A teacher develops a detailed description of what he/she intends to offer to students. This is referred to as lesson planning. A lesson plan is meant to guide the activities of a class on daily basis. The Content of a lesson plan varies depending on the preferences of the instructor, subject matter of the course and the desires or aspirations of students.
Again, the school or government may influence the development of a lesson plan. In most cases, a lesson plan must take into consideration the objectives of the school and government regulations.
A good lesson plan attends to the problems and interests of students meaning that it aspires to offer the best in the academic field (Nunley, 2004). Lesson planning is related to how the teacher views academics, which is the reason why the instructor considers the purpose of enlightening students. Therefore, a lesson plan would have the following objectives:
To identify the major features of culturally diversified lesson plans. Students will thereafter use other resources such as internet sites and library resources to judge whether the lesson plan is effective in ensuring cultural diversity.
Students will be subjected to critical thinking to evaluate the main strengths and weaknesses of the lesson plan. Students will afterwards have an opportunity to develop their maxims or view points as regards to the lesson plan.
Students will have an opportunity to conduct an academic research to investigate the efficiency of the lesson plan. Through this, students will design individual inventions and develop various articles.
Major activities in the lesson plan would be aimed at accomplishing the objectives of the entire plan. This would entail informing students the nature of Australian society. This would enable students to establish the link between the past the present. To achieve this, the teacher would utilize diagrams and charts to elaborate clearly the relationship between the past and the present.
In History subject for instance, the lesson plan aims at describing some of the most important features of Australian history such as colonialism and fight for imperialism. In history subject, the major activity would be to allow students watch various Australian movies related to culture.
After the activity, students will have an opportunity to ask their teacher various questions as regards the Australian culture. Through this, students would be in a position to compare and contrast various cultures in the country.
Determining a program’s success and failures calls for careful scheduling. Evaluation of a lesson matrix enables the instructor to effectively measure whether the content convenes the needs of each student. Apart from observing the actions of students in class, an instructor develops an assessment plan. The lesson plan utilized in this paper would be assessed using muddiest point technique.
This is preferred because it is simple to use and generates needed information for action. Students are instructed to give their views and responses pertaining to a certain lesson in quick succession.
This type of assessment should be conducted from time to time meaning that it is a continuous process (Armstrong, Henson, & Savage, 2009). It is not advisable to continue teaching students when they do not understand the topic well.
Each student’s expectations and dreams were included in the lesson plan. This is the major reason why the lesson plan is recommended in imparting skills. This was aimed at solving ethnic and racial conflicts that exist among students. Both state and national government recommend that academic institutions must incorporate cultural expectations of various groups to the school curriculum.
Australian constitution advocates for integration instead of assimilation. This means that students are to be accepted the way they are but not requesting them to defer their cultures and adopt Australian customs. This was reflected in the lesson plan meaning that the plan must be all-inclusive. Indeed, this point should have been carefully assessed before coming up with the lesson plan (Garderen, & Whittaker, 2006).
References
Armstrong, D., Henson, K., & Savage, T. (2009). Teaching today: An introduction to education (8th ed.). Upper Saddle River, NJ: Pearson. Print.
Garderen, D., & Whittaker, C. (2006). Planning differentiated, multicultural instruction for secondary inclusive classrooms. Teaching Exceptional Children, 38(1), 12–20.
Nunley, K. (2004). Layered Curriculum (2nd ed). Amherst, NH: Brains organization. Print.