Using Activity Theory to Examine How Teachers' Lesson Plans Meet Students' Learning Needs

Chizhik, Estella Williams; Chizhik, Alexander W.

doi:10.1080/08878730.2017.1296913

Cited by 52 publications

(37 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In general, they gain knowledge and awareness of how they should build good lesson plans so that they have the potential to create interactive teaching and learning activities and environments that focus on what their students already know. This is consistent with the presentation of Chizhik and Chizhik (2018), Sullivan, Askew, Cheeseman, Clarke, Momane, Roche, & Walker (2015), and Gravemeijer (2004), that instructional learning should be adjusted to the students' knowledge and thinking so that their mathematical reasoning can develop properly and accurately.…”

Section: The Impact Of Role Playing On the Mindset And Knowledge Of Tsupporting

confidence: 77%

Role Playing and the Changing of Teacher Understanding to Middle School Mathematics Lesson Planning within ELPSA Framework

Kinasih

Hardiani

2020

JPM Unsri

View full text Add to dashboard Cite

The lesson plan plays an important role in the achievement of learning objectives. This paper aimed to describe the effect of lesson plan role play on changes in teacher understanding regarding the process of mathematics lesson plan writing using the ELPSA framework. The method used was descriptive qualitative. 13 West Nusa Tenggara math teachers were involved through filling out questionnaires about the lesson plan writing habits among teachers, the usefulness of role-playing, and the impact on the lesson plan improvement process they designed. Results showed that the lesson plan role play was able to change the teacher's understanding, particularly on the importance of clear and communicative lesson designs as well as the sequential and anticipatory learning scenarios included. This change in teachers' understanding also has an impact on the awareness of teachers to improve their draft lesson plan in terms of integrated learning indicators, sequentialness, and the content quality of learning activities and clarity of teaching notes that allow the lesson plan to be more explicit and applicable. Overall, it can be concluded that more than 95% of the teacher respondents stated that role play had a positive influence in the form of a willingness to re-reflect and reconstruct each lesson plan. In general, they gain knowledge and awareness about how to build a good lesson plans so that they have the potential to create activities and an atmosphere of teaching and learning that are interactive, focused, and pay attention to what students already know.

show abstract

Section: The Impact Of Role Playing On the Mindset And Knowledge Of Tsupporting

confidence: 77%

Role Playing and the Changing of Teacher Understanding to Middle School Mathematics Lesson Planning within ELPSA Framework

Kinasih

Hardiani

2020

JPM Unsri

View full text Add to dashboard Cite

show abstract

“…As novice teachers, they usually lack routines and expert teachers' knowledge structure (Berliner 2004;Enow and Goodwyn 2018), making it difficult for them to adapt their teaching strategies to students' needs. As the planning skills focused on in the present study relate to challenges that might occur in other contexts as well (e.g., Chizhik and Chizhik 2018, for the US), principles on the conceputalisation of planning skills in the present study may be of interest in other cultural contexts and teachereducation systems as well. Regarding future research, it could be worth transferring our empirical approach to different contexts.…”

Section: Discussionmentioning

confidence: 86%

“…According to findings from expertise research, effective teachers plan their lessons in a process-driven way (Stigler and Miller 2018) and align their instructional decisions with their students' learning dispositions (e.g., domain-specific knowledge) (Berliner 2004;Borko and Livingston 1989;Enow and Goodwyn 2018;Housner and Griffey 1985;Kagan 1992;Smith and Strahan 2001;Westermann 1991). In contrast, novice teachers, such as pre-service teachers during induction, tend to use a stepwise procedure and demonstrate a lessadaptive, recipe-like teaching style (Chizhik and Chizhik 2018;Leinhardt and Greeno 1986). They are likely to experience difficulties accounting for the context of instruction, anticipating the course of instruction and generating planning decisions in accordance with their specific learning group.…”

Section: Introductionmentioning

confidence: 99%

Pre–service teachers’ generic and subject-specific lesson-planning skills: On learning adaptive teaching during initial teacher education

König

Bremerich-Vos

Buchholtz³

et al. 2019

European Journal of Teacher Education

View full text Add to dashboard Cite

In this article, we analyse pre-service language teachers' written plans for demonstration lessons in Germany. Our objective is to reconstruct and quantify generic and subject-specific planning decisions related to adaptive teaching, specified as the ways in which a lesson's main task fits the learning group's cognitive level. The focus is on aspects of generic planning featured in subject specific planning rather than very specific subject planning that reflects the unique aspect of that particular subject discipline. The sample comprises pre-service teachers during induction, surveyed at two time points. The findings show that planning skills can be measured in a reliable way and that subject-specific decisions are more difficult to implement into planning than generic decisions. Skills increase substantially during induction and can be explained by institutional and individual factors using regression analysis. Implications for the design of learning opportunities in teacher education and perspectives for future research are discussed.

show abstract

“…Mastery of knowledge and information such as mastery of data and facts, concepts, generalizations, and principles is a subject matter that will help even be important to the learning process at a higher stage. Cognitive domains play an important role in the direction of developing the lesson plan because it will determine what methods and instruments will be used to carry out learning practices so that cognitive aspects can be achieved [23], [24].…”

Section: A Cognitive Domainmentioning

confidence: 99%

The Ability of Indonesian Language Education Students in Designing Lesson Plan through Teaching Practice in School

Martono¹,

Dewantara²,

Soeharto³

2020

ujer

View full text Add to dashboard Cite

Using Activity Theory to Examine How Teachers' Lesson Plans Meet Students' Learning Needs

Cited by 52 publications

References 23 publications

Role Playing and the Changing of Teacher Understanding to Middle School Mathematics Lesson Planning within ELPSA Framework

Role Playing and the Changing of Teacher Understanding to Middle School Mathematics Lesson Planning within ELPSA Framework

Pre–service teachers’ generic and subject-specific lesson-planning skills: On learning adaptive teaching during initial teacher education

The Ability of Indonesian Language Education Students in Designing Lesson Plan through Teaching Practice in School

Contact Info

Product

Resources

About