Karshi state university

2.1 THE PURPOSE OF THE LESSON IN THE MIND OF TEACHER
The purpose of the lesson is in the mind of the teacher; goal setting refers to the act of carefully communicating a goal to students. Goal setting is done by the teacher deliberately using lesson objectives to tell students what to learn and what to do with what they learn. A clearly stated and understood goal provides a framework for creating a framework of concepts, skills and information. There are many excellent resources on writing lesson objectives (eg, Mager, 1962; Marzano, 2009). ⁸We will touch on this topic in Chapter 2, but it is not the main topic of the book. We are interested in how the purpose of the lesson is communicated to the students and how the stated purpose guides the learning. It takes more than writing a quality goal, but while that's important, it's not enough to get the results we're looking for. We want students to be self-directed, motivated, critical thinkers who understand the world around them.
The terms goals and objectives have been used for decades to refer to broad categories of written or oral statements that describe what students should learn in a particular unit or lesson. Objectives often represent a larger learning program, while goals represent smaller, more specific segments of learning that lead to a goal (Gronlund & Linn, 1990). For example, in special education, an Individualized Education Program (IEP) goal typically covers one year of instruction, and the stated goals represent incremental steps toward achieving the goal (Billingsley, 1984). . These goals require time and evidence of learning. IEP design is influenced by Mager's (1962) work, which states that behavioral goals include (1) a measurable verb that describes performance, (2) defines the conditions for achieving the goal, and (3) defines success. pay attention to the criteria. However, as Marzano, Pickering, and Pollock (2001) explained, a narrowly defined goal can actually inhibit student performance because it “focuses students' attention to such an extent that they ignore information unrelated to the goal. ignores data” (p. 94). . This effect can be especially troubling to teachers of English learners who try to structure schema by encouraging students to draw on their prior knowledge and prior experiences. Too narrow a goal can cause students to edit out such important information. Consider the following objective for a biology class that meets the SMART criteria:By the end of the period, students will summarize in writing the role of DNA in making proteins. This goal is useful for teachers. It has a time component and mentions a specific content and measurable outcome. But even if it meets the SMART criteria, we argue that it is not very useful for students. First, although time limits are important in teaching, we are not convinced that they are necessary for goal statements. Second, when the goal statement includes the task, students focus more on the task than on what they need to learn. For us, a better meaningful goal statement based on the goal written by the teacher would read:Explain the role of DNA in making proteins. In this case, students are immediately alerted to what they are expected to learn. They assume that the teacher will structure class time to ensure that they learn it and take responsibility for it. In this way, the goal statement is focused for the students, but not so narrow that it limits their understanding
Some teachers believe that specific goal setting is detrimental to inquiry-based lessons. In fact, we recently had a conversation with a science teacher who said, "I don't tell the objective because it breaks the inquiry process and my students don't want to do the lab." We are surprised by this attitude, especially given that the scientific process makes it clear that researchers have a purpose for their research. Consider the steps of the scientific process:
Ask a question.
Do your background research.
Make a hypothesis.
Test your hypothesis with an experiment.
Analyze your data and draw conclusions.
Post your results.Each of these steps has a purpose, and if the purpose is not clear, beginners can become confused and misinformed.A science teacher we interviewed may have suggested that goal statements for inquiry-based lessons should focus on content rather than process, as in the following example: Identify the boundaries in the data set. Or maybe the science teacher meant that the goal should be defined at the beginning of the lesson. One of the most common misconceptions about goal setting is that it should be done as soon as students enter the room. This is simply not true. We believe that students do not need to understand the purpose of the lesson from the beginning. For example, when we read informational texts to our students, we do not always set a goal before reading. Often we read part of the text, invite students to talk with group members, make connections between the text and their experiences, and then discuss the information presented before revealing the purpose of what we are doing. One of our colleagues, a physics teacher, rarely discloses the purpose of the lab because he wants the students to have the experience first, and then make the purpose statement relevant. In many cases, students guess the goal after completing the lab by asking the physics teacher about it. Purpose and focus The most important thing is the student's attention from the very beginning. When the lesson begins with something that will engage the students, it is not necessary to set a goal in advance; other times, the goal may serve to focus and engage students. There is a correlation between purpose and focus that is worthy of the teacher's time. It has been said that teachers are really workers of the brain and therefore need to know how the brain works so that we can influence its development more skillfully (Battro, Fischer and Léna, 2008). In recent years, the explosion of knowledge about the brain has led to an intersection of fields with a common interest in its structure and function. Psychologists, neuroscientists and teachers all appreciated how each one was. Gradual release of goals and responsibilities The gradual release of responsibility model is based on the work of Campione (1981) and colleagues, who called it the 'cognitive apprenticeship model'. They describe the teacher's role in six stages: "(1) models expert behavior; (2) monitors group understanding; (3) engages in online diagnosis of emerging competence; (4) seeks deeper understanding; (5) ) triggers the emerging competence of weaker students and (6) recedes into the background when students are able to take charge of their own learning” (Brown & Campione , 1996, p. 122). The development of this model was intended to achieve a middle ground between pure discovery learning rather than instruction and a strict teacher-directed speaking model. Pearson and Gallagher (1983) used this approach to developing reading comprehension, describing a framework that included shared, guided, and independent reading. Calling the framework a "gradual release of responsibility," they emphasized the interplay between the cognitive load of the student and the teacher: as the student gains experience, cognitive responsibility shifts to him. tadi and the teacher is more of a supportive (rather than directive) role.Based on the work of these researchers, we managed to form an educational system that forms the cognitive and metacognitive skills of students. Drawing particularly on Vygotsky's (1978) work on the social nature of learning, we frame our approach as a series of stages of learning that serve to build knowledge and deepen understanding together These stages - focused lesson, directed learning, cooperative learning and independent learning - are all affected by the stated objective. (An overview of this model can be found in our book Better Learning Through Structured Instruction Importantly, these steps occur in different orders depending on the purpose of the lesson. A goal is established in a focused lesson, when the teacher introduces and demonstrates concepts or skills that are new to students. Kindergarten teacher Mitzi Levinson has a goal for her students when she says, "Today we're going to learn about the differences between triangles and squares and work together to sort them out." "You explain how you decide what shape you have." He chooses to think about shapes and holds it: "Now I'm looking at it and thinking about what I know about shapes," he says. "I count the sides first: one, two, three. I know there's only one shape that has three sides, and it's a triangle. I match it to the shape in the box just to be sure," he says, holding up a labeled triangle in the sorting box. .” “Yes, it fits, so I know I have to put it here.”⁹
By first setting the goal, Ms. Levinson focuses her students on the concepts she wants them to learn and explains how they will learn the concepts today. As he thinks out loud, he shares his decision-making process. Although additional experiments with shapes are needed, the mindfulness lesson provides the foundation.
Because the focus lesson is short (only 5-15 minutes), Ms. Levinson knows her students need to know what they've learned. This happens during guided instruction.
The guided instruction phase informs the teacher how well the students have mastered the initial instructions, as well as any misconceptions or partial understandings the students may have. The teacher checks for understanding, asks questions to activate background knowledge or reflective thinking, and provides cues as needed to shift focus more to the information sources. When this scaffolding fails, the teacher temporarily assumes cognitive responsibility for direct explanation and modeling.Because the focus lesson is short (only 5-15 minutes), Ms. Levinson knows her students need to know what they've learned. This happens during guided instruction.
Objectives are important at this stage of learning because the teacher needs to have a clear idea of what exactly needs to be assessed. A lack of purpose can translate into a poor measure of compliance and task performance rather than learning. If Ms. Levinson did not have a learning objective in mind, her assessment of students would be a strict calculation of correct or incorrect external behavior. Fortunately, since his goal is clear, the scaffolding he can offer Joseph, a struggling student, is more than helpful. As he sat with the boy as he sorted the shapes, he analyzed his mistakes and asked, "Joseph, can you tell me what you know about triangles and squares?" he asks. When Joseph correctly explains that the two shapes have different numbers of sides, Ms. Levinson says, "Show me how you decide whether this shape is a triangle or a square." As Joseph counts the sides, Mrs. Levinson notices that he lacks a reliable counting technique and often counts the same side twice when turning the shape. "As I watch you, I think I can see where you're going wrong," he says. "Let me show you another way." He places the shape on the table and tells Yusuf that he doesn't want to move it, then places one finger in the direction he started. Levinson's stated goal helps him understand that the student understands the concept but lacks reliable technique. In keeping with Vygotsky's principle that all learning is social, we strongly believe in the power of collaborative learning to strengthen understanding and improve skills. As students develop their mastery of a topic, they need time with their peers to clarify and reinforce their knowledge. In some cases, such cooperation will reveal things they did not yet know. The opportunity to make mistakes and having the time and support to correct them can lead to a more robust understanding – a concept known as productive failure (Kapur, 2008). Effective teachers know that they need to do more than just follow the activities listed in the textbooks one by one. They must relate their lessons to the learning abilities and learning styles of the students and to the overall objectives of the lesson. So what does it take to teach effectively? Effective teaching always begins with effective lesson planning that meets the needs of students. What is the lesson plan? A lesson plan is like a road map for you and your students to take. The final destination cannot be reached without careful planning of each step necessary for the student to acquire general knowledge. The final objective represents the objectives of the lesson.