Relevant bibliographies by topics / Lesson planning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Lesson planning'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Lesson planning"

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Angaiz, Dil, Zahra Jabeen, and Nazia Karim. "PERCEPTIONS OF EXPERIENCED AND NOVICE TEACHERS ABOUT THE IMPORTANCE OF LESSON PLANNING FOR EFFECTIVE LEARNING IN PRIVATE ELEMENTARY SCHOOLS OF GILGIT CITY." Pakistan Journal of Social Research 03, no. 03 (September 30, 2021): 446–57. http://dx.doi.org/10.52567/pjsr.v3i3.268.

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This study intended to explore the perceptions of novice and experienced teachers about the importance of lesson planning for effective learning in selected private elementary schools in Gilgit city. A qualitative approach focusing on case study was used to conduct this study. The researchers collected data by using in-depth semi-structured interviews. The study revealed that novice and experienced teachers both realized the importance to lesson planning. It was revealed that lesson planning contributes to students learning. Although teachers use different formats to plan their lessons. Moreover, it was found that novice teachers regularly develop their lessons in detail on the other hand experienced teachers do not regularly plan their lessons in detail. Teachers' workload was one of the hurdles in planning lesson. On the basis of the findings it was recommended that teachers should develop lesson plans for their classes because it provides guideline and teachers can teach effectively which ultimately improves students learning. Keywords: Perceptions, novice teachers, experienced teachers, lesson planning, private schools, Gilgit city
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Pham, Hien Thu Thi, Nguyet Minh Thi Le, Huyen Thanh Thi Doan, and Hien Thi Luong. "Examining Philology Teachers’ Lesson Planning Competencies in Vietnam." International Journal of Learning, Teaching and Educational Research 22, no. 6 (June 30, 2023): 121–36. http://dx.doi.org/10.26803/ijlter.22.6.7.

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Planning lessons is an essential responsibility for any competent teacher. This study focuses on examining Vietnamese Philology teachers’ competencies in developing lesson plans. We employ a quantitative research approach by surveying 1,001 primary, lower secondary and upper secondary teachers in different provinces and cities in Vietnam. The results show that teachers spend a significant amount of time developing their lesson plans and they normally prepare their lesson plans one to two weeks before teaching in the classroom. They usually collaborate with their colleagues to develop lesson plans. Textbooks, teacher books, and materials from the internet are the main resources they use to design their lesson plans. They encounter many difficulties in the lesson planning processes, such as large class sizes, new curricula, and new textbooks Training and retraining of teachers are essential for developing appropriate lesson plans.
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Alghamdy, Rashed Zannan. "English Teachers’ Perceptions of the Role of Lesson Planning in Classroom Management." International Journal of Linguistics 15, no. 4 (August 18, 2023): 67. http://dx.doi.org/10.5296/ijl.v15i4.21260.

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In the present article, the researcher aims to identify the relationship between lesson plans and classroom management and attempt to determine the effect of English teachers’ lesson preparation on the implementation of those lessons. Further, we seek to explore English teachers’ perceptions toward the role of lesson planning in classroom management in Saudi English as a first language (EFL) classroom. We collect data from 87 English teachers in secondary schools in Al-Baha City via electronic questionnaire, and our findings demonstrate the importance of lesson planning in classroom management, revealing that Saudi English teachers prepare their lessons effectively to sufficiently manage classrooms. In addition, our results indicate that lesson planning is an essential skill that English teachers must cultivate to create a successful classroom environment. Moreover, the outcomes of the present study highlight most Saudi English teachers’ attitudes toward the role of lesson planning in classroom management are positive. Finally, we find a significant and positive relationship between effective lesson preparation and teachers’ abilities to create a successful EFL classroom environment.
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qizi, Mahkamova Dilshoda Shuhrat. "UNDERSTANDING THE PERCEPTION OF EFFECTIVE LESSON PLANNING." Frontline Social Sciences and History Journal 4, no. 4 (April 1, 2024): 21–24. http://dx.doi.org/10.37547/social-fsshj-04-04-04.

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Education and training activities have an important role in the development of countries. Based on these activities, teachers are the key players. For this reason, quality teachers must be prepared to promote quality education and instructional activities.This article discusses the qualities of highly effective teachers and provides some useful tips based on some recent researches.
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Schmidt, Margaret. "Preservice String Teachers' Lesson-Planning Processes." Journal of Research in Music Education 53, no. 1 (April 2005): 6–25. http://dx.doi.org/10.1177/002242940505300102.

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This yearlong qualitative study is an examination of 10 undergraduate preservice teachers' lesson planning for the classes and/or individual lessons they taught in a university string project. Data analysis revealed that these preservice teachers held differing views of lesson planning from each other and from their supervisor. Five themes emerged: (a) concerns about knowing how to begin to plan, (b) difficulty identifying what the children needed to learn, (c) the prominence of decisions made on the fly, (d) comparisons of thinking about teaching and planning with actual written plans, and (e) limited transfer of in-class experiences to teaching in the project. Suggestions for teacher educators include acknowledging the complex nonlinear relationship between planning skills, teaching experience, and professional knowledge; structuring guided experiences with a variety of lesson planning formats (e.g., written, mental, verbal); and maximizing opportunities for preservice teachers to reflect on connections between their experiences as students and as teachers. September 22, 2004 December 10, 2004.
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Eilam, Billie. "Probing Teachers’ Lesson Planning: Promoting Metacognition." Teachers College Record: The Voice of Scholarship in Education 119, no. 13 (April 2017): 1–28. http://dx.doi.org/10.1177/016146811711901309.

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Classrooms are complex systems, with dynamic interactions of different kinds among their composing varied elements. Such complex interactions lead to the system's unpredictable emergent learning behaviors. To support teachers’ lesson planning and monitoring in the complex environment of classrooms, the present article examines the core metacognitive skills of goal-directed lesson planning and monitoring and presents a novel tool for scaffolding teachers’ self-regulated instruction by increasing their awareness of goals, activities, discrepancy cues, and instructional time management. The chapter describes a qualitative pilot study with two experienced teachers working in a secondary school and a particular teachers’ professional development program. It investigates their utilization of this metacognitive scaffolding tool that has been previously validated as promoting ninth graders’ metacognitive awareness and adapted for teachers’ use. This Lesson Planning-Monitoring Scaffold (LPMS) supported teachers’ lesson planning (including activities sequences, learning settings, and time management), monitoring of plans’ enactment, and postlesson as well as yearly reflections on lessons’ goal achievement and tool's support. The rationale and structure of this metacognitive tool are described, and teachers’ use of the tool is analyzed. Finally, implications for future research on the LPMS and its uses are discussed.
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Barczi-Veres, Krisztina. "Planning and Delivering a Cooperative Maths Lesson." European Journal of Mathematics and Science Education 3, no. 1 (June 15, 2022): 9–16. http://dx.doi.org/10.12973/ejmse.3.1.9.

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<p style="text-align: justify;">School education should not only provide students with content knowledge but also with effective skills that will be appropriate in their adult lives, such as the competence in solving problems individually or being able to work as a member of a team. Students should be active participants instead of passive listeners in their lessons. There is a wide variety of teaching methods that practicing teachers can choose from to make their lessons varied. The present article explains the outline of an experiment that was based on Spencer Kagan’s cooperative learning focusing on one particular lesson. The mathematics lesson was planned using cooperative teaching techniques and was taught in secondary mathematics education. We analyse how well cooperative learning can be used for improving participation and effective problem-solving in the classroom.</p>
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Uhrmacher, P. Bruce, Bradley M. Conrad, and Christy M. Moroye. "Finding the Balance Between Process and Product through Perceptual Lesson Planning." Teachers College Record: The Voice of Scholarship in Education 115, no. 7 (July 2013): 1–27. http://dx.doi.org/10.1177/016146811311500702.

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Background/Context Lesson planning is one of the most common activities required of teachers; however, since the late 1970s and early 1980s, it has not been a major focus of study, either conceptually or empirically. Although there are recent articles on the topic, much of the current work is specific to examining a particular teaching method or subject area. This essay not only examines the lesson planning process, a neglected area of study, but also puts forward a perceptual or arts-based approach to lesson planning that has not been attended to since Elliot Eisner's essays on objectives. Purpose/Objective/Research Question/Focus of Study The purposes of this conceptual paper are is to provide theoretical grounding for perceptual lesson planning; to analytically examine the two current, dominant approaches to creating lesson plans; and to put forward ideas that undergird a fresh approach to creating and analyzing lesson planning. Research Design This study consists of a major literature review and a related conceptual argument. We also present qualitative data (a lesson plan with attendant interview material) and preliminary findings from an ongoing study. Analytic Framework We use an original analytic framework to discuss the two dominant approaches to lesson planning, the behaviorist and constructivist modes, and to compare them to the perceptual mode. Our analytical categories consist of the following: intentions, process, product, and outcomes. By intentions we mean the aims, goals, or objectives of the lesson plan. The process refers to how the lesson plan is created and what that experience is like for the teacher. Product refers to the actual lessons that result from the planning. Outcomes refer to both the anticipated results of the lesson as well as the general kinds of student outcomes desired in the mode of lesson planning. Conclusions/Recommendations Perceptual lesson planning may be characterized as engaging teachers’ and students senses and creativity; as an artistic endeavor that is joyful in and of itself; as consisting of various stylized products; and leading toward meaningful learning for students and teachers in an environment open to elements of surprise and innovation. Lesson planning may be functional and meaningful to teachers and subsequently their students. Lesson planning could be something teachers enjoy, learn from, and appreciate. Thus, we note that focusing on the process of lesson planning is an important part of education that warrants much more attention.
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Linder, Sandra M. "A lesson-planning model." Teaching Children Mathematics 17, no. 4 (November 2010): 249–54. http://dx.doi.org/10.5951/tcm.17.4.0249.

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Black, Alison, Hazel Lawson, and Brahm Norwich. "Lesson planning for diversity." Journal of Research in Special Educational Needs 19, no. 2 (July 15, 2018): 115–25. http://dx.doi.org/10.1111/1471-3802.12433.

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Dissertations / Theses on the topic "Lesson planning"

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Sharp, L. Kathryn. "Lesson Planning Without Tears for COE." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4292.

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Malovana, N. V. "The effective and balanced English lesson planning." Thesis, Сумський державний університет, 2014. http://essuir.sumdu.edu.ua/handle/123456789/34685.

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Essentially, planning is only effective if it actually works for the individual teacher within his or her classroom. The most vital component of a good plan is that it leads to a high-quality lesson, in which effective learning takes place. It could be that the children do not actually learn what was originally intended by the teacher in his or her plan, but that the learning outcomes are nevertheless very good. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/34685
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Wild, Martyn. "Developing performance support systems for complex tasks: Lessons from a lesson planning system." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1556.

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There lacks coherent and persuasive rationales for the further development of computer-based, interactive educational materials, for tertiary settings. Indeed, educational software arising out of what might be coined the “multimedia era”, namely the mid and later 19902, has been marked by lacklustre products with an emphasis in development and evaluation placed largely on technological issues (such as the use of video, sound and animations). As such, the rapid increase in commercially available (usually CD based) products has generally met a cool adoption from academics and educationalists, with both these groups often bemoaning the paucity or non-existence of effective instructional design models for the use of “new media” in teaching and learning, based in clearly delineated constructs that derive their substance from theoretical models and research findings. This research programme was intended to explore one such rationale.
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Ляшенко, Ірина Володимирівна, Ирина Владимировна Ляшенко, and Iryna Volodymyrivna Liashenko. "Making the Aims Smart in Lesson Planning." Thesis, Одеський національний університет імені І. І. Мечникова, 2019. http://essuir.sumdu.edu.ua/handle/123456789/72675.

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Ця стаття містить обговорення встановлення цілей у розробці курсу як підходу SMART. У ньому розглядаються фактори, які є важливими у виборі правильних цілей при формуванні програми чи набору уроків, таких як підхід; навчальний план або підручник; розмір класу; рівень, час. Він також пояснює абревіатуру SMART і визначає практичне використання цілей у плануванні уроків.
В этой статье обсуждается постановка целей при разработке курса как SMART-подхода. В нем рассматриваются факторы, которые важны при выборе правильных целей при составлении учебного плана или набора уроков, таких как подход; учебный план или учебник; размер класса; уровень, сроки. Это также объясняет аббревиатуру SMART и определяет практическое использование целей при планировании уроков.
This paper provides a discussion of aim setting in designing a course as a SMART approach. It examines the factors which are important in choosing the right aims while making the syllabus or set of lessons, such as approach; syllabus or textbook; the size of class; level, timing. It also explains the acronym SMART and determines the practical usage of aims in planning the lessons.
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Chang, Tony Hong-Jee. "A Study of the Influences Upon Pre-Service Teachers' Pre-Planning, Lesson Planning, and Bases for Interactive Decision Making During Lesson Implementation." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc330946/.

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The primary objective of this study was to describe the influences upon pre-service elementary teachers' preplanning, lesson planning, and bases for interactive decision making during their lesson implementation. Six female volunteer pre-service elementary teachers from the teacher preparation program at the University of North Texas planned and taught three separate lessons in one of the following content areas-social studies, language arts, mathematics, science, and safety, at six different schools in the north Texas area. Each element of the lesson plans (18 total) was classified for analysis. Following the presentation of each lesson, the pre-service teachers were asked to use the repertory-grid technique to sort out five decisions from a series of lesson-implementation decisions which had been observed and recorded by the investigator. Then the six pre-service teachers were interviewed by the investigator using the stimulated recall technique. During the interview, each decision was discussed with the pre-service teachers, who responded to seven structural questions that probed their concerns, attitude, type of concerns, and number of concerns. The six pre-service elementary teachers possessed some ability to direct students in their classroom learning using activities and instructional knowledge. This enabled them to notice individual student performance and that of students in the group or in the class. During their interactive teaching, pre-service elementary teachers made more decisions concerning the implementation of management strategies than decisions concerning instruction and activities, in their classroom management, the pre-service teachers focused the most attention on students' verbalization and performance. The study showed that the student's classroom behavior, the thing in which a student is interested, the student's relationship with other students, the feeling of a student, and a student's action caused the six pre-service elementary teachers to immediately modify their strategies.
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Straessle, Jessica Miller Wunderle. "Teachers' perspectives of effective lesson planning: A comparative analysis." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1550154173.

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Gendron, Marie-Josée. "An investigation of pedagogical expertise in the planning practices of professors with varying degrees of teaching experience /." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=68093.

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The role of teaching experience has been acknowledged in the development of pedagogical expertise, however, past research has failed to specify the relationship between experience and expertise. The ill-defined nature of the teaching task has led researchers to inadequately define pedagogical expertise directly in terms of years of teaching experience. Moreover, the literature on pedagogical expertise is primarily based on data from school teachers, who typically are not subject matter experts in the topics they teach. This study attempted to establish the differences and similarities between experienced and inexperienced university professors in the planning and delivery of teaching and the extent to which these activities and processes resembled expert characteristics. Indices of teaching effectiveness were derived from both theoretical and empirical sources and applied to the practices of 11 university professors, ranging in experience from 1 to 30 years. After the conduction of a lecture, subjects were interviewed and asked to elaborate on planning decisions made prior to teaching and to trace the events of the class. Protocols were then analyzed for the presence of characteristics of pedagogical expertise as defined above. Important differences were revealed between the teaching practices of experienced and less experienced professors which involved: (1) automaticity of activities, (2) teaching a lecture as part of the global task of teaching, (3) knowledge integration, (4) flexibility of plan implementation, (5) use of planning notes, (6) time management, and (7) reflections. Important group similarities were also revealed. Implications for the development of pedagogical expertise are discussed.
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So, Wing-mui Winnie. "Teacher thinking : a comparison of science elective and non-science elective primary school teachers /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17595927.

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Friedman, Ruth E. "An Examination of Lesson Study as a Teaching Tool in U.S Public Schools." Ashland University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1116871771.

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Joly, Michelle. "Reflections on the course design process in distance education by practitioners with varying levels of experience." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35211.

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Instruction at a distance is rapidly becoming one of the most widely used modes for teaching post-secondary learners. One of the distinctive characteristics of distance education is the emphasis on course development and the models of course development which have evolved. To date, however, the literature offers little understanding of the knowledge bases upon which current practice in distance education course development is based. Expertise in course development has not been characterized in any systematic way, and it is not known how novice and expert DE course developers differ in the way they conceptualize and go about course development. Even less is known about how course developers move toward expertise and from where they draw their understanding. The primary purpose of this study is to begin the investigation of these questions, based on data collected from multiple sources and contexts. Qualitative methods were used to collect and analyze data on the reflections of the course design process by nine participants. Participants varied in their experience level, the level of course they designed, and their role in the design process. Participants took part in a semi-structured interview and were asked to provide written responses to a practical design critique exercise. Themes or issues were allowed to emerge from the data, and were characterized along three main topics: the learner, design decisions, and evaluation. Differences between novices and more experienced participants were observed in their depth of understanding about the learner, the influence of theoretical constructs on their making design decisions, and the influence of context on the design process.
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Books on the topic "Lesson planning"

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Pang, K. C. Lesson planning. Hong Kong: Longman Group (Far East) Ltd, 1992.

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Tim, Carrigan, Robinson Toni, and Sunburst Visual Media, eds. Lesson planning. Hawthorne, NY: Sunburst Visual Media, 2004.

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Woodward, Tessa. Planning from lesson to lesson: A way of making lesson planning easier. Canterbury: Pilgrims, 1995.

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Louis, Murray, ed. Lesson planning in geography. Southsea: LDJ Educational, 1994.

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C, EdScope L. L. LessonPlansPage.com. Lee's Summit, MO: EdScope, L.L.C., 1996.

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Irlanda, Dalila Rodríguez. Orientando al maestro. [Puerto Rico?: s.n., 1985.

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Lesson Planning. Critical Publishing, 2017.

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Savage, Jonathan. Lesson Planning. Routledge, 2014. http://dx.doi.org/10.4324/9781315765181.

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Lesson planning. New York: Continuum, 2003.

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Lesson Planning. TESOL International Association, 2014.

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Book chapters on the topic "Lesson planning"

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Hewett, Victoria. "Lesson planning." In Making it as a Teacher, 69–87. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429489341-8.

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Farrell, Thomas S. C. "Lesson Planning." In Doing Reflective Practice in English Language Teaching, 96–111. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003178729-7.

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Ulrich, Immanuel. "Lesson Planning." In Good Teaching in Higher Education, 45–81. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-39137-9_4.

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Murray, Denise E., and MaryAnn Christison. "Planning Lesson Content." In What English Language Teachers Need To Know Volume II, 23–41. 2nd edition. | New York : Routledge, 2019. | Series: ESL & applied linguistics professional series: Routledge, 2020. http://dx.doi.org/10.4324/9780429275739-3.

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Mackay, Cheryl. "Lesson planning process." In Learning to Plan Modern Languages Lessons, 102–11. London ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780203729731-7.

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Krall, Geoff. "Planning the Lesson." In Necessary Conditions, 153–72. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781032681795-12.

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Moreton, Jane. "Developing Lesson Planning." In Mentoring Mathematics Teachers in the Secondary School, 138–48. London: Routledge, 2023. http://dx.doi.org/10.4324/9780429344091-17.

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Cerbin, Bill. "Designing and Planning the Research Lesson." In Lesson Study, 47–66. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003445722-4.

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Kerr-Gilbert, Nicky-Jane, and Eleanor Power. "Lesson as narrative." In Purposeful Planning for Learning, 82–89. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429489266-11.

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Amans, Diane. "Planning a Dance Lesson." In An Introduction to Community Dance Practice, 222–24. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1007/978-1-137-05623-8_30.

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Conference papers on the topic "Lesson planning"

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Pratt, Sarah. "Lesson Study Protocol: Planning, Implementing, and Debriefing a Research Lesson." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1441295.

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Queiros, Leandro Marques, Nicolau Calado Jofilsan, Amadeu S. Campos Filho, Alex Sandro Gomes, Francisco Kelsen de Oliveira, and Carlos Jose Pereira da Silva. "Usability Testing for Teachers’ Lesson Planning Services." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658583.

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Herniwati and Mochamad Arief Komarudin. "The Japanese Teachers’ Ability in Lesson Planning." In 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200325.061.

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Holberga, Anna. "Lesson Planning and Organising Strategies for Maintaining Students’ Focus During Computer Science Lessons." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.45.

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The first part of the research was conducted in November and December of 2020 as described in the author’s Term Paper “LESSON PLANNING AND ORGANISING STRATEGIES FOR MAINTAINING STUDENTS’ FOCUS DURING COMPUTER SCIENCE LESSONS IN FORM 4”. The aim of this Paper is to expand upon the scope of the research, to evaluate and discuss the developed recommendations on how various lesson planning and organising strategies can help to maintain students’ focus. The second part of the empirical study described in this Paper included a questionnaire, an interview with two Computer Science teachers from general education schools and a Computer Science teacher from an international school. It was found that there are several factors that have an impact on the focus of the students. It was concluded that the teacher must keep up with what the students are interested in, and students must be inspired to learn instead of having to learn mainly because they must achieve certain grades. However, since teachers may face several challenges when it comes to implementing different strategies, cooperation with school leaders, school administration and parents is crucial. From the second part of the study, it was found that it is significant that teachers are not micromanaged, that there is a set curriculum teachers and students can follow. Positive communication and trust in the whole school community is important when it comes setting up students for academic success. Whether teachers can implement different recommendations for keeping the students’ focus depends also on outside factors that depend on the school, therefore, it is important for teachers, school leadership, administration, and parents to all work together.
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Villafane-Cepeda, Wanda. "The Activity of Planning an Online Research Lesson." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1880758.

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Helton, Emily. "Figured Worms: Teacher Identity in Lesson Planning Discourse." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1891119.

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Sebastian, Ratan. "Adaptive Search Support for Teachers in Lesson Planning." In UMAP '24: 32nd ACM Conference on User Modeling, Adaptation and Personalization. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3631700.3664921.

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Wang, Yanhua, Lin Chen, and Xuanlin Chen. "Lesson Planning of Smart Classroom Based on Genetic Algorithm." In 2022 IEEE 5th Eurasian Conference on Educational Innovation (ECEI). IEEE, 2022. http://dx.doi.org/10.1109/ecei53102.2022.9829521.

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Wei, Yong, Hua Liu, Haiyun Wu, and Ruokui Chang. "OPME (Objectives-Process-Methods-Evaluation) Method for Lesson Planning." In 2016 2nd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsshe-16.2016.66.

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Kurmanova, Gulnara, Bernhard Widmann, Bakit Urazova, Anna Kim, and Bibigul Sukhanberdina. "ALGORITHM FOR PLANNING AN INTERACTIVE LESSON IN ECONOMIC TEACHING." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2439.

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Reports on the topic "Lesson planning"

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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at exploring the procedures that educators in diverse contexts have used to aid their student teachers in preparing for lesson planning. The first set seeks to identify the procedures used as well as their outcomes. The second set of questions aims to inquire on the methodologies adopted. Twelve studies were selected for the final review, which were found using the Educational Resources Information Center (ERIC) and Google scholar databases as well as the academia.edu platform. A matrix was created to analyze the papers selected together with a coding process. The analysis revealed that collaborative procedures such as mentoring and lesson study combined with reflective teaching seem to render optimal learning experiences for preservice teachers. A special mention is given to plan lessons using authentic materials. Furthermore, types of methodologies that promote rich description such as case studies appear to be appropriate to frame these studies.
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Lobaccaro, Gabriele, Carmel Lindkvist, and Maria Wall, eds. Lesson Learned from Case Studies of Solar Energy in Urban Planning. IEA SHC Task 51, April 2018. http://dx.doi.org/10.18777/ieashc-task51-2018-0003.

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Tazaz, Amanda, Lance King, Melissa Dyehouse, Robert Schoen, Rachel Wilson, Steve Blumsack, and Carmen Green. Planning for a Rainy Day: A Lesson Study Model Eliciting Activity Toolkit. Florida State University Libraries, January 2013. http://dx.doi.org/10.17125/fsu.1517867082.

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Lewin, Alex, Karla Diaz-Ordaz, Chris Bonell, James Hargreaves, and Edoardo Masset. Machine learning for impact evaluation in CEDIL-funded studies: an ex ante lesson learning paper. Centre for Excellence and Development Impact and Learning (CEDIL), April 2023. http://dx.doi.org/10.51744/llp3.

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The Centre of Excellence for Development Impact and Learning (CEDIL) has recently funded several studies that use machine learning methods to enhance the inferences made from impact evaluations. These studies focus on assessing the impact of complex development interventions, which can be expected to have impacts in different domains, possibly over an extended period of time. These studiestherefore involve study participants being followed up at multiple time-points after the intervention, and typically collect large numbers of variables at each follow-up. The hope is that machine learning approaches can uncover new insights into the variation in responses to interventions, and possible causal mechanisms, which in turn can highlight potential areas that policy and planning can focus on. This paper describes these studies using machine learning methods, gives an overview of the common aims and methodological approaches used in impact evaluations, and highlights some lessons and important caveats.
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Бакум, З. П., and В. О. Лапіна. Educational Dialogue in the Process of Foreign Language Training of Future Miners. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/395.

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On the basis of scientific analysis the article authors develop a scheme that allows planning and organizing the process of learning foreign languages with the use of dialogic didactic means during foreign language training of future miners. The article gives a definition of „educational dialogue‟, observes its structure, and defines its stages: modeling (a future educational dialogue model designing and ways of its implementation at a lesson); motivational (identifying problem, task for solving which encourage further active learnsearch activity of educational dialogue participants); searching (finding out/discovering an effective or new method of problem solving; searching answers to the question); disputing (presenting and discussing results, different positions, viewpoints); concluding (analyzing results, summarizing, substantiating the best chosen way of solving tasks, versions, and opinions). The authors give recommendations for dialogic interaction organizing in the process of forming a foreign professionally oriented speech competence of mining students
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Felix, Juri, and Laura Webb. Use of artificial intelligence in education delivery and assessment. Parliamentary Office of Science and Technology, January 2024. http://dx.doi.org/10.58248/pn712.

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This POSTnote considers how artificial intelligence (AI) technologies can be used by educators and learners in schools, colleges and universities. Artificial intelligence technologies that can be used in education have developed rapidly in recent years. This has been driven in part by advancements of generative AI, which is now capable of performing a wide range of tasks including the production of realistic content such as text, images, audio and video. Artificial intelligence tools have the potential to provide different ways of learning and to help educators with lesson planning, marking and other tasks. However, adoption of AI in education is still in an early and experimental phase. There is uncertainty about the benefits and limitations. Some stakeholders have expressed concerns that over-reliance on AI could diminish educator-learner relationships. Concerns also relate to potential negative impacts on learners’ writing and critical thinking skills, through work being undertaken by AI. In November 2023, the Department for Education published a report on the use of Generative AI in education. The UK Government have also announced an investment of up to £2 million to provide new AI-powered resources for teachers in England.
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Bayley, Stephen, Darge Wole Meshesha, Paul Ramchandani, Pauline Rose, Tassew Woldehanna, and Louise Yorke. Socio-Emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/082.

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This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation and mental health and wellbeing, along with literacy and numeracy. Lesson observations were also undertaken to explore teachers’ behaviours to foster socio-emotional learning (SEL) in the classroom. The findings advance current knowledge in several respects. First, they quantify the decline in Ethiopian pupils’ social skills over the period of the school closures. Second, they identify a significant and strong relationship between learners’ social skills and their numeracy, even after taking other factors into account. Third, they reveal a significant association between children’s social skills and their mental health and wellbeing, highlighting the importance of interpersonal interactions to safeguard children’s holistic welfare. The paper concludes by proposing a model for understanding the relationship between learners’ SEL and academic outcomes, and with recommendations for education planning and practice, in Ethiopia and elsewhere.
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in Reproductive Health, Frontiers. Revitalizing family planning: Lessons learned on strengthening contraceptive provision. Population Council, 2009. http://dx.doi.org/10.31899/rh10.1028.

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Phillips, James, Wendy Greene, and Elizabeth Jackson. Lessons from community-based distribution of family planning in Africa. Population Council, 1999. http://dx.doi.org/10.31899/pgy6.1022.

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Fowler, Kimberly M., Kathleen S. Judd, and Jill M. Brandenberger. Pacific Northwest National Laboratory’s Climate Resiliency Planning Process and Lessons Learned. Office of Scientific and Technical Information (OSTI), February 2016. http://dx.doi.org/10.2172/1242341.

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