Sample Education Essays on Classroom Activity Plan

Classroom Activity Plan

Activity Name 1

Minute paper/reflections

Setting in which the activity will be completed

Center Activity

Environmental Setup

Bulletin board display at the front

One chair at the front for the teacher

Space should be left after two desks to enable easy movement

Materials Needed

Whiteboard

Whiteboard markers for students to use if they would like to do an illustration

Classroom text. Each student should have access to the text being used

Step By Step Plan

  1. A question to be provided for each student for a brief reflection with a time limit of 5 minutes.
  2. The teacher emphasizes that the responses should be concise.
  3. Each student then comes in front and records his/her reflection on the whiteboard on a specific topic given to him/her.
  4. Other students will be required to comment during the reflection session
  5. The teacher summarizes and responds to important questions.

Modifications Needed for Specific Learners

A student in a wheelchair: The teacher can instruct the learner to note down his/her reflection in his book instead of the whiteboard.

A student with fine motor impairments: The student should be required to verbalize his/her reflections.

A student with fleeting attention: The student should be required to sit in front of the class during the reflection exercise.

A student who needs a more challenging activity: The student should be given a more complex topic for reflection.

A non-verbal student: The leaner will be required to note down his/her reflection.

 

Activity Name 2

Round Table

Setting in which the activity will be completed

Small Group

Environmental Setup

Tables arranged in a circle

There should be a maximum of 5 tables for each group

Materials Needed

Round tables

Chairs

A text with questions for a facilitator in each group

Step By Step Plan

  1. The class to move the tables and chairs in a circle so that everyone can see each other.
  2. The teacher appoints a discussion facilitator in each group and gives him/her the questions to ask.
  3. Each person in the group shall be required to give a comment
  4. If any student is not capable of answering a question, he/she may ‘pass.’
  5. The facilitator will ask random questions from the text provided.

Modifications Needed for Specific Learners

A student in a wheelchair: A given group shall provide sufficient space for this student to occupy.

A student with fine motor impairments: The learner shall be assisted by other students during the reflection if there is any movement in the group.

A student with fleeting attention: The teacher shall ask the facilitator to frequently direct questions to this type of student.

A student who needs a more challenging activity: The teacher shall direct the facilitator to ask complex questions to this student.

A non-verbal student: The learner shall be required to only listen during the discussions.

 

Activity Name 3

Debate on a topic given by the teacher

Setting in which the activity will be completed

Large Group

Environmental Setup

Round tables arranged in a circle

Sufficient space to separate two groups

Materials Needed

Round tables

Chairs

A topic for debate

Step By Step Plan

  1. The class shall be divided into half by asking the students to sit in a section which represents a particular side of a debate.
  2. The teacher shall assign each group a position on the topic (support or does not support).
  3. Each group shall be given 15 minutes for arguments on the position they hold about a given topic.
  4. After the time has elapsed, each group shall share their arguments.
  5. After a group gives an opening argument, the opposing side shall be required to respond to the argument, and ten minutes shall be given to this session.
  6. Students will be required to listen to arguments before giving an opposing view carefully.
  7. The teacher will give a response to which group performed well.

Modifications Needed for Specific Learners

A student in a wheelchair: A given group shall provide sufficient space for this student to occupy and ensure a clear path.

A student with fine motor impairments: The learner shall be assisted by other students during the debate if there is any movement in the group.

A student with fleeting attention: The teacher shall continuously request for a contribution to the topic from this student during the debate.

A student who needs a more challenging activity: The teacher shall assign this student to a group which seems to be having more complicated opposing views.

A non-verbal student: The student shall be required to only listen during the debate and can note down his/her view and pass it to the group members.

NBC Standards

The NBCTE standards are used as guidelines for teachers to use during the process of interacting with students in the classroom. NBCTE standards increase teachers’ effectiveness in class since they interact with different types of students who may need special attention and special treatment to enhance the learning activities. The standards stipulated by NBCTE are used as a driving force in the classroom since the standards helps students to achieve learning objectives. Without the NBCTE standards, the efforts to make the education system effective would have been futile. There are various descriptors used in the NBCTE standards which can be used to promote learning in class.

Analysis of Descriptors

Descriptor 1.1

This descriptor requires all teachers who have been certified by NBCT to ensure that students acquire knowledge in the learning process. Teachers are barred from believing that some students cannot learn. The descriptor is applicable in situations where there are weak students with special needs (Unrath, 2017). It is the responsibility of the teacher to ensure that learners get the required knowledge to apply in their lives

Descriptor 1.2

This descriptor eliminates segregation in the classroom and promotes equal treatment of all learners irrespective of their conditions. The descriptor can be applied in the classroom setting by providing an equal learning opportunity for each student. The disadvantaged students tend to be segregated because of the notion that they can’t learn; the descriptor requires students to be given the necessary knowledge irrespective of their conditions.

Descriptor 1.3

This descriptor requires teachers to understand the development process of students and how they learn. The descriptor can be applied in the classroom setting where learners of a given age behave in a given manner; the teachers should not misunderstand their behavior but should nature them and understand that it is the process of development and learning (Mccullough, 2015).

Descriptor 1.4

This descriptor requires teachers to understand the cultural and family differences of the students. It is inevitable that learners have different cultural orientation and come from different family backgrounds. The students are likely to display their beliefs in the classroom setting, and teachers ought to understand such learners (Deavers, 2014). The descriptor can be applied in the classroom setting where teachers can use different culturally responsive language when addressing a particular type of students to deliver diverse forms of content

Descriptor 1.5

In this descriptor, teachers are supposed to know how the learning process affects peer relationships. The descriptor can be applied in the classroom set up where there exist different personal relationships between learners.

Descriptor 1.6

This descriptor requires instructors to be concerned about the character development of students. Teachers are required to ensure that learners develop good characters to fit the classroom setting and avoid negative impacts on other students.

Reflection

I had excellent experience in developing the activity plan as I was forced to visualize strategies before implementing them. I have learned that meaningful learning only takes place when students are in a safe and pleasant environment. I also discovered that a combination of the best classroom setup and curriculums is the basis of ensuring that students’ expectations are met. The major challenge that I faced during the development of the activity plan was figuring out how to develop specific strategies for students with special needs since they require special attention. For instance, a non-verbal student needs a solid plan to ensure that he/she benefits. Service providers would be helpful when it comes to designing a program for special needs students in the classroom. However, I intend to do thorough research to ensure that I am independent and don’t rely on service providers.

 

References

Deavers, C. M., (2014). National board certification: A reservoir of reflective principals. La                    Jolla: University of California, San Diego.

Mccullough, M. T., (2015). Impact of National Board Certification, Advanced Degree, and                      Socio-Economic Status on the Literacy Achievement Rate of 11Th Grade Students in                     Arkansas.

Unrath, K., (2017). Reflection, the National Board certification process, and its potential impact on National Board Certified art teachers and their practice.