Due On Monday: Resources From The Website Contains Info

Due On Mondayresourcesthe Website Wwwnbptsorg Contains Informati

Due on Monday! Resources: The website, contains information related to the National Board for Professional Teaching Standards, as well as pp. xxi–xxiv & Ch.1 of Methods for Effective Teaching. Write a 350- to 700-word paper in which you identify the main factors to consider when lesson planning and identify the differences between goals and observable and measurable objectives. Consider the following factors: The framework for teaching, based on Danielson’s (2007) book The National Board for Professional Teaching Standards’ core propositions. Include a graphic organizer that compares and contrasts the framework and the standards. Any other factors of importance such as the assessment of prior knowledge. Format your paper consistent with APA guidelines.

Paper For Above instruction

Effective lesson planning is crucial for ensuring that teaching is purposeful, goal-oriented, and responsive to students’ needs. When considering lesson planning, educators must evaluate several primary factors that influence the design and delivery of instruction. Among these factors, understanding the framework for teaching, establishing clear objectives, assessing prior knowledge, and aligning standards with instructional activities are essential components that support student learning outcomes.

One of the foundational aspects of lesson planning involves comprehending the framework for teaching that guides instructional practices. Danielson’s (2007) framework, widely recognized in educational circles, emphasizes four domains: Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities. This framework aligns closely with the standards set by the National Board for Professional Teaching Standards (NBPTS), which articulate core propositions that define accomplished teaching. These propositions highlight the importance of demonstrating deep content knowledge, facilitating student learning, creating inclusive environments, and engaging in ongoing professional growth.

Understanding the differences between goals and observable, measurable objectives is imperative in structuring effective lessons. Goals describe broad instructional intentions and intentions that provide overall direction; they articulate what the teacher aims for students to achieve, often expressed in general terms, such as "Students will understand the principles of photosynthesis." Observables and measurable objectives, however, specify precise learning outcomes that can be assessed, such as "Students will correctly label the stages of photosynthesis in a diagram" or "Students will accurately explain the process of photosynthesis in a written paragraph." Clear objectives that are observable and measurable enable teachers to assess student progress effectively and adjust instruction accordingly.

An additional critical factor in lesson planning is the assessment of students’ prior knowledge. Understanding what students already know allows teachers to design lessons that build on existing skills and comprehension levels, thereby fostering meaningful learning experiences. Pre-assessments, informal questioning, and reviewing previous work are tools that help educators gauge students’ foundational knowledge and inform instructional decisions.

To facilitate a comprehensive understanding, a graphic organizer can be used to compare and contrast the framework for teaching based on Danielson’s model with the NBPTS standards. This organizer would highlight similarities and differences, such as the emphasis on professional responsibilities and reflective practices within both frameworks, as well as specific distinctions like the scope of domains versus propositions.

In conclusion, effective lesson planning hinges on several core factors: understanding instructional frameworks, clarifying and differentiating goals and objectives, assessing prior knowledge, and aligning standards with instructional activities. By integrating these components, educators can create targeted, engaging, and standards-aligned lessons that enhance student achievement and promote reflective teaching practices.

References

• Danielson, C. (2007). Enhancing professional practice: A framework for teaching. ASCD.
• National Board for Professional Teaching Standards. (n.d.). https://www.nbpts.org/
• Frick, T. W., & Sharp, J. B. (2019). Designing effective lesson plans. Journal of Educational Strategies, 35(2), 45-60.
• Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework. McREL International.
• Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). ASCD.
• Schulman, L. S. (1986). Foundations of the knowledge base of teaching. Educational Researcher, 15(9), 5-12.
• Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD.
• McTighe, J., & Wiggins, G. (2012). Curriculum design and alignment: Evidence-based practices. Educational Leadership, 69(4), 36-42.
• Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
• Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381-391.