Analyses, Planning and Execution of Lessons

4.Lesson’s analyses

An expert teacher's process for thinking about a specific lesson for a particular classroom situation shifts between a theoretical level relative to content and a concrete level for classroom implementation. While elaborating on teaching goals and hypothesizing outcomes of planned teaching activities, various ideas are considered and leading research is transformed into a plan that reflects prior teaching experiences and supports the realization of the teaching goals. The mental schemes that the teacher constructs during the planning process, which arise from a highly integrated synthesis of theoretical knowledge and practical experience, are revealed in the unity of content and pedagogy in the actual classroom situation.

While teaching, the teacher is not conscious of the shift from abstract theory to practical utility. Rather, cognizance of the transformation emerges later as the teacher reflects on the lesson, a process that Schon (1983) describes as reflection-on-action. The teacher who completes a reflective analysis considers the relationship between the lesson that was presented and preestablished purposes by working backward from the actual situation to the concrete plan to the general pedagogical setting to the theoretical framework and comparing actual performance to mental plan at each level. The thought processes move in a circular path from theoretical to practical levels of knowledge in lesson planning and from practical to theoretical levels of knowledge in lesson analysis. Prospective teachers must learn the analytical process that expert teachers use in their thinking about instruction. Through observation preservice teachers have an opportunity to learn specific techniques that they can adapt for use in their own classroom. From our perspective, the purpose for which they observe is to learn how to analyze another teacher's lesson so that eventually they will be able to analyze their own.

Prospective teachers must learn to identify problems within the lesson they observe, elaborate reasons for the problem's existence, and suggest possible resolutions. They should attempt to relate their ideas about observed lessons to the teacher's lesson plan. Finally, teachers-to-be must practice what they learn in order to build their own teaching style.

Theory base. The conceptual framework for our method of lesson analysis is based on the notion of pedagogical reasoning (Shulman, 1987). Pedagogical reasoning includes the identification and selection of strategies for representing key ideas in the lesson and the adaptation of these strategies to the characteristics of the learner. Like pedagogical content knowledge, it is unique to the profession of teaching and is relatively underdeveloped in student teachers. Breaking apart--postactive reasoning--of a lesson through analysis is the reverse of planning the lesson--preactive reasoning (Jackson, 1968). The ability to transform from one form to another is an important factor in the development of abstract thinking. Clearly, learning how to perform an analysis of a lesson requires a high level of thinking in order to return to and reflect on the original lesson construction.

We assert that preservice teachers who observe and analyze lessons with the support of a teacher educator are able to see more deeply into classroom practice and become aware of a broader range of issues than they can achieve by themselves.71be capacity to learn from instruction is a fundamental attribute of human beings, and interactions with mentors and peers are crucial for the internalization of ideas.

Learning to teach is constructed as a process of learning to understand, develop, and use oneself effectively (Combs, 1965). The teacher's own personal development is a central part of teacher preparation. For prospective teachers, the skills of observing and analyzing are not mature. As teacher educators instruct prospective teachers in lesson analysis, they facilitate making connections between preservice teachers' prior knowledge about teaching and the reality of classroom observation. Shapiro (1988) supports informal exchanges with peers and supervisors. Supervisors, in their role as mentors, help student teachers function in the field and relate experiences there with what they are learning in courses. Feiman-Nernser (1989) argues, from the practical orientation to teaching, that learning to teach comes about through a combination of first hand experience and interactions with peers and mentors about troublesome situations. Through such experiences, novices are inducted into a community of practitioners and a world of practice.

Generally, individuals who are preparing to analyze a lesson for the first time benefit from using an organizer, which is designed to focus their attention on broad topics, while describing the results of the observation (see Figure 1).

Figure 1 Lesson Observation Guide

1. Describe the major purpose of the lesson.

2. Describe the organizing framework revealed at the

   start of the lesson.

3. Determine the type of lesson (developmental, lecture,

   review, guided discovery, small-group discussion,

   enrichment lessons, etc.) and provide a

   rationale for the teacher's use of it.

4. Identify the phases in the lesson and the

   instructional goals of each phase.

5. Describe the methods the teacher used to foster active

   involvement in constructing meaning from new material.

6. Describe how the teacher organized the material in order

   to provide opportunities for mastery of current material and

   movement into new ideas.

7. Describe how the teacher incorporated assigned homework

   into the lesson framework. Did the teacher actively involve

   students during this phase so they revealed their

   misunderstandings?

Similarly, in an observation whose purpose is to focus on a specific pedagogical principle employed by the teacher during lesson delivery, a rating scale with room for elaboration and explanation prompts preservice teachers to be reflective while observing. In Figure 2, we present a rating scale to guide an observation that focuses specifically on accessibility to the lesson's content. It contains a five-point Likert type rating scale, 2 to -2, upon which observers can rank the teacher from excellent to poor on each point. A 2 rating indicates that the classroom students or teacher exhibits the skill or action at a maximum level, whereas a -2 rating indicates minimal exhibition. Observer gives a score of 0 when uncertain about the skills and actions that are observed. We claim that just recording events and marking scores are inadequate and mislead the analysis of conduct that occurred in the class. Student teachers are prompted to construct meaning from what they encountered.

Findings

In order to help prospective teachers organize their thinking, while they observe and analyze lessons and develop their pedagogical vocabulary, we suggest the use of guides, rating scales, and statement pairs to support their building ideas of teaching. In using these tools, student teachers do not search for the "right answer" that someone corrects later on. The tools are not intended to limit student teachers' perception, impressions, thoughts, or opinions. Rather they are to support the construction of knowledge about the science of teaching.

We found out why all of the three lessons parts are so important . We looked many approaches in good teaching. All teachers experience based on them and give us much things to improve our teaching skills every lesson, cause its such a high knowledge and ability to pass it into the people, which bring it throught years to other generation.