EEIL and SIOP Lesson Plans
The objectives of the lessons are appropriate for the level of learning of the learners. They clearly specify the short and long tern goals which should be achieved by the learners by the end of the lesson. This is important since it guides the instructor on how best to use all the available resources to benefit each and every learner. For instance, the Figurative Language Lesson specifies that the learner should be able to accomplish a variety of skills ranging from reading, speaking, listening and writing.
As a matter of fact, a teacher who does not ask questions does not teach. Thus, this lesson has clearly outlined the assessment techniques appropriate for the learners. It is in line with the lesson plan to ascertain the extent to which the objectives are realized. Thus, the lesson clearly specifies the use of questioning, impromptu questions and assignments. As Wolfe, Shoshana examines, ‘these are meant to create a variation on what exactly the learners should know’. The lessons indicate how the assessment process should be carried out right from the beginning up to the end of the lesson.
The learning experiences are in line with the lesson objectives. They seek to address the lesson’s desire to equip the learners with cognitive, effective and psychomotor skills. These are cross cutting skills which are necessary for equipping the learner to be a dynamic person who can cope up with diverse environmental conditions. They are tailored to adhere to the principles of learner centered learning which mostly focuses on the learners as the focal point. Thus, they should be actively involved in it.
The lesson plans are designed in a manner that they can accommodate the diverse needs of learners. Obviously, a typical classroom consists of learners with varying abilities. There are weak, slow, fast and bright learners. Most importantly, there is a class of learners with special needs. In order to fit all these learners, the lesson plan should be designed to cater for all of them. This objective is accomplished by these lessons. They specify all the reading, listening and speaking skills which are beneficial to all of them. It is for this that these lesson plans seek to accommodate even the learners with special needs. It is particularly achieved by individualizing the lesson. Every activity is ‘focusing on learners as individual people with specific needs which should be addressed at personal level.’(Skowron 2006).
The assessment of the learners’ abilities is provided. Since it marks the end of the teaching and learning process, assessment is an integral part of these lessons. The lesson plans indicate the various ways through which the abilities of the learners can be measures. I specify different methods which are utilized in the course and at the very end of the lesson. These strategies include oral questioning, brainstorming and written tests which are given at the end of the lesson. For instance, the EEIL specifies the need to use assignments to test the level of learners’ understanding of the concepts taught in class. However, I would like to say that the lesson should also create a room for the learners to give personal presentations of various questions asked. Additionally, any question given should be properly designed to incorporate the lower and higher levels of learning. Thus, the learners will acquire skills to suit them while answering simple, structured, essay and complex questions.
Works Cited
Skowron, Janice. Powerful Lesson Planning: Every Teachers Guide to Effective Instruction. Thousand Oaks, CA: Corwin Press, 2006. Print.
Wolfe, Shoshana. Your Best Year Yet! A Guide to Purposeful Planning and Effective Classroom Organization (Teaching Strategies). New York: Teaching Strategies, 2006. Print.
