If there is anything to abhor in the practice of teaching is when educators make the mistake of ad lib lessons. If a teacher wants to make sure that their students learn very little to nothing the instructor would come to work with no lesson plans for the next three to four weeks. According to Bazan, there are numerous excuses to not plan a lesson such as lesson planning is time-consuming, or other teacher model do not plan lessons. Lesson plans do take much time and effort to create. However, the amount of time planning a lesson should not be a deterrent for creating a lesson plan.
Bazan states that one of the values of lesson plans is that it ensures the connection of instruction, assessment, and objectives. Before any good lesson, there must be an objective or target of what is essential that students must learn. Afterward, the instructor must determine what would be the evidence of the student meeting the target. The educator then decides on learning strategies that will ensure that students will meet the desired learning outcome. An ad lib lesson lacks the vigor of a predetermined lesson or unit plan. There is a far greater probability of students meeting a target with a well thought plan than a student being taught by an educator that does not value lesson planning.
If teachers are daily giving impulsive lessons then there, the instructor has likely not given a thought to properly measuring student outcomes. Assessment is an important part of the planning; it measures what students have learned and gives informs the design of instruction (Bauer, 2014). The validity of a classroom assessment is determined by the alignment of learning outcome and assessment. If the assessment process is valid, it will help to improve learning.
After an educator has established a target and an assessment to show evidence of reaching that target, an instructor should come learning activities to guide students to the desired learning outcomes. Learning activities should not be taken lightly because a teacher must consider a multitude of detail in planning learning activities (Bauer, 2014). Some of those details include prior knowledge of students, materials needed for the lesson, and classroom environment. The learning activity must focus on students meeting learning outcomes and the assessment where students will produce evidence of reaching the target goal.
All great lessons come from objectives and assessments that were decided previously. Inconsistent planning or ad lib lessons will only ensure student failure to learn and a teacher’s failure to instruct. Consistent planning and well thought out lessons will have a greater chance of student success.
Bauer, W. I. (2014). Music learning today: Digital pedagogy for creating, performing, and responding
to music. New York: Oxford University Press.
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