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Wow, what a process. I was amazed at how many things there are to think about when designing a lesson plan for diverse learners. I guess I have just taken it for granted that I am actually covering all those bases when I prepare my daily plans for my chemistry classes. This assigment really made me appreciate the work that teachers are able to do. When you take into consideration both the desired expectations and the simultaneous need to implement them fairly and equally to a wide variety of backgrounds, my first thought is how could this be practically possible. However, with careful consideration and some ingenuity, it is absolutely amazing what teachers are capable of doing. I feel the main thing to keep in mind when tailoring one's lessons is to think "variety". Every lesson should be filled with a diverse set of teaching procedures and a diverse set of assessment procedures in order to allow all students a chance to shine in their own way. Practically, this can be a challenge because I only have 90 minutes to work with every other day.
The lesson I developed involved teaching the fundamentals of oxidation-reduction reactions by means of studying batteries. It was a great topic as far as being relevant to the students, because I do not think there is one who has not listened to an i-pod, or used a flashlight, or rode in a car, among other things. Nonetheless, in attempting to address many different forms of activity and assessment, my biggest fear for my lesson is that I would run out of time. If I did run out of time, is it acceptable to make the lesson a two-day lesson, or would it lose its effectiveness based on the 5-E Learning Model being split over two days. If time ends up being an issue with this lesson, I may want to rework the lesson to allow for two parts, each containing their own 5-E framework. Speaking of the 5-E Model of learning, I have used it on many occasions. I think it is the most useful model of delivering a quality science education, especially with the new emphasis on iquiry learning and STEM development. It is a process that delivers the necessary content in a manner that is very meaningful to students while also leading students through the very act of being scientific in nature. I love this model and will continue to use it to develop the best chemistry lessons possible.
Did you find the STEM template too time consuming or awkward to work with? I had a difficult time with it myself.
ReplyDeleteI found that the STEM template addressed important concerns that all teachers should think about when planning their curriculum, but I find it impractical that every teacher uses that complete template for every lesson of every day. There is not enough time in the day to put one of those together every day. Mine took me 3 full nights to think about and complete. If this will be requirement in five years or so, I suggest we start planning for that year now. Maybe we will be done by then.
ReplyDeleteHi Aaron, Just checking in to see if I can post a comment.
ReplyDeleteAaron,
ReplyDeleteYou say that you have used the 5 E's before, was his an approach used by your district or have you used it in another course? I would have to also agree with your comment it is very time consuming to fill out a template so in-depth on all lessons. I could see it being more helpful for whole units.
I was first introduced to the 5 E Model while obtaining my Master of Arts in Secondary Education. Since graduating, I have tried to incorporate it into my lessons when possible.
ReplyDeleteJust checking to see if this works. I has trouble leaving a comment on another blog site.
ReplyDelete