DEVELOPING EFFECTIVE LESSON PLANS

In developing effective lessons plans, classroom facilitators should understand that individuals are unique entities whose learning and social functioning levels cover a wide spectrum. It is important to perceive classroom instruction as a co-creative process. Communication is often defined as two people who try to create meaning together. Learning should be viewed this way as well. In my years of experience as classroom facilitator, I always try to incorporate problem-based learning assignments, simulations and role playing, active discussions, and debates. All of these activities should help students with their attention, retention, production, and motivation. The goal of instruction of any classroom facilitator should be guided by the different components of reflective teaching decisions. From Schunks perspective, reflective teaching decisions should be sensitive to the context, guided by fluid planning, informed by professional and personal knowledge that is critically examined, and enhanced by formal and informal professional growth opportunities. With that being said, every lesson plan that I create for my Academic Strategies and Spanish classes incorporates the following elements discussed in this weeks reading:

Instruction is tied to professional standards or master curriculum: in my Spanish classes, I assist my students in developing their listening, writing, speaking, and reading skills in the target language. My goal of instruction, compatible with Tulsa Community Colleges Foreign Language Programs, is that: o At least 95% of participating students should exit even the first level of language at TCC with a measurable oral proficiency, which is understandable to a native speaker of the target language. o At least 95% of participating students will develop proficiency in the four skills (listening, speaking, reading, and writing) in the target language appropriate to the level of the course.

At least 95% of participating students will be able to understand the target language within the vocabulary/structure limitations of the appropriate level when spoken by a native speaker at a normal rate of speed.

At least 25% of the grade will be based on the student's ability to write in Spanish without the aid of other devices. Students will have opportunities to acquire awareness and an appreciation of the people who use the target language.

The rationale of why this content is necessary is explained in plain language to students: in my Academic Strategies class, I explain to students that this course orients first-time students to TCC campuses and college services, emphasizing personal and social strategies to increase student involvement in college and community activities. I also share with my students that Academic Strategies will help them apply study techniques and behavior patterns essential to college and career success.

Presentation of materials in small steps: I define learning as an ongoing process in which one acquires information through the senses from the environment, processes, and stores it in the brain with the hope of retrieving it later on to produce new or more meaningful information. During the first week of the semester in my Spanish class, I start telling my students that they will be required to form complete sentences for every question they are asked in Spanish. At first, some of them exhibit some anxiety as they do not know how to complete this task. I first explain what a subject is and ask them to come up with examples. Then, I talk about verbs and their usage in the target language. Finally, I end by explaining to them how a complement can enhance the meaning of a sentence. As a recap, I write a formula on the board that reads: S+V+C. After teaching for four years, I have noticed that some students tend to have difficulties in learning Spanish because there are certain concepts that they do not quite understand in their native language, i.e.: subject, pronouns, and subject pronouns, among others.

Employment of learning strategies: learning involves three variables- the environment, personal factors such as cognition of information previously stored in memory, and behaviors. It involves the environment because one can learn either enactively through actual doing or vicariously by observing how certain models function (Schunk, 2012). Schunk (2012) states that much of human learning occurs vicariously, or without overt performance by the learner, at the time of learning. However, learning complex skills typically occurs through a combination of observation and performance (p. 120). Short conversations in Spanish using the vocabulary that relate to a particular chapter helps students retain the new information and allows students to practice their pronunciation. It is also a good strategy that helps them gain confidence when speaking Spanish and prepares them for their final oral presentation. In my strategies class, sometimes students are to come up with a real-life example that relates to a chapter in the book, i.e., goal setting, time-management, public speaking, and present it to the rest of the class. I use the examples to mentor, model, and monitor the students behaviors. Additionally, this technique allows participants to learn what to do and not to do under certain circumstances. From a constructivist perspective, the social environment influences learning through its cultural objects and its language and social institutions (Schunk, 2012). Pursuing this further, I agree with Schunks idea that states that cognitive change results from using cultural tools in social interactions and from internalizing and mentally transforming these instructions (Schunk, p. 242, 2012).

Control of Behavior: the role of motivation should be to orient individuals towards the achievement of their goals. In this process individuals realize that they are in control of what they do and how they do it. Motivation is heavily affected by the affects, values, and expectations that a person carries, and is responsible for individuals performance in various contexts. In both of my classes, I encourage my students to participate and attempt to answer questions even if they

do not know what the correct answer is. I praise those that go the extra mile to find the answer for a particular question; I often tell my students that they need to try their best to get the best out of the class. Deciding what to learn and how to learn can be challenging to some individuals. Some believe that they are capable of performing a particular task despite the challenges associated with it; others believe that, although learning is important, they do not have the time or skills to get involved in the process. As a classroom facilitator, it is my responsibility to nurture a students intellect and belief in his or her academic abilities and capabilities as a means of helping students to stay motivated.

References: K. S. Bull and S. L. Kimball (1999). Quality University Instruction Online: A Basic Teaching Effectiveness Training ProgramAn Instructional Hypertext. Stillwater, OK: Oklahoma State University.

Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Upper Saddle River, NJ: Prentice Hall.