Intentional Inquiry and Planning for Instruction

P1 – Practice intentional inquiry and planning for instruction. Teacher candidates plan and/or adapt standards-based curricula that are personalized to the diverse needs of each student.

To me intentional inquiry and planning for instruction is the teacher’s process when planning a lesson. In order to be an effective teacher, it is important to learn teaching techniques that can be applied during instruction. Techniques vary from teacher to teacher. One way I practiced intentional inquiry was by teaching a science lesson in which I planned for the instruction in my second grade classroom. In the lesson plan I composed, Students were to learn about different soils and how much water held by each soil through demonstration, investigation and observation. I demonstrated soil interacting with water and students were to observe the ways in which water sift through each soil and record data such as how much water were poured into the soil and how much water came out. Throughout the lesson, students were engaged and recorded data to use for discussions that took place at the end of the demonstration. I attached the lesson plan to I created as evidence demonstrating my understanding of P1. Can Soil Hold Water LP

Teachers should keep in mind the learning styles and how students acquire, retain, and recall information when planning lessons. They also need to adapt to the learning goals and styles set by the class to enable students to successfully complete course objectives. In Robert Gagne’s conditions of learning, learning should be intentional and purposeful. Gagne believed intentional and purposeful learning can be achieved by considering a number of categories including: response, identification, sequences, associations, concepts, principles, problem solving, and strategies. There are a number of categories that must be met in order for students to acquire a complete understanding of material. These stages should be kept in mind by the teacher when planning a lesson in order to affectively influence student’s success.

In addition, it is important that teachers consider the capability of their students before and after the lesson. This lesson demonstrated my competency in intentional inquiry and planning for instruction. I lead a number of discussions during the lesson in order to engage the students in observing the soil’s interaction with the water. As a result, I learned it is important for teachers to have a well thought-out lesson plan. Teachers need to be able to think critically of what they want their students to learn and how they were going to teach it. I will continuously reflect on Gagne’s theory of learning to strengthen my lesson plans as it applies to all learning. I will also consider my students learning capability when planning for a lesson.

References

Lunenburg, Fred C. “Teachers’ Use of Theoretical Frames for Instructional Planning: Information Processing Theories.” Sam Houston State University, 1 Nov. 2012. Web. 21 Jan. 2015.

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