Lesson Plan Analysis Research Articles

Better than Nothing? An Analysis of AI-Generated Lesson Plans Using the Universal Design for Learning & Transition Frameworks

Since ChatGPT launched in 2022, teachers and administrators have had the challenge of using generative Artificial Intelligence (AI) effectively while minimizing the negative consequences of its presence in schools. Today, AI-enabled lesson plan generators such as Diffit and MagicSchool AI are widely available to teachers, but no research has explored the quality of the lesson plans these tools produce. This leaves administrators with few guidelines to support teachers’ effective use of these products. This study addresses this need by using qualitative content analysis methods to compare the outputs from these AI lesson plan generators. We analyzed the extent to which these outputs matched an evidence-based lesson planning framework: Universal Design for Learning/Universal Design for Transition (UDL/UDT). Results show that AI-generated lesson plans have minimal alignment with UDL/UDT and require teacher-initiated modifications to successfully support learners with diverse needs. These findings suggest that the products of AI lesson plan generators may lack the specificity needed to provide novel ideas for experienced teachers, although they may be useful for teachers in their inductive years, or occasionally for experienced teachers. We conclude with suggestions to align AI-produced lesson plans with the UDL/UDT tenets of engagement, representation, and expression.

Metacognitive instruction: central aspects of pre-service and novice in-service teachers’ knowledge and professional development

ABSTRACT This study addressed the challenges faced by pre- and novice in-service teachers coping with metacognition in the context of teaching higher order thinking (HOT). Our purpose was to reveal and characterize the participants’ metacognitive knowledge and pertinent pedagogical knowledge. We followed pre- and novice in-service teachers who participated in a preparation course for teaching HOT and metacognition, examining both their planning for and actual application of metacognitive instruction in the classroom. We used mainly qualitative research methods, including an open-ended questionnaire, and a thematic analysis of lesson plans, classroom observations, and interviews. we found that most of the participants were able to apply the knowledge studied in the course to develop new learning activities aimed at promoting students’ metacognitive thinking. Novice teachers were also able to apply metacognitive instruction in their classrooms. Participants tended to integrate metacognitive instruction in familiar, traditional teaching patterns rather than in more progressive ones and exhibited several additional challenges that are specific to metacognitive instruction. The implications for preparing and supporting prospective and beginning teachers for metacognitive instruction are discussed.

Dataset for Mathematics and Science Lesson Plans Collected from Rwandan Schools

The data presented in this paper is related to Mathematics and Science lesson plans collected from Rwandan teachers. They were collected and analyzed to support researchers and teachers using the validated and reliable lesson plan analysis protocol (LPAP) and analyzing its data. We collected and analyzed 119 lesson plans from 26 Mathematics and Science teachers in Rwanda. These lesson plans were collected from the lockdown period (from March to May 2020) due to Covid-19, and teachers were contacted via phone calls. Teachers were solicited to provide lesson plans they had previously used. We used descriptive statistics to score the lesson plans, evaluate their effectiveness in a live class and inferential statistics to display differences among Mathematics and Science lesson plans. The data is available for researchers to reuse and will help teachers evaluate themselves.

Examining ‘STEM Education as Culture’ through an Analysis of Lesson Plans as Cultural Apparatus

Examining ‘STEM Education as Culture’ through an Analysis of Lesson Plans as Cultural Apparatus

The analysis of 21st century skills-based lesson plans for physical education in elementary schools

Penelitian ini bertujuan untuk mengetahui hasil analisis rencana pelaksanaan pembelajaran sekolah dasar mata pelajaran Pendidikan jasmani olahraga dan kesehatan berbasis kecakapan abad 21 di kabupaten Tapin. Penelitian ini merupakan penelitian kuantitatif deskriptif dengan metode survey untuk melakukan dokumentasi dokumen rencana pelaksanaan pembelajaran guru PJOK Sekolah Dasar di 12 kecamatan di kabupaten Tapin untuk di analisis menggunakan instrumen penilaian yang telah dibuat. Hasil Penelitian ini adalah secara keseluruhan perangkat pembelajaran berupa rencana pelaksanaan pembelajaran mata PJOK berbasis kecakapan abad 21 di kabupaten Tapin menunjukkan dalam kategori “sangat baik” dengan persentase 33,33%, kategori “baik” dengan persentase 33,33%, kategori “cukup” dengan persentase 16,67%, kategori “kurang” dengan persentase 16,67%, dan kategori “sangat kurang” dengan persentase 0%. Hasil tersebut didasari pada tidak semua rencana pelaksanaan pembelajaran yang dibuat memuat komponen yang ada dalam instrumen penilaian. Akan tetapi, kecakapan abad 21 berupa 4C sudah diterapkan di rencana pelaksanaan pembelajaran dengan ditemukan dalam komponen kegiatan pembelajaran serta telah menggunakan pendekatan/metode/model pembelajaran yang mengarahkan implementasi kecakapan 4C serta HOTS (Higher Order Thinking Skill).

Analysis of Pre-service Elementary Teachers' Science Lesson Plans Using AR Content: Focusing on the Properties of Light

Analysis of Pre-service Elementary Teachers' Science Lesson Plans Using AR Content: Focusing on the Properties of Light

PERCEPTIONS OF INTERDISCIPLINARY CERTIFIED TEACHERS ON THE IMPLEMENTATION OF THE TEACHER CERTIFICATION PROGRAM IN BENGKULU CITY

This study aims to explore the perceptions of interdisciplinary certified teachers towards the implementation of the teacher certification program. This study used a qualitative research design with a multiple case study approach. The sample used was five certified high school teachers from public schools in Bengkulu City. Data collection methods included semi-structured interviews and document analysis of teachers' lesson plans. Thematic analysis was conducted using NVivo 12 software. The findings of this study revealed two main themes that emerged. First, teachers' motivations and expectations regarding the teacher certification program in Indonesia. Second, this study examines the perceived benefits of the program. This research contributes to the evaluation and improvement of the teacher certification program in Indonesia, which can improve the quality of education. The implication of this study is that teachers can report improvements in pedagogical knowledge, curriculum understanding, content knowledge, lesson planning, and teaching performance. From the findings, it can be concluded that the teacher certification program in Indonesia is expected to improve the quality of education in Indonesia.

Development of a Framework for the Assessment of Critical Thinking in Grade 10 Social Studies

This design and development research (DDR) involved analysis, design, development, implementation, and evaluation (ADDIE) phases to develop an assessment framework for Grade 10 social studies. Data were collected from 10 social studies teachers in La Union, Philippines, through class observations, content analysis of lesson plans and periodic tests, and interviews. Findings of the study revealed that there were no formative and summative assessments used by teachers that could determine critical thinking by raising relevant questions and verifying the accuracy of information. Most of the teachers have encountered problems with students who have difficulty reading and creating assessments that ask students to verify the accuracy of information. Thus, an assessment framework was developed to help teachers create assessments that can determine critical thinking. The alignment of assessments created by teachers using the framework revealed that most of these assessments ask students to formulate solutions regarding controversial issues. However, verifying the accuracy of information was the least integrated critical-thinking skill by social studies teachers in creating assessments using the developed framework. Hence, the developed framework was improved to ensure that social studies teachers will integrate various critical-thinking skills like verifying the accuracy of information in creating assessments for controversial issues.

Exploring Pedagogical Strategies: Integrating 21st-Century Skills in Science Classrooms

Developing 21st-century skills among students is crucial for their success in college, future careers, and civic engagement. These skills, commonly referred to as the 4Cs (creativity, critical thinking and problem-solving, communication, and collaboration), require teachers to provide tailored learning experiences. This study investigates the factors influencing teachers' selection of pedagogical strategies to foster the integration of the 4Cs, their approach to lesson planning, and the actual implementation of these plans in the classroom. In this qualitative study, three chemistry teachers, self-reporting moderate 4C implementation, participated. Data were gathered through semi-structured interviews, analysis of lesson plans, and classroom observations. The findings reveal that teachers take into account student characteristics and learning facility availability when designing 4C-integrated lesson plans. Influencing factors include student attributes, the science topic, and teachers' mastery of the chosen approach. Communication, collaboration, and critical thinking emerge as the most integrated skills, with interactive lectures being the predominant teaching method. The study discusses the implications of these findings for educators and curriculum development.

Lesson plan analysis protocol in assessing mathematics and science lessons

Lesson planning is important in an educational setting. This study assessed how Rwandan tutors and teachers prepare lesson plans (LPs) before implementing them in a classroom. We employed a current and standard lesson plan analysis protocol (LPAP) developed by researchers from Rwanda to code data. We collected a representative sample of 119 mathematics and science subject lesson plans from teacher training college tutors and secondary school teachers for analysis to serve its usability. The study results revealed that only 11% of collected LPs were teachable as they were rated in both a good (70-79% scores) and very good (80-89% scores) range of LPAP interpretation. It was also found that the special education needs, lesson approaches, and lesson evaluation components got low mean scores (below 50%). These components were not given appropriate attention in developed LPs. Therefore, this study suggests that tutors and teachers build a quality lesson plan based on the standard LPAP.

Influence of Technology-Assisted Reading Interventions for Improving Reading Skills in English Language Learners

This qualitative study investigates the influence of technology-assisted reading interventions on English Language Learners (ELLs) by examining the perspectives of seven participants and conducting classroom observations and document analysis. Employing a constructivist learning theory and the Technology Acceptance Model as the theoretical framework, the research explores how interactive, personalized, and multimodal learning experiences impact reading skills development. The methodology includes thematic analysis of interviews, observations, and lesson plans, revealing enhanced engagement, improved comprehension, effective vocabulary development, increased fluency, and facilitated peer collaboration as significant results. The study identifies challenges such as technical issues and accessibility, emphasizing the importance of equitable access to technology. The implications for educators and policymakers highlight the need for effective integration of technology-assisted interventions in reading instruction and support for ELLs to optimize learning outcomes.

Using Corpus Linguistics in Materials Development and Teacher Education

In published ELT materials, norms relating to written language often dominate, at the expense of spoken language. This dominance of writing typically arises as the features characteristic of everyday spoken language do not reflect the rather neat syllabi expected by teachers and students, globally. Furthermore, there are deeply held opinions relating to the usage and acceptability of features of spoken language. As a result, features of spoken language are often not represented in mainstream materials, despite a perennial request from learners for more ‘conversation’. One potential means to meet such a request is by employing corpus linguistics and spoken language research to inform ELT materials development and teacher education. Responding to this issue, this paper draws on findings from a corpus-based conversation analysis of spontaneous spoken British English to conduct workshops on materials development. The goal of these workshops is to gain a comprehensive perspective on the affordances of corpus linguistics for ELT materials development from core stakeholders: teachers. Through a grounded theory-based thematic analysis of lesson plans, recorded discussions, and survey responses, the findings of this study demonstrate that teachers find value in corpus linguistics research. Specifically, the teachers’ insights offer recourse for developing strategies for exploiting corpora better in future ELT materials development. Moreover, teachers signalled effective means through which corpus linguistics can be embedded in future teacher education.

The Impact of Open Educational Resources Based Professional Development on the Bhutanese Secondary Biology In-service and Pre-Service Teachers

This study examined the impact of Open Educational Resources (OER) based professional development of secondary school biology teachers in Samtse Dzongkha in Bhutan. It highlights the importance of teaching and learning biology in secondary classrooms, emphasising its relevance to students' understanding of science, the environment, and their future academic and career choices. Recognising the challenges faced by teachers and students in biology education, STEM teacher educators from Samtse College of Education underwent professional development using OERs and online sessions facilitated by experts from Tata Institute of Social Sciences (TISS) in India. These educators collaborated with peers from Tanzania, Nigeria, and TISS to develop six-week-long OERs on specific biology topics, which were then shared with selected in-service and pre-service biology teachers in Bhutan through Moodle platform. Additionally, an online Community of Practice (CoP) was established on Telegram to support the ongoing professional development. The study employed a mixed-methods approach, utilising pre and post-test scores, lesson plans, reflections, and interviews to assess the impact of the OERs on teachers. The CoP network was also analysed to understand communication patterns and knowledge sharing within the community. The results from pre-test and post-test assessments across these modules showcased marginal improvements in teachers' subject content knowledge. Detailed analysis of lesson plans and reflections revealed evolving proficiency in various pedagogical domains. Notably, many teachers sought technological integration, demonstrating an eagerness to utilize digital tools for enhancing student engagement. Despite these positive trends, a significant gap in high expertise levels among teachers was observed, particularly in the Genetics module. This hints at an underlying need for enriched professional development opportunities in specific content areas. Therefore, findings of this study concludes by recommending educational institutions to support continuous professional development for biology teachers through the integration of OERs, thereby improving the quality of biology education.

Training the "Scaffolding Digital Storytelling" for Secondary Level English Teacher at Middle Aceh

The "Scaffolding Digital Storytelling" training program has undergone a comprehensive evaluation using a rigorous mixed-methods methodology, which includes both quantitative and qualitative assessments. The program demonstrated significant effectiveness in improving participants' comprehension and abilities in digital storytelling and scaffolding. An analysis of assessments conducted before and after training, with the use of statistical tests, revealed a noteworthy enhancement in knowledge and abilities within the experimental group. This underscores the success of the program. The qualitative findings provided more clarity on the participants' experiences, highlighting their active involvement, contentment, and effective incorporation of digital storytelling into their teaching methods. The program's favorable impact on pedagogical techniques was evidenced through observations, surveys, and analysis of lesson plans. The program's revolutionary power was further validated by notable success stories, such as those of HM, LF, and EB, which demonstrated its adaptability across different degrees of technological expertise. The use of digital storytelling in educational settings, as demonstrated by teachers like Sarah Thompson, RM, PK, and BS, highlights the long-lasting beneficial impacts on student involvement, linguistic aptitude, and analytical thinking abilities. Crucially, the program went beyond just one intervention and encouraged educators to continuously improve and adapt. In conclusion, the "Scaffolding Digital Storytelling" training program proves to be a powerful force for promoting positive transformation in both the skills of the participants and the methods of instruction. The significant influence it has on gaining knowledge, effectively incorporating it into teaching methods, and consistently improving student outcomes make it a powerful resource for enhancing language training using digital storytelling and scaffolding strategies.

SSI: Teachers Make STEM Concepts Relevant to Their Students

Socioscientific issues (SSI) are ill-defined problems that teachers could use to make STEM concepts meaningful and interesting for their students. However, it is challenging for most teachers to plan and implement SSI in their classrooms because they lack the knowledge and teaching repertoire. We conducted a qualitative case study of five teachers to answer our research question: How did teachers’ pedagogical content knowledge (PCK) of SSI develop by the end of the professional development program? Our analysis of interviews, video reflection, and lesson plans pointed to teachers’ PCK of understanding of students and instructional strategies as they engage their students in identifying the issue, considering issue system dynamics, and comparing multiple perspectives (social aspects of SSI). Our findings supported the teachers’ PCK model that Lee (2022) proposed particularly the knowledge of students’ SSI learning and teachers’ choices of teaching and learning strategies for a particular group of students. Specifically, the teachers in our case study were able to use SSI contexts such as GMO foods and effects of fast fashion (chemicals on manufacturing and discarding clothes) on water quality on students’ motivation to learn about the scientific and ethical debates on GMOs and water resources. Moreover, a teacher was able to ask students to consider issue system dynamics such as habits, culture, lifestyle, costs, and income when examining different food choices. They were also able to engage students in developing, testing and analyzing scientific phenomena such as the effect of chemical dyes in clothing on water and genetically modified foods. They were able to incorporate elucidating one’s position on SSI and employing reflective scientific skepticism in their lesson ideas. Finally, teachers in our study used videos, guided questions, town hall meeting presentations, investigations, and other active learning strategies with their students.

Differentiated instruction analysis on the topic of cell reproduction in 12th grade of senior high school

Differentiated instruction is learning that accommodates the diversity and differences in the characteristics of students. Therefore, teachers who teach in the classroom not only provide subject matter and value to students in the same way for all students in the class, but teachers need to pay attention to the diversity of students and provide services according to their needs. This study aims to determine the application of differentiated instruction in the classroom. The subjects of this study were teachers who taught grade XII on the topic of cell reproduction. This research is qualitative research with an explorative descriptive method. Data collection techniques in this study were interviews and assessment of teacher lesson plans. Primary data was obtained from the results of the analysis of lesson plans and the results of interviews with three teachers. Through this research, it was revealed that the teacher had implemented differentiation instruction, especially in cell reproduction material. However, not all teachers have implemented all aspects of differentiated instruction in content, process, and product.

The Lesson Plan Analysis on Learning Activities in Writing at the Tenth Grade of SMK Negeri 2 Alasa Talumuzoi

This qualitative study aims to understand the process of designing lesson plans for writing activities in the tenth grade at SMK Negeri 2 Alasa Talumuzoi for the academic year 2022/2023 and identify challenges faced by an English teacher during implementation. Data was collected through observations and interviews with the teacher. The analysis followed qualitative techniques, leading to conclusions based on the research objectives. The findings reveal that the teacher's lesson planning process includes various components such as educational details, competencies, objectives, materials, methods, activities, and assessments. The teacher effectively designs the lesson plan. However, challenges were identified, including incomplete alignment between competencies and activities, lack of clear instructions for students, underutilization of teaching media, inadequate final assessments, and limited student involvement in summarization. This research provides insights into the strengths and weaknesses of lesson planning and implementation in the context of writing activities.

Examining the Building and Coding Tasks Developed by Pre-service Mathematics Teachers in Terms of Curriculum Integration

Interdisciplinary approach recommended for use in the teaching mathematics in the last decade, the related literature shows that limited study focused on the reflection of the interdisciplinary approach in teaching practice. The aim of this study is to evaluate pre-service mathematics teachers’ task development processes on interdisciplinary approaches through building and coding tasks. Research was conducted with 28 pre-service mathematics teachers studying at a mathematics education department in Turkey. Data were gathered from the analysis of lesson plans and semi-structured interviews. The findings that were obtained through the lesson plans of the participants indicated that participants were able to associate building tasks more with numbers content domain and mathematical modeling skills, and coding tasks with geometry content domain and algorithmic thinking skills. The participants stated that tasks involving coding in their lesson plans would be more useful in terms of teaching mathematics and listed the factors limiting the use of building tasks as technical knowledge and cost.

The Effect of Lesson Plans Based on IB Education Philosophy and UbD Model on Student Achievement

This study was made based on some discussions attempting to improve the quality of education by creating appropriate learning areas, differentiating education according to each student's interests, learning styles, and multiple intelligences. The aim of the study is the implementation and analysis of social studies lesson plans prepared in accordance with "UbD" and ‘’IB Planner’’ for 3rd grade students. The study was conducted using a nested-mixed design within the framework of mixed method research. In the quantitative dimension of the study, pretest-posttest control group experimental model data were used. In the qualitative dimension, the data based on the feedbacks of teachers who are the implementers of the lesson plans were used. The study group of the quantitative dimension consisted of 320 students in the 3rd grade of a public primary school who voluntarily participated in the study. The study group of the qualitative dimension consists of 36 primary school teachers who are the implementers of the prepared lesson plan. The findings of the study show that the social studies lesson plans prepared based on the IB Planner and the UbD model made a significant difference in favor of the experimental group on both student accomplishment (posttest) and student achievement(pretest-posttest). The qualitative findings obtained from the teachers' feedback on the prepared and implemented plans indicated that the plans included enriched activities and were comprehensively prepared to appeal to all students, including students with special needs and gifted students in the same class. In addition, it was observed that the differentiated content in IB and UbD lesson plans was not limited to methods and techniques, but also included assessment and evaluation techniques. Both quantitative and qualitative findings revealed that the plans were designed in such a way that students could effectively acquire the prescribed behavior. Moreover, the implementation of the plans improved students' social skills, self-management skills, communication skills, research and thinking skills, increased their self-confidence and raised their achievement.

Analisis Rencana Pelaksanaan Pembelajaran Kelas X Mapel PJOK Ditinjau dari HOTS di SMK Se-Kecamatan Kebumen

This study aims to analyze how well the class X PJOK RPP is about learning based on Higher Order Thinking Skills in SMKs in Kebumen District. This research is quantitative descriptive. The method in this research is survey. The population in this study were all PE teachers in SMK throughout Kebumen District The data analysis technique of this research is descriptive analysis. The results of the analysis of the lesson plan analysis for Class X Mapel PE in Vocational Schools throughout the Kebumen District in terms of HOTS showed the "very good" category with a percentage of 30%, the "good" category with a percentage of 30%, the "enough" category with a percentage of 30%, the category " less” with a percentage of 0%, the category of “very poor” with a percentage of 10%. From the results of the study, it can be concluded that the PE teachers in Vocational Schools throughout the Kebumen District have prepared the RPP properly and in accordance with the HOTS. Suggestions that researchers can give for PE teachers whose RPP is still in the sufficient category, the teacher should use operational verbs C4, C5, and C6, in choosing the method the teacher should use Discovery/Inquiry Learning, Problem based Learning, Project