When I am planning my lessons I would divide complex tasks into step-by-step procedures, differentiate instruction to meet the needs

of students at varying ability levels, and identify necessary prior knowledge and determine whether a review of certain knowledge is needed. I would also use expository teaching and cooperative learning methods, when conducting the lessons. I want to divide complex tasks into step-by step procedures, because that will allow the lesson to be more based around the students, and not me rushing through the lesson. This kind of procedure will also allow for students to discover material on their own, with my help, and with their peers help. It will also help students to master the material, instead of memorizing the material. A step-by-step process helps students to remember material, by practicing the content over and over again. Remembering through practice is a way of memorizing, but in a good way, meaning they are memorizing because they understand. Using different was of instruction is also something I want to make sure I do, because not all my students are going to learn the same way. I have to be prepared to meet students needs who are visual learners, auditory learns, kinetic learners, and so on. Because students in every classroom have varying abilities, teachers need to carefully target an appropriate difficulty level for instruction and differentiate instruction when necessary in a way that considers individual differences among students (Bohlin et al, 2009, pg 359). This quotes means that I also have to be ready to accommodate for students who get the material right away, and for students who have a harder time with the material. I also want to make sure I lesson plans for students with disabilities. When planning for instruction, I will also make the decision of if the students will need a review on prior knowledge, to help with the new material. This will help the students feel more confident and more prepared, when learning the new material. In most cases this will help the students understanding, but like in the case that we read about in earlier modules, sometimes it will not always help. Also, if I do decide to not do a review on prior knowledge, and I find that students are having a hard time understanding the material, I have to be ready to change my plans, to review prior knowledge. I have to be prepared that not everything will go as planned. I would also use expository teaching methods, because I want students to understand the relevance of the material that they are learning. I feel the more they know why math is important, than the more engaged they will be. Students will also practice their knowledge of the content in

many different ways, meaning they will practice the information through different difficulties of the content. This type of method is also more based around the students, and helping the students learn the material to a mastery level. To me that means students will remember the material better because it means something to them. Cooperative learning is also another method that I have always liked. The text states that cooperative learning helps to boost higher-level reasoning, creative thinking, and long-term retention and transfer of learned information (Bohlin et al, 2009, pg 366). It also helps with reading and mathematics achievements, increased self-esteem, is a good intrinsic motivator, and helps with relationships between students with disabilities and without disabilities. I also feel that when students are working with each other, to help the students to see how much they actually know. If a student can explain something to another student, then the student understands the material.

References: Bohlin, L., & Durwin, C.C., & Weber-Reese, M. (2009). EdPsych Modules. New York: McGraw-Hill