Factors Affecting the Lesson Plan
Lesson planning entails systematically developing the instructional requirements, conditions, arrangement, and materials and activities and testing and evaluating teaching and learning. However, the process faces numerous factors and events that constitute classroom challenges, which require addressing and modifying plan implementation to achieve the planned learning outcomes. Hence, some of the elements affecting the lesson plan include:
- The physical classroom layout and teaching material arrangement, which influence routines and procedure.
- The students’ prior knowledge, which affects the ideas, information, beliefs, and attitudes they bring to the classroom.
- Time management that determines the allocated time for academic activities.
- The effective lesson plan implementation.
- The goals and outcomes the lesson intends to achieve.
- The materials to be used in teaching the lesson.
- The instructor’s skills and knowledge about the course content.
Therefore, there is a need to address the challenges and modify the plan implementation to attain the planned learning outcomes. For instance, the instructor can establish a positive classroom environment because it transforms the learning setting into a pleasant and friendly place. Consequently, the learning venue will acknowledge and accept individual differences, promote cooperative and supportive educational activities, create a non-threatening learning environment, organize the physical space to minimize disruptions, and establish classroom rules and procedures. Furthermore, the effectiveness of the lesson plan significantly depends on the professor beginning lessons with clear instructions to the learners. The strategy will ensure the students pay attention and will remove all distractions, describe expectations, activities, and assessment procedures, build the lesson on the learners’ prior knowledge, and will start a highly motivated classroom activity.
Moreover, the lesson plan implementation relies on the instructor’s consideration of the learning context, which includes evaluating the school district expectations and how the class fits into the big picture of education as a whole. Besides, the professor needs to consider using the appropriate pacing of instruction by becoming aware of the teaching tempo. The instructor should also take note of cues from the learners to identify any confusion and restlessness, which may require shortened lessons. Furthermore, the tutor needs to suggest avenues for learners to seek assistance and should evaluate the learning outcomes to determine goal accomplishment.