Critical Thinking Questions

EDU 675
What makes a lesson framework succeed? What is the degree of variation within this framework
regarding two content areas that differ from each other? The educator who constructs a well!uilt
lesson framework will start !" serving learners with a #reevaluation of their a!ilities and current
conce#ts to have the ca#a!ilit" to achieve learning targets$ as well as guideline #rocesses which
are relevant for the learner%s learning level &'naitsa$ ()*(+, The lesson framework should come
with to#ics which are !etter understood !" learners inside their learning environment of a!ilities$
which should e-tend their creative thinking ca#a!ilities as well, The instructor should o!serve
learners% advancement and assist them to ac.uire knowledge !" #artici#ating in #resentations and
coming u# with res#onses, Two var"ing content areas are #ossi!le to !e taught with success after
em#lo"ing var"ing teaching a##roaches to identif" areas of content, Considering the variation
among student grou#s engaged in learning that consist of colla!orative learning$ an educator
might utili/e this for teaching to#ic that needs learners to e-change views a!out historical
ha##enings, 0or content needing learners to dis#la" their own thinking a!ilities and
com#rehension of the lesson framework$ the instructor might use inductive guidelines that
consist of worksheets needing learners to gather solutions$ !oth in the form of general and
s#ecific knowledge related to the to#ic of the lesson,
What is the significance of taking into account the histor" of the learners and #ro!a!le
evaluations utili/ed while !uilding a lesson? 1ow does this contri!ute to the success of the
learners? To design efficient lesson frameworks$ use the evaluation methods close to hand to find
out the learners2 level of #ast com#rehension, This is im#ortant for the construction of lesson
#lans focusing on the strong #oints as well as the weaker ones in order for the advancement of
lesson 3a##ro#riate3 frameworks that allows for a level of learning considered highest from
learners de#ending on their #ast histor", 'longside the aforementioned !enefits$ this also ensures
student com#rehension of links !etween the to#ic knowledge ac.uired in #revious lessons$ as
well as #resent and future to#ics,
E-#ress "our ideas a!out the techni.ues "ou have ac.uired till now regarding differentiated
instruction, 4ick three strategies from these, 5ake a com#are and contrast stud" of each one$
indicating the variation and dissimilarities in success for students, 're these strategies
a##ro#riate to !e com!ined and$ if so$ how note the effect on success of the students?
*, 6alance Teamwork and 7ndividual Work
't the time of em#lo"ing differentiated instruction a##roaches it is of #aramount significance
that educators maintain some sort of !alance !etween collective and #ersonal activities, The
distances #revailing !etween these two lines of learning de#end on a student%s own learning
ca#acit", 8onetheless$ educators should utili/e !oth methods, 't the time of utili/ing to#ics
a##ro#riate for e-ercises in grou#s$ educators should not onl" encourage working in teams and
grou#s$ !ut should construct lesson #lans as well which tend to student2s re.uirements on a
#ersonal !asis &5iller$ ()*(+,
(, 9eflection and :oal ;etting
This instructional method is a##ro#riate in order to !uild u# learner%s conce#t of individualit"
and to hel# learners in making a mode for stud", 's learners gain the a!ilit" to reflect u#on
knowledge ac.uired throughout a semester$ the" develo# themselves in the #rocess and re.uire
further assistance, 7t also makes them ca#a!le of identif"ing targets set !" themselves, The
guidelines might !e constructed !" the instructor to address certain targets esta!lished !" the
learners$ which in turn is great for learning on an individual level, 's o##osed to to grou#
learning$ this method targets a #ersonali/ed techni.ue$ which however should !e em#lo"ed in
alongside a !alanced set of teamwork &5iller$ ()*(+,
<, Differentiate Through Teams
6uilding teams designed !ased on the learner2s level of thinking related to the lesson #lan is
ca#a!le of ena!ling educators in constructing lesson schemes #roviding with chances for
achieving students to #ush harder while treating the struggling students with attention, These
teams hel# learners through coming u# with formats designed for learners at the same levels in
order to #artici#ate in teamwork which does not re.uire struggling learners to kee# u# and does
not discourage high achieving ones from reaching higher, ' collective effort alongside #ersonal
activities in the class should !e used to attain this goal &5iller$ ()*(+,
9eferences
'naitsa$ =, &()*(+, Student Lesson Plans for Various Learning Disabilities, 9etrieved
from htt#>??www,!righthu!education,com?s#ecialedinclusionstrategies?7@)56develo#ing
lesson#lansforstudentswithvariouslearningdisa!ilities?
5iller$ 'ndrew$ &()*(+, Six Strategies for Differentiated Instruction in Project-Based Learning,
9etrieved from htt#>??www,eduto#ia,org?!log?differentiatedinstructionstrategies#!landrew
miller