MATH 142 – Principles and Strategies of Teaching Mathematics

A Detailed Fact Sheet

about
Unit 4: Developing a Lesson Plan

Submitted by:

Basio, Shina Maye G.

Basoc, Judy Ann J.
Daganio, Kieth William
Diasemen, Lea Grace A.
Perater, Jelly A.

Submitted to:

Dr. Jihan A. Labrador

Instructor
 UNIT IV: DEVELOPING A LESSON PLAN
Lesson Objectives:
At the end of the 60-minute period, the students are expected to:

 Identify the three phases of implementing the lesson plan; and

 Apply the guidelines in implementing and writing a lesson plan

Chapter 1: Implementing the Lesson Plan

Lesson plan is serves as a backbone of the educational process. It is a guideline and a complete
set of instruction that anticipate the path of the lesson. The implementation of the lesson plan is
synonymous to the idea of developing the lesson that was already outlined Developing a lesson plan can
be inductively and deductively. Considering various factors that may affect the effectiveness of the lesson
is a must. A lesson plan is good only when it is effectively implemented.
To widen your comprehension and understanding, let’s discuss the three phases of procedure or
development of a lesson namely: the initial phase, the lesson proper, and the concluding phase.

The Initial Phase

The initial phase is about making student focus on what they need to learn. It is where
motivating learners and communicating lesson objectives happen. Students need to know the objective of
the lesson in order for them to identify the grounds that they need to comprehend and to arouse their
willingness to learn. Communicating lesson objectives means identifying the lesson objectives to make
students see the rationale of the lesson and makes them personalize their learning objectives. It will help
students to know if the lesson objective is timely and relevant to their respective personal life.

According to Golland (nd), motivation is a psychological state within each student of wanting to learn
what the instructor wants to teach. As such, motivation should not be a mere gimmick at the lesson's start,
it must be an attitude sustained throughout the lesson. Motivating the learners rely on the idea of
sustaining and creating the student’s interest towards the lesson. For teachers, the essential use of
motivation strategies is to express their belief that all of the students are capable in learning and to set
high expectation for them.
(Golland, J. (n.d.) Elements of Lesson Planning.
https://jan.ucc.nau.edu/~slm/AdjCI/Lessonplan/Elements.html#:~:text=Motivation%20is%20a%20psy)
The following are some of the several techniques used for motivation:
 Relevant games
 Anecdotes
 Pictures
 Songs
 Quotations
 Short film
The motivation of the students is expected to evolve from extrinsic to the intrinsic level.
According to Calderon (1998) there are two classes of motivation which are the extrinsic motivation and
intrinsic motivation.
Extrinsic motivation is a type of motivation that is based on incentives and comes in the forms
of praise and other forms of social approval, high grades, medals, scholarships and among others. In other
words, students are motivated by an important value of the activity. On the other hand, intrinsic
motivation is a motivation that the learner works not for medals or anything tangible but for the personal
satisfaction for accomplishing their work and attaining their goals. This means that if at first the
motivation of the students is afraid of failing or wants to get high grades, in the teaching and learning
process it should be shifted into the joy of learning and gradually develop interest in learning. As a result,
student become responsible with their own learning and be motivated and get challenge to continue.
The following are the factors that are need to consider at the beginning of the lesson:
1. Announce the topic lesson for the day.
2. State and clarify our lesson objectives by describing what we expect that each of our
student must be able to do after the lesson.
3. Express our beliefs that our students are capable of learning.
4. Set high standards for our students.
5. Make use of a motivational techniques to further arouse and sustain the interest of our
student.
Strategy that may use in the initial phase K-W-L strategy. It is a strategy created by Donna Olge in 1986.
It is design to help students actively associate their previous experience while establish personalized
purpose as becoming involved in a new learning experience. According to Carr and Olge (1987) “K”
stands for what the students already know, “W” stands for what they want to know and “L” is for what
the students have learned.
The Lesson Proper
The lesson proper is where the introduction of the topic takes place. In this phase, teacher teach
knowledge, the skills, the values that a teacher intends to teach with the use of different variety of
teaching techniques and strategies in a most interactive, integrated, experiential, contextualized way
possible. It is in this phase where the teacher monitors the student’s progress while in the process of
teaching. Checking student’s understanding to make sure that they are in a right track. According to Al-
Banna & Aziz (2014), teaching strategy is a generalized plan for a lesson which includes structure and
instructional objectives. Also, there are several kinds of teaching strategies that can be applied in the
teaching process.
This is a time that a teacher uses strategies:
 To introduce new set of knowledge, skills, or values;
 For practice, review, and application of knowledge; and
 For monitoring progress in process.
Moreover, this phase includes the giving of medial and final summaries for our students to have
an integrated view of the entire lesson.
Medial summary is to check students’ comprehension of concepts and information being taught. It is
designed to serve several functions:

 check student understanding and retention of information covered in the instruction/presentation

portion of the lesson plan
 can be structured as a class discussion, cooperative learning exercise or activity, or a Socratic
exercise.
On the other hand, final summary is taken from the students through goal questioning techniques and/or
formative assessments. In conclusion, the development of the lesson would not be complete if we skip the
initial phase for it plays a vital role since it is the phase which is spent on motivating the learners to
sustain their interest in our lesson so in other words, we can’t proceed at once to the lesson proper without
the initial phase. Also, as we all know, it is important to have drills or exercises in a lesson because they
can be used to build confidence as more answers are correctly provided. They also help to reinforce
important materials. Learners are also provided and opportunity to practice critical skills and knowledge
sets.
(Al-Banna, J. & Aziz, M. (2014) Teaching Strategies.
https://www.researchgate.net/publication/327433965_TEACHING_STRATEGIES)
(Barge et al., (2012) Using Assessment in Instruction. https://studylib.net/doc/7714083/the-new-york-city-
department-of-education)

Concluding Phase
The concluding phase is the end of the lesson. It is meant to determine how well the students have
achieved their goals and satisfy the lesson objectives that are given during the initial phase. This may lead
to giving of homework which is another way to determine if the learning objective is attained. According
to Lewis (2019), this helps students better understand what they have learned and provides a way in
which they can apply it in real life.
Other than teacher-made tests, example of tools that is commonly use in concluding phase are the
following:
 Journal Writing
 Performance Task
 Concept Maps
 Portfolios
If we can’t proceed at once o the lesson proper, we can’t also end our lesson in the lesson proper
and delete the concluding phase because it also plays a vital role in developing a lesson. If we end our
lesson in the lesson proper, we can’t determine how well our students have attained our lesson objectives.
Furthermore, as we all know, good lesson must be planned. Yes. A well-written plan a guarantee to a
well-executed lesson because a well-written plan means an organized plan which means that you have a
clear and well-timed lessons which the students can be active and interested. A well-written plan helps
students and teachers understand the goals of an instructional module.
(Lewis, B. (2019). Writing a Lesson Plan: Closure and Context https://www.thoughtco.com/lesson-plan-
step-5-closure-2081851#:~:text=Closure%20is%20the%20step%20where)

Guidelines for Implementing Lesson Plan

As a teacher begins to move from planning to performance s/he should consider several factors in
implementing the lesson plan. Even having a diverse set of experiences, it will be a wise decision to
review the factors in order to ensure the successful execution of the lesson plan. The guidelines for
implementing the lesson plan includes learner differences, length of period, flexibility, learner
participation, learner understanding, and evaluation.
In this part of the report, different factors before implementing the lesson plan are going to be stated.
Perhaps, these factors would serve as a "review" before executing our lesson plan.
1. Learner Difference - Individual and group differences must be considered as you plan. In this factor,
the teacher must identify if her/his students can learn effectively and conveniently as a group or as an
individual. Teachers need to make provision for learners' differences in ability, age, background, and
reading level. Also, instructional materials and teaching methodologies are needed to address this
difference between learners.
Howard Gardner (1983) proposed difference in learning style. Interpersonal (people smart), learn
through relating to others by sharing, comparing, and cooperating. Intrapersonal (Self Smart), learn best
by working alone and setting individual goals.
https://www.researchgate.net/post/What-is-the-different-between-self-learning-and-individual-learning
After the teacher identify which learning style best suit for his/her students. She/he must consider
the following; age, ability, background, and reading level. According to the book of Lardizabal and
Campos (Theory and Practice in Student Teaching), they stated that age is one of the individual
difference. According to them, a six year old boy cannot do nor understand what a twelve year old boy
can do. Generally older learners have more physical strength and higher level of comprehension than a
younger ones.
(Campos, M. A., & Lardizabal, A. S. THEORY AND PRACTICE IN STUDENT TEACHING).
Lardizabal and Campos also stated the difference in ability between learners, these are the mental
ability and Physical ability. For mental ability, children do not have the same level of mental ability.
Some are more intelligent than others. Those who are more intelligent grows and progress faster than
those who are less intelligent. In physical ability, normal people develop or progress faster and better and
are able to attain higher status than the handicapped person.
(Campos, M. A., & Lardizabal, A. S. THEORY AND PRACTICE IN STUDENT TEACHING)
Background in this specific manner, is all about the background knowledge to your students.
According on this research, being able to gauge our students' background knowledge can help teachers
create lessons that are culturally relevant. Being able to use this knowledge to help foster a classroom
where students are motivated and engaged with the material is paramount to creating an environment
where students can learn effectively.
(https://knilt.arcc.albany.edu/Understanding_The_Importance_of_Background_Knowledge,_Motivation_
and_Engagement#:~:text=Being%20able%20to%20gauge%20our,where%20students%20can%20learn
%20effectively)
The last sub factor under the learner difference is reading level. Teacher should provide
appropriate reading level to its students. To determine if the book or material is level appropriate to the
child, there are guidelines to be considered.
  Student
 The reading situation (oral guided reading or independent silent reading)
 Level of the book/reading material
(https://www.righttrackreading.com/selectbooks.html)

2. Length of Period - it's inevitable that in some cases where our lesson ends either too early or too long
accordingly to the allotted time. New teacher must learn to pace themselves not to plan too much or too
little. This factor gives us an idea of what to do if these certain cases happen.

If you think your lesson might end too early, you can:

 Ask additional questions

 Add drills
 Make a short panel
 Open for Clarification
If you think your lesson might end too long, you can:

 Be straight to the point

 Have a brief summary
 Continue your previous lesson to the next session

3. Flexibility - The teachers must be flexible enough to develop a lesson along the path. In this factor,
teachers must be exposed to all sorts of learning development. As that being said teachers must be
flexible enough to address unforeseen changes along the process of teaching. All you had planned might
not go as you wish, and being a teacher you must do something about it such as doing a teachable
moment (it includes questioning or additional discussion).
(https://www.jotform.com/blog/4-tips-to-adjust-to-unexpected-lesson-plan-deviations/)

4. Learner Participation - Teachers must encourage the participation of the greatest number in the class
each lesson. In this factor, teachers must not dominate the class. However, teachers must encourage
students to participate or manifest student-centered learning.
5. Learner Understanding - There is a often gap what students understand and what teachers think they
understand. Part of this process is the rapidity of the teaching process. According to the book of Allan C.
Ornstein he suggest the following to increase students understanding.
  Insist that students respond to the question put to them. Students who do not know the answer or
have trouble in understanding the lesson try to change the subject, speak too quietly, or ask
another question instead of answering the given question.
 If a student's answer lacks detail, does not cover the major aspects of the problem or is incorrect.
Rephrase the question, use another question to lead the student toward the desired answer, or call
another student to help the first student.
 If, after calling a few students, you are unable to obtain the desired response, you may have re-
teach the parts of the lesson. Although this is not a plan, you can't ignore that several students are
having problems understanding the lesson.
 Prepare students for demonstrations and experiments, ask a question during the activities, and
follow up with a written exercise in which students analyze or synthesize what they observed or
performed.
 Include practice, review, or application in every lesson. The amount of time you spend on these
activities will depend on students' abilities.
 Be sure to include medial and final summaries. Low-achieving and younger students need more
medial summaries than high-achieving students.
(Ornstein, A. C. STRATEGIES FOR EFFECTIVE LEARNING)
6. Evaluation - The lesson plan must be evaluated so that it can be modified and improved. In this factor,
the lesson plan must be checked first before implementing it. It is very necessary to check it first to secure
that your objectives have been followed all throughout your lesson proper and assessment. Also in this
factor, the teacher should have a clear idea of how students react, understand, and enjoy the lesson.
In the book of Ornstein, he presented questions to ask yourself to appraise your lesson plan.

 Was the instruction congruent with the objective?

 We're the students motivated throughout the lesson?
 What parts of the lesson were boring, confusing, or inappropriate?
 How can I these be improved?
 Do I need to spend more time reviewing parts of the lesson?
 Were the questions appropriate? Which one came up that were not planned and can be used in the
future?
 What problem arose? How can I correct them?
 What other activities can be used to improve the planning?
 Was their sufficient time to complete the lesson?
 What did I fail to accomplish in the lesson?
 Should certain parts of the lesson be omitted, condensed, or elaborated on?
(Ornstein, A. C. STRATEGIES FOR EFFECTIVE LEARNING)
Organizing and Implementing Lesson Plans: A Checklist

 Plan lesson toward stated objectives or topics of the unit plan

- Effective learning requires learning objectives (also known as learning outcomes). They
enable in the design of more effective instruction planning, activities, and assessments by
helping to articulate what students should be able to perform as a result of the instruction
(Elsivier, 2017).
(Elsevier B.V., (2023). Learning Objectives. Science Direct.
https://www.sciencedirect.com/topics/social-sciences/learning-objective)

 Require academic focus of students

- Academic success is critical for young people's effective development. Focus is critical
because it serves as the entryway to all other types of thinking: perception, memory, learning,
reasoning, problem solving, and decision making. Many areas of your ability to think will
suffer if you do not maintain adequate attention. "If you can't focus efficiently, you can't
think effectively," says a basic truth.
(Why Focus is Important in Your Life (2021). IRMP Consulting.
https://www.irmpconsulting.com/post/why-focus-is-important-in-your-life)

 Follow the plan. Keep the schedule, start the lesson on time
- Planning doesn't guarantee you will execute the plan flawlessly, but it gives you a much
better chance of doing so than without planning. Regardless of your classroom management
philosophy, planning lessons should be a part of your style. Planning lessons ahead of time
means teachers enter the classroom each day fully prepared to teach new concepts and lead
meaningful discussions – instead of figuring things out as they go.
(Informed Family (2015). Teacher tools 5 things you need for a great lesson plan. Informed
Families. https://www.informedfamilies.org/blog/teacher-tools-5-things-you-need-for-a-
great-lesson-plan )

 Provide review of previous lesson or integrate previous lesson with new lesson
- This helps in retaining information or learning. In other terms, it refreshes students' memories
—reminding them about content and topics from the previous session. When certain key
concepts learned in a previous class are reinforced through review before continuing the
 subject, this helps remind students of what they learned and develops a concrete base for their
learning.
(Is Daily Review Important, (2023). K12 Teacher Staff Development.
https://k12teacherstaffdevelopment.com/tlb/is-daily-review-important/)

 Indicate to students the objectives of the lesson

- When displayed to students, learning objectives set student expectations, guide their learning
processes, and help them focus their study. Objectives should have active verbs—how
students can demonstrate their learning. Avoid words and phrases like understand, know,
demonstrate, understanding of, and demonstrate knowledge of. Objectives can be stated in
simple language. Ideally lesson objectives should be SMART: Specific, Measurable,
Attainable, Relative and Timely.

 Utilize whole, flexible and small groups and independent study

- The three main groups you will find in a classroom are whole-class, in which the teacher
teaches a topic to the whole class or students have a discussion as a whole group, or small-
group, in which students work with each other or the teacher in smaller groups. And flexible
group is a term that covers a range of grouping students for delivering instruction, such as
whole class, small group, and partner.
(Whole class vs. small group instruction, (2023). Study.
https://study.com/academy/lesson/whole-class-vs-small-group-instruction)

 Present lesson with enthusiasm; motivate students

- When students perceive their teachers as enthusiastic, dynamic, and energetic, they are more
likely to be interested, curious, intrinsically motivated to learn, and engage behaviorally,
cognitively, and emotionally. Thus, teacher enthusiasm sparks the curiosity of students and
jumpstarts their motivation to learn. Teacher enthusiasm can lead to better teaching
evaluations, positive attitudes toward teachers, better student performance, and improved
classroom behavior.
(Zhang, H. (2014). Instructor Corner 3 Teaching Enthusiasm Engaging Students Sparking
Curiosity. Natcom.org. https://www.natcom.org/communication-currents/instructors-corner-
3-teaching-enthusiasm-engaging-students-sparking-curiosity)

 Present lesson with appropriate pace, not too slow or too fast
- There's a correlation between effective pacing and student engagement, so it's crucial to
consider the speed at which you move through a lesson and the rate of delivery for different
parts of the lesson. When pacing is too slow, students often become bored and disengaged.
When it's too fast, some may not grasp what's being taught and get lost—or discouraged.
(Simmons, C., (2020). Pacing Lessons for Optimal Learning. ASCD.org.
https://www.ascd.org/el/articles/pacing-lessons-for-optimal-learning)
 Explain things clearly. Be sure students understand what to do and how to do it.
- Keep the instructions as simple as possible. Explain everything chronologically, and only
start building on the next step when the previous one is understood by your students. Ask lots
of question to measure understanding. Just keep the learning goals close so you know where
you are going.
(Renard, L., (2021). 20 Ways Teachers Can Give Differentiated Instructions to Students.
Book Widgets. https://www.bookwidgets.com/blog/2019/09/20-ways-teachers-can-give-
differentiated-instructions-to-students)

 Give students a chance to think about what is being taught.

- Understanding your students’ interests will help you to provide them with quality learning
opportunities. By giving them the opportunity to explore, – for example, in math subject –
they will be more likely to engage with the learning process and become interested on the
topic.
(ReachOut Australia, (2020). Why It`s Important to Understand Students Needs and
Interests. School AU ReachOut. https://schools.au.reachout.com/articles/why-its-important-
to-understand-student-needs-and-interests)

 Try to find out when the students don't understand.

- A check for understanding (CFU) is any method used to inform the teacher about the
student’s current level of knowledge and understanding. An effective teacher does not just
check for understanding at the conclusion of a lesson or unit of instruction. CFU strategies
can and should be used after a lesson to help the students and the teacher reflect on what was
learned.
(Model Teaching, (2021). The Importance of Ongoing Checks for Understanding. Model
Teaching. https://www.modelteaching.com/education-articles/testing-strategies-prep/the-
importance-of-ongoing-checks-for-understanding)

 Provide sufficient time for practice

- Time management is a very important skill to have. Teacher can use this in the classroom to
optimize learning opportunities for students. After listing of daily tasks down, you need to
figure out what you should do first. Those that are important should be the first ones you
should tackle. With time management, it helps you get more things done in less time. Once
you map out your tasks and time, you can figure out how much time you can put into the
task. Also, it can help you map out other fun activities in class!
(Voki Blog, (2015). The Importance of Time Management in Class. Blog Voki.
https://blog.voki.com/2015/02/03/the-importance-of-time-management-in-class/)

 Ask frequent questions, be sure they are challenging and relevant.

 - Appropriately challenging, engaging, and effective questions stimulate peer discussion and
encourage students to explore and refine their understanding. Questions are a way of
engaging with students to keep their attention and to reinforce their participation.
(https://teaching.cornell.edu/fall-2020-course-preparation/engaging-students/using-effective-
questions#:~:text=Questions%20can%20review%2C%20restate%2C%20emphasize,into
%20words%20otherwise%20unarticulated%20thoughts)

 Answer student questions or have other students answer them.

- Answering students’ question the best way to give some idea about what they don’t have
understand. Redirecting the question to students will help to encourage student-to-student
interaction, and to lessen reliance on the instructor for all information.
(https://citl.illinois.edu/citl-101/teaching-learning/resources/teaching-strategies/questioning-
strategies)

 Provide explanations, demonstrations or experiments.

- Explanations, demonstrations, and experiments is important to the effectiveness of teaching
and learning process in the classroom. It leads learners to be more engaged with the learning
task, through increased motivation, attention or time, which should benefit learning in all
context.
(https://www.ejmste.com/download/the-effectiveness-of-teachers-use-of-demonstrations-for-
enhancing-students-understanding-of-and-4679.pdf)

 Elaborate on difficult points of the lesson, give details, and provide examples.
- Difficulties are often an unavoidable but important part of the learning process. Giving more
details that are carefully arranged will help students to develop a deeper understanding. Also,
integrating meaningful examples to the said topic can help students better understand.
(https://www.frontiersin.org/articles/10.3389/feduc.2018.00049/full)

 Show how students are to do classwork.

- Students need to understand why it is important to do it. They want and need to know what is
expected of them in order to stay motivated to work so that there is no confusion and students
have goals to work towards.
(https://www.successbydesign.com/blogs/news/how-to-get-students-to-do-homework)

 Choose activities that are interesting and promote success.

- Utility value refers to the perceived usefulness of the task. Students who find academic tasks
useful for present or future goals are more likely to put forth effort for those academic tasks
which leads to success.
(https://nrcgt.uconn.edu/underachievement_study/goal-valuation/gv_goalva04/)
 Make smooth transitions between activities.
- One of the hardest things to master as a new teacher is a smooth transitions from one task to
another. Building smooth transitions in the classroom will saves a lot of mess and frustration.
Giving notice before its time to make a change is one of the smooth transitions that a teacher
can do.
(https://theeducatorsroom.com/ten-tips-smooth-transitions/)

 Incorporate supplementary materials and media.

- Supplementary materials can provide instructors a way to fill in perceived gaps within the
prescribed instructional materials and can offer instructor additional approaches to motivate
students. Using media engages students, aids student retention of knowledge, motivates
interest in the subject matter, and illustrates the relevance of many concepts.
(https://serc.carleton.edu/sp/library/media/index.html#:~:text=Effective%20instruction
%20builds%20bridges%20between,the%20relevance%20of%20many%20concepts)

 Summarize the lesson.

- It is to briefly present the key points or the most important ideas of a lesson in which students
improves their memory for what is being teach to them. It enables students to focus on key
words and phrases of an assigned topic that are worth remembering.
(https://www.readingrockets.org/strategies/summarizing)

 Schedule seatwork; monitor and assess student work.

- Students should know what work they are accountable for, how to get help when they need it,
and what to do when they finish. Performance should be monitored for completion and
accuracy, and students should receive timely and specific feedback.
(https://educationnorthwest.org/sites/default/files/monitoring-student-learning.pdf)

 Give homework, provide examples of how to do homework, and collect and check homework.
- Homework is an opportunity for students to review and practice what they learned that day.
Giving an example on how to do it will lessen the difficulty of the students on answering it.
Collecting and checking it will make students complete it consistently.
(https://www.successbydesign.com/blogs/news/how-to-get-students-to-do-homework)

 Evaluate lesson plan.

- Evaluating lesson plans helps teachers improve their practice, develop strong reflective
habits, and meet the needs of the learners in front of them.
(https://study.com/academy/lesson/evaluation-tools-for-lesson-
planning.html#:~:text=Evaluating%20lesson%20plans%20helps%20teachers,learners%20in
%20front%20of%20them.)
  Be open to feedback and modification; listen to students, colleagues, supervisors, and other
observers.
- Peer observation enables teachers to build their individual capability and develop a shared
understanding of effective classroom practice. It has a high impact on improving professional
practice and can be an important part of teacher’s professional development.
(https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/practice/
Peer_observation_feedback_and_reflection_practical_guide_for_teachers.pdf)
REFERENCES:
Al-Banna, J. & Aziz, M. (2014) Teaching Strategies.
https://www.researchgate.net/publication/327433965_TEACHING_STRATEGIES

Barge et al., (2012) Using Assessment in Instruction. Retrieved from

https://studylib.net/doc/7714083/the-new-york-city-department-of-education
Campos, M. A., & Lardizabal, A. S. THEORY AND PRACTICE IN STUDENT TEACHING

Elsevier B.V., (2023). Learning Objectives. Science Direct.

https://www.sciencedirect.com/topics/social-sciences/learning-objective

Golland, J. (n.d.) Elements of Lesson Planning.

https://jan.ucc.nau.edu/~slm/AdjCI/Lessonplan/Elements.html#:~:text=Motivation%20is%20a%2

Informed Family (2015). Teacher tools 5 things you need for a great lesson plan. Informed Families.
https://www.informedfamilies.org/blog/teacher-tools-5-things-you-need-for-a-great-lesson-plan

Is Daily Review Important, (2023). K12 Teacher Staff Development.

https://k12teacherstaffdevelopment.com/tlb/is-daily-review-important/

Model Teaching, (2021). The Importance of Ongoing Checks for Understanding. Model Teaching.
https://www.modelteaching.com/education-articles/testing-strategies-prep/the-importance-of-
ongoing-checks-for-understanding

Ornstein, A. C. STRATEGIES FOR EFFECTIVE LEARNING

ReachOut Australia, (2020). Why It`s Important to Understand Students Needs and Interests. School AU
https://schools.au.reachout.com/articles/why-its-important-to-understand-student-needs-and-
interests

Renard, L., (2021). 20 Ways Teachers Can Give Differentiated Instructions to Students. Book Widgets.
https://www.bookwidgets.com/blog/2019/09/20-ways-teachers-can-give-differentiated-
instructions-to-students

Simmons, C., (2020). Pacing Lessons for Optimal Learning. ASCD.org.

https://www.ascd.org/el/articles/pacing-lessons-for-optimal-learning

Voki Blog, (2015). The Importance of Time Management in Class. Blog Voki.
https://blog.voki.com/2015/02/03/the-importance-of-time-management-in-class/

Whole class vs. small group instruction, (2023). Study. https://study.com/academy/lesson/whole-class-vs-

small-group-instruction.

Why Focus is Important in Your Life (2021). IRMP Consulting.

https://www.irmpconsulting.com/post/why-focus-is-important-in-your-life

Zhang, H. (2014). Instructor Corner 3 Teaching Enthusiasm Engaging Students Sparking Curiosity.
Natcom.org. https://www.natcom.org/communication-currents/instructors-corner-3-teaching-
enthusiasm-engaging-students-sparking-curiosity

https://www.researchgate.net/post/What-is-the-different-between-self-learning-and-individual-learning

https://knilt.arcc.albany.edu/
Understanding_The_Importance_of_Background_Knowledge,_Motivation_and_Engagement#:~:text=Bei
ng%20able%20to%20gauge%20our,where%20students%20can%20learn%20effectively

https://www.jotform.com/blog/4-tips-to-adjust-to-unexpected-lesson-plan-deviation

https://www.righttrackreading.com/selectbooks.html
Why Focus is Important in Your Life (2021). IRMP Consulting.
https://www.irmpconsulting.com/post/why-focus-is-important-in-your-life

Informed Family (2015). Teacher tools 5 things you need for a great lesson plan. Informed Families.
https://www.informedfamilies.org/blog/teacher-tools-5-things-you-need-for-a-great-lesson-plan

Informed Family (2015). Teacher tools 5 things you need for a great lesson plan. Informed Families.
https://www.informedfamilies.org/blog/teacher-tools-5-things-you-need-for-a-great-lesson-plan

Whole class vs. small group instruction, (2023). Study. https://study.com/academy/lesson/whole-class-vs-

small-group-instruction

https://teaching.cornell.edu/fall-2020-course-preparation/engaging-students/using-effective-
questions#:~:text=Questions%20can%20review%2C%20restate%2C%20emphasize,into%20words
%20otherwise%20unarticulated%20thoughts

https://citl.illinois.edu/citl-101/teaching-learning/resources/teaching-strategies/questioning-strategies

https://www.ejmste.com/download/the-effectiveness-of-teachers-use-of-demonstrations-for-enhancing-
students-understanding-of-and-4679.pdf

https://www.frontiersin.org/articles/10.3389/feduc.2018.00049/full

https://www.successbydesign.com/blogs/news/how-to-get-students-to-do-homework

https://nrcgt.uconn.edu/underachievement_study/goal-valuation/gv_goalva04/

https://theeducatorsroom.com/ten-tips-smooth-transitions/

https://serc.carleton.edu/sp/library/media/index.html#:~:text=Effective%20instruction%20builds
%20bridges%20between,the%20relevance%20of%20many%20concepts

https://www.readingrockets.org/strategies/summarizing

https://educationnorthwest.org/sites/default/files/monitoring-student-learning.pdf

https://www.successbydesign.com/blogs/news/how-to-get-students-to-do-homework
https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/practice/
Peer_observation_feedback_and_reflection_practical_guide_for_teachers.pdf