One of the core competencies that every teacher must learn regardless of the subject they are teaching is how to make an ideal teachers lesson plans. Teachers lessons plan not only helps the teachers to go through the semester smoothly but also benefits the students as well (Emmer, & Evertson, 2016). Moreover, the significance of creating teachers programs is so as to maintain an accurate balance of structure and also creativity in their delivery. Over the years introduction os analogies in teaching planning noted as one of the best secrets to ensure the students get most of the education. Often analogies are used in teaching and learning strategies because of their ease of use, flexibility, and tendency to force cognitive thinking on the students. Furthermore, many students can relate with analogies as they are also everywhere in commercials, debates, poetry, hip-hop, sitcom and video games (Lui, & Bonner, 2016). Therefore, analogies are used in teaching and learning as they require the students to analyze the items and then have the ability to transfer the analysis so something different.
An example would be it is 94 degrees which are a fact, and its view would be it is hot. Another would be America is a democratic nation that is fact but its opinion would be freedom isnt free. This analogy is similar to teaching plan in several ways; the students can air their opinions and then guided to the facts. The scholars are also given an opportunity to relate the known facts in a more literal meaning example acknowledging it is hot and not necessarily stating the degrees and it is also an interesting way to test and quiz on different facts. The two notable differences is that teaching planning is more on relaying the students with facts which this analogy allows the students to for their opinions. Second, the analogy expects the students first to form opinions later while many teaching plans constrain the students to either of the two. The important teaching characteristic displayed by the similarity is the ability of the students to distinguish between facts and opinions (Lui, & Bonner, 2016). Thus, the students can make a clear distinction when presented by a scenario.
An example would be racism as a problem the suggested solution could have the correct information, develop an indulgent of other cultures and also solve the problem through the elimination of old tensions. The similarities with this analogy with teaching planning are that the students are given an opportunity to explore beyond classroom problem solving, the students give an opportunity to see how decisions made by people in authority impact them and the students are enhanced on their ability to solve problems and not only identify. The two notable differences between teaching planning and this analogy are that the analogy is more focused on real life issues to deal with as opposed to teaching planning that mostly may concentrate on classroom solutions. Second, the analogy advocates for the students to have the ability to solve the problem in more than one way which teaching planning may constrain students on how to develop solutions. The essential characteristic demonstrated by the analogy about teaching planning is the importance on the ability of students to come up with solutions and not just dwell on problems (Emmer, & Evertson, 2016).
Example with the rise of social messaging it results in the demise of emails. Students ability to see similarities and differences in the rise of social messaging how has it impacted on emails there is a fundamental cognitive process that is enhanced to students with the use of Cause/Effect analogy in learning. The important characteristic derived by Cause/Effect analogy about teaching planning is by students relating an effect to its cause, or the action impacts allow their brain to process new information, have the ability to recall (Lui, & Bonner, 2016). More important learn by overlying a known pattern (object), onto an unknown (effects) so as to establish a relationship. The similarities derived from this type of analogy to teaching planning is, the learners are given an opportunity to explore and relate to life experiences. The students are given the chance to understand some of the action taken the kind of impact they have to the society, and it is considered as one of the fun ways to learning. However, the two notable differences between the cause/effect type of analogies and teaching planning are the students are expected to venture and explore beyond the teacher's boundary, and the teacher only has control over the causes and allows the students to explore the effects.
In summary, teaching planning is a fascinating field that may scholars and educators are venturing into through different analogies so as to spice up learning in the classroom. However, the most relevant analogy discussed in the essay that demonstrates the best understanding of classroom planning is problem/solution analogy. The aim of every lesson taught in the class by different teachers is to equip the student with enough information for them to derive the needed solutions. With the analogy that uses the comparison to establish a relationship between various things. Students are given a chance to advance a cognitive function to demonstrate their skills.
Emmer, E. T., & Evertson, C. M. (2016). Classroom management for middle and high school teachers. Pearson.
Lui, A. M., & Bonner, S. M. (2016). Preservice and in-service teachers' knowledge, beliefs, and instructional planning in primary school mathematics. Teaching and Teacher Education, 56, 1-13.
If you are the original author of this essay and no longer wish to have it published on the customtermpaperwriting.org website, please click below to request its removal: