The Story of Mr. Frederick Douglass: Lesson Plan Report
Since its publication in 1983, the Multiple Intelligences Theory has been instrumental in many spheres of life, as evident in the demystification of various aspects of human personality, intelligence, behavior, and learning style (Gardner, 2002).
This theory provides an easy way of explaining why different people prefer dissimilar methods of erudition. The divergent characteristics of human brainpower have been categorized in seven ways, based on different capabilities and perception methods. It justifies the existence of diverse occupations in the world; some are related while others are not (Gardner, 2002). The occupations we engage in to make ends meet or just for leisure fall into these broad categories. It is, therefore, impossible to find a human being with characteristics of two different perception groups.
The focus of the lesson will be American History as the emphasis will be put on Mr. Frederick Douglass, who led a movement that campaigned against and worked hard to bring an end to slavery (Gardner, 2002). He was attached to President Lincoln’s office, advising him through the entire period of WWII. He also openly advocated for changes in the constitution to award people of color voting rights.
The story of Mr. Douglass’s early life will be narrated to the class. This story is best told by a senior citizen, probably one who lived during that era. It will form an important part of the lesson since it is the only way of ensuring the class receives an accurate account of the proceedings. More importantly, the narrator will also convey the mood, as it was during those days.
They will be required to record their feelings about different aspects of the story as it is told. It is to be done in their journals, which will be submitted for marking. The importance of this exercise will be to interrogate their creative writing skills, thus documentation.
Afterward, the learners will have to study the biography of Mr. Douglass and write an essay. The workout is specifically designed to present the class with an opportunity to articulate their personal feelings. This session is vital because it examines their intelligence quotient. Since they will write personal reactions, the teacher will be in a position to evaluate their abilities (Lopez, 2002). It will help in planning for future lessons, by showing areas that will require emphasis during subsequent lessons.
As the session nears the closing stages, learners require a clear understanding of the challenges encountered during the war. Later, they will be required to answer the research questions. The teacher will choose a suitable section of the lesson from which he will pose a question to the students (Lopez, 2002). The scholars should possess the ability to write essays in retort to the subject after careful research on the same.
Finally, projects and practical work sessions will be carried out. This should help the students realize the conquests and shortfalls American heroes experienced during those days. It addresses a critical learning style as it pertains to practice.
When taking up the lesson, the teacher should aspire to impart reading and analysis ability in the class. It will be a necessity for students to; read nonfiction literature; prove their creative writing skills; write their opinion about various literature; read then write their reaction to various first-hand data sources.
For effective classroom management, I subscribe to a philosophy that bestows the duty to guarantee a secure atmosphere, which is conducive for learning on the teacher, thus ensuring maximum concentration by the students. Comfort in the class ensures students stay comfortable, further assisting to keep their manners in check by reducing instances of boredom and mischief (Pfeifer, 2004).
Pasting exhibits of learning materials and other posters on walls makes the class appealing to the eyes. Student assignments may also be hanged. It is also advisable to incorporate various teaching aids into the lessons. They should be displayed carefully to ensure students do not lose concentration in class (Lopez, 2002).
Reverence is an essential facet of our daily lives, not only amid adults but also among scholars, as they pursue their daily bustle. Upon consideration of this concept, the students should then be instructed on the benefits of mutual respect among themselves. This respect should also extend to their teachers, parents, and elder members of society (Pfeifer, 2004). It will encourage them to be tolerant and to listen to each other.
It also shows them that as the teacher, you not only value their comfort, but you are also on the lookout to ensure they are safe and happy. Any form of prejudice will not be tolerated in the classroom. Lastly, it is advisable to have personal discussions with students (Lopez, 2002). It will help in understanding their backgrounds, hobbies, and weaknesses. Responding to their questions calmly and peacefully has proved to be an invaluable mode of enhancing their self-assurance. it affects their participation and eventual performance directly.
You must establish unambiguous objectives, rules, and regulations during the initial stages. In addition to this, students should be given terse instructions on how they will be required to carry themselves. It can be enhanced by the introduction of visual reminders among the various study aids. All this may include mannerisms, specific dates for submitting assignments, assessment examinations, and many more. It will also be helpful to include extracurricular activities into the program. Field excursions and nature walks are valuable in helping students identify with some of the concepts studied in class. Practical lessons are equally beneficial.
Proper arrangement of the material minimizes time lost on unwarranted movement. It guarantees students the ample time required to make the best out of their school time.
When armed with knowledge about the abilities and weaknesses of students, a teacher should always be in a position to plan for lessons that will suit all students in attendance. The teacher should stimulate the desire to learn in his students (Lopez, 2002). Teachers are advised to base their lessons on common and interactive issues that appeal to everyone. The classroom is to be viewed as a societal procedure, through which students synthesize knowledge.
Children obtain comprehension in diverse ways; however, the most interesting is through the relationships they maintain (Pfeifer, 2004). They also learn when they perform practical activities with their hands. The teachers should facilitate this exchange by designing lessons where students participate, as opposed to lectures where they will be inactive. It is noteworthy that teaching methods should be altered regularly. It prevents predictability, and hence boredom by the students.
We require a lively classroom atmosphere to maintain the total concentration of the learners during lessons. To realize this, various methods should be used during lessons. Below are some examples of useful methods:
- Oral lectures.
- Group discussions.
- Practical sessions (Hohler, 1986).
Gardner, H. (2002). Multiple Intelligences: The Theory in Practice. (30th Edition). Basic Books.
Gardner, H. Chen, Q. J. & Moran, S. (2009). Multiple Intelligences Around The World . John Wiley and Sons.
Hohler, R. (1986). I touch the future–: the story of Christa McAuliffe.New York: Random House.
Lopez, M. R. (2002). Classroom Management Plan. EDEL 414. Web.
Pfeifer, A. (2004). Heroes of the Civil War. Lititz, Pennsylvania. Lititz Elementary School. Web.
Thorndike, E. (2009). Educational Psychology. BiblioBazaar.
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Topic Since its publication in 1983, the Multiple Intelligences Theory has been instrumental in many spheres of life, as evident in the demystification of various aspects of human personality, intelligence, […]