts and procedural knowledge
knowing how to apply various laws, principles or approaches.
• Did you notice some students who needed assistance? What did you do?
Yes, I think they need support. Teaching Assistants often work with kids who need some
extra support with skills such as reading or math. As teachers are stretched to the
maximum with large class sizes, they give these children the help and encouragement
they need to reach their full potential.

• Did the students find difficulty in applying the theories / concepts learned to real
life?
No, in my opinion, they find it simple to connect the theories/concepts gained in class
to real-life situations since the Resource instructor has a strategy or methods for letting
students to discover how theories may be used in a real-life setting. These are: Asking
meaningful questions that focus on the deeper meaning instead of the minor details.
Give students opportunities to collaborate and learn from each other. Create meaningful
activities that give students the opportunity to apply new knowledge.

• How did your students react to your feedback?

I think they are happy about my feedbacks. Student responses show feedback is valued,
but believed tutor comments could be more helpful. Survey results indicate that students
may need advice on understanding and using feedback before they can engage with it.

• What pieces of evidence can prove that the students had retention of learning?
Assessment of the learner's mastery of the objectives thus provides a measure of the
effectiveness of a course. Some of the most common evaluation methods
are questionnaires, surveys, interviews, observations, tests, and participant portfolios of
ongoing work. All of these methods show evidence that students got a high score.
OVERALL IMPRESSION OF TEACHING EFFECTIVENESS

Teaching is one of the most difficult professions on the planet. Teachers occupy a special role in
our society. Ask yourself whether you have the attributes of a successful teacher. Consider
strategies to improve and learn more about how to become a successful teacher if you believe you
have the attributes.

An excellent teacher makes the most of his or her teaching time and motivates pupils to succeed
and learn more. Each and every student in the class ought to feel comfortable and have the
sensation of belonging. The classroom must be conducive to learning and have adequate
illumination in order for learning to be effective.

Energetic, innovative, and optimistic attributes are common among effective instructors. You can
display these attributes in a variety of ways, but it usually means that you want to be in the
classroom most of the day, watching your students develop and flourish.

REFLECT
Having implemented several lessons in your Cooperating School under the supervision of your
Cooperating Teacher, in what areas of the lesson do you need to improve?

Write Action Research Prompts

1. OBSERVE

Problems / challenges I encountered in delivering my lessons.

Finishing your lesson within the allotted time, assessing student learning throughout the
lesson, and effective classroom management are just a few of the most common challenges
faced during the demo lesson.
2. REFLECT

I hope to achieve to address these problems and challenges by

Applying some strategies that would be helpful in managing my time correctly while delivering
my lesson in class

3. PLAN

Some strategies/solutions/means that I can employ to improve these situations / problems

Organize the day by priorities

Teacher time management must start with setting priorities and organizing the day around the most
important tasks. Setting priorities can help keep teachers on track throughout the day, even when
the unexpected occurs and the workload can seem overwhelming. Effective prioritizing is about
arranging workload based on both the importance of the tasks as well the resulting impact of the
completed tasks. Teachers must be able to assess whether projects can be put on hold if the
outcomes are not as impactful as others.

Strategically plan homework assignments

Both teachers and students may find that assignments that require repetitive practice is better suited
for the home environment. Although in-class practice helps when framing and structuring
problems, repetitive practice during class may not be the best use of time. Assignments that simply
ask students to complete a set number of problems for practice unnecessarily consume valuable
class time.

Plan for potential crises

It is better to plan ahead for potential problems before facing them in the classroom, as urgent
crises can distract teachers from their goals within the classroom. Although some problems have
limited options, such as natural disasters, teachers can plan around the needs of students. A crisis
that relates to student behavior is better to avoid or handle before it reaches the peak to avoid
wasting class time. By learning about students before they enter the classroom, teachers can create
a plan of action to avoid triggers and stop distractions early.
4. ACT

Based on my answers in nos. 1-3, the possible title of my action research in this episode is.

Time Management Of Teachers And Its Relationship To Teaching Performance

To further enrich my knowledge on delivering my instruction whether in the classroom or in

remote learning, these are some of the online resources which will help me in these activities.
(include books, websites, you tube videos and the like and share these to your peers.

https://www.kean.edu/~tpc/Classroom%20Management/EFFECTIVE%20LESSON%20PLANN
ING%20&%20Classroom%20Mgmt.htm

http://knackforteachers.com/essential-teaching-strategies-to-deliver-an-effective-lesson/

https://www.edutopia.org/blog/new-teacher-delivery-instruction-lisa-dabbs

https://iopn.library.illinois.edu/pressbooks/instructioninlibraries/chapter/delivering-instruction-
in-the-classroom/