aspects of the recorded lesson

Lesson Plan and Your Self-Reflection of the Recorded Lesson
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Lesson Plan and Your Self-Reflection of the Recorded Lesson
Introduction
A lesson plan is a framework that shows the time and flow of learning events and activities that will take place in a classroom and how the people involved relate to each other during.
Lesson analysis
It is important to analyses a lesson learned; this helps the teacher to identify and repeat the lesson successes and also avoid future problems in a lesson.
The grammar lesson was delivered through a prerecording audio lesson, the lesson was quite audible, and the visual supporting videos were also clear and eye catching. This enabled the lesson to catch the attention of all the students that were listening. The audio playback was also very clear and a prerecorded lesson provided the students with a chance to repeat the lesson and capture what might have passed them (WEAVER 2006).
Lesson analysis helps assess the effectiveness of the lesson; a set of questions can help in the analysis of a lesson.
– To what extent did the learners learn what was intended?
– Be the teaching method and instructive materials effective?
– Identification of individual students who had difficulty in the lesson.
Items to consider for English learners and an English lesson
– How was the teaching method used in the prerecorded lesson effective and whether the method used was keeping up with the class needs?
– How the lesson objectives have been adapted to meet needs of individual students.
Problems encountered
-ar grammar verb sounds in the prerecorded lesson were quite repetitive and rhyming, most of the words were similar which could have confused the learners to note the difference. The pace of delivery of the sounds and the words was very fast which could have brought some difficulty to the students who will be discerning the lesson. It is difficult to adjust a prerecorded lesson to fit the individual needs of the students; an already prerecorded lesson will be fixed and rigid and cannot be reviewed on the course of the lesson to accommodate individual student needs.
The lesson at the end lacked assessment questions for the lesson. Assessment questions help learners to practice what they have learnt and also serves as a means to evaluate the lesson. A prerecorded lesson also inhibits the learner and teacher interaction that could have been more fruitful through a feedback mechanism. An interpersonal relationship developed by the interaction between the teachers and the students also increases understanding and gives room for a question and instant feedback mechanism. Apart from the feedback problem the prerecorded lesson did not have learning materials aid and could only be used in a classroom as a complement to an on the class lesson (WEAVER 2006).
Reflection
A reflection is a critical process that helps support growth and deployment by assessing the impacts of the lesson. It is important for the teachers to reflect at the end of the lesson on the experiences and analyze the effectiveness of the method of teaching used. A prerecorded lesson cannot allow a reflection since it is impersonal in nature. A lesson reflection should help analyze the impressions and feelings aroused by the lesson; a reflection also helps address emerging issues in the course of a lesson (TULGAN 2015).
Questions for a good lesson reflection
– What aspects of the recorded lesson were implemented differently than planned and why did it happen.
– What would you do differently if you were to re-record the lesson again?
– What connection exists between the currently recorded lesson and other modes of lessons and literature?
Lesson plan
Lesson tittle: grammar
Estimated time: 10 minutes
Number of students: 40
Grade: 3rd-grade students
Topic: ar verbs
Goal of the lesson:
The lesson is aimed at helping the students differentiate different ways ar verbs are used in language and be able to apply them in normal conversation.
Learning objective:
-To be able to make sentences using the ar verbs.
– To differentiate the uses and identify the uses of ir verbs.
-To identify the context in which ir verbs are used.
Materials to be used
A dictionary and a comprehensive grade three English book.
Audio-visual aids to be used
Charts, pictures and visual representation of activities and nouns represented by the ar sounds.

Review of the previous lesson
None
Pre-task activities
5 minutes
The students will be able to make verbs and share them that have the ar sound.
Task activities
Listening and writing down the ar sounds in the recorded lesson file.
Post-task activities
Forming sentences using the verbs in the recorded lesson after playing the lesson.
Assessment of students
Creation of a set of activities that test the use of ar verbs by constructing sentences.
Homework
Each student should search for words and sounds with the ar verb and present them before the commencement of the next lesson (HAYNES 2010).
Self-evaluation
Self-evaluation helps the teacher assess what was learnt and how the teacher affirms it was learnt. The students were able to learn how to create some ar verbs and how to use them in real life conversation through class work that emphasized practical exercise by the students by making similar verb sounds and repeating the ones in the recorded lesson (TULGAN 2015).
A lot of activities planned in the lesson materialized and the success of the lesson will be assessed in the next lesson when the student’s hand over their take away assignments of verbs with ar sound. There were some problems experienced during the lesson especially the breakdown of the video player that was delivering the recorded lesson and the sound system was not audible enough. The resources for the lesson were quite helpful in identification of sentence structures where the verbs had been used, and the meaning of the verbs was available in the sources. The lesson was quite a success and despite the problem with the player for the prerecorded lesson, the students vividly participated in the lesson. It is important in the next prerecorded lesson to develop the more detailed lesson plan and pretest equipment for delivering the recorded lesson.
Bibliography
HAYNES, A. (2010). The complete guide to lesson planning and preparation. London, Continuum.
WEAVER, C. (2006). The grammar plan book: a guide to smart teaching. Portsmouth, NH, Heinemann.
TULGAN, B. (2015). Bridging the soft skills gap: how to teach the missing basics to today’s young talent.

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