| ng your students engaged in learning is one of the | | | | class and try to plan to accommodate all of them. Try |
| core objectives of the educator. An engaged student | | | | to plan the unit so that you can engage all the different |
| is a student that is learning. This goal should be first | | | | type of learners. |
| and foremost when you are preparing to teach a unit. | | | | 4. BE SURE TO USE VARIETY, it is the spice of life |
| Planning is essential in teaching. Discovering what | | | | and of learning! Taking several different approaches to |
| works and what doesn't can be a trial and error | | | | the same unit and using several different learning tools |
| process, but of course because curriculum is so tight | | | | can really pump up the learning. Quantity and quality |
| knit and concentrated - a lot of trial and error cannot | | | | combined will make a huge difference in the learning |
| take place. You as an educator need to be able to | | | | outcomes. The key is to use variety and to make sure |
| plan effectively. Below are some rough guidelines that | | | | that the variety is all geared toward the same learning |
| will help you to use your planning time effectively and | | | | goal. There are plenty of materials that can be used in |
| to make the most of each unit that you are teaching. | | | | the classroom to facilitate learning, take advantage of |
| 1. GET TO THE CORE of the unit. Understanding the | | | | what is available and switch things up once in a while. |
| content and uses of the unit are very important parts | | | | Standing in front of a board and reading out loud or |
| of meeting the learning objectives. Each unit will have | | | | having students copy stuff over and over will certainly |
| many activity opportunities, take advantage of those | | | | work but it is forced learning, which may or may not |
| opportunities that are going to engage the students | | | | be stored for the long term. |
| and enhance learning. Avoid using activities that just | | | | 5. ALWAYS HAVE FUN with what you are teaching. |
| take up time with busy work but do not lend any | | | | The best teachers know that their enthusiasm is |
| support to the unit. | | | | contagious. Students will immediately pick up whether |
| 2. REVIEW YOUR CONTENT OUTLINES so that you | | | | you are enjoying what you do or not. Students will |
| can use the content outlines to brain storm ideas that | | | | feed off positive involvement from their teacher. Think |
| will result in coming up with activities that will motivate | | | | of it this way, when you feel like you are doing a great |
| the students to learn. Challenging the students will | | | | job it encourages you to do a better job, and it is the |
| motivate them and stir their curiosity about the subject. | | | | same with students and learning. Motivation takes all |
| 3. PUT BRAINSTORMING INTO ACTION. Once you | | | | shapes and forms, but it is far quicker to catch flies |
| have decided where you want the lesson to go and | | | | with honey than it is to catch them with vinegar. If you |
| have some ideas to entice your students into learning, | | | | want your students to enjoy learning and put on a |
| put your ideas into action. You have to give | | | | positive face then give them a positive face to look at. |
| consideration to the types or learners you have in the | | | | |