Lesson Plans on Fluid Balance Term Paper by scribbler

Lesson Plans on Fluid Balance
This paper presents two original, didactic classroom lessons on the topic of fluid and electrolyte balance in the body.
# 152560 | 1,557 words | 5 sources | APA | 2013 | US
Published on Mar 17, 2013 in Education (Curriculum) , Education (Teaching Methods)

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The paper identifies the objectives of the lesson on fluid balance in the body and then provides a table that shows the alignment of the learning objectives with national standards. The paper describes the series of activities for the set of objectives and describes four activities that will be executed after each lesson. The author then details two learning-theory-based curricular strategies, namely, Piaget's cognition theory and Vygotsky's zone of proximal development theory, and presents both an assignment that measures critical thinking for students as well as a rubric for scoring the critical thinking assignment.

The Set of Objectives
A Series of Activities for the Set of Objectives
Four Activities Executed After Each Lesson
Two Learning-Theory-Based Curricular Strategies
An Assignment that Measures Critical Thinking for Students
A Rubric for Scoring the Critical Thinking Assignment

From the Paper:

"The intellectual growth of an individual is believed to be highly assisted by the communication, cooperation and association between peers as suggested in the Piaget cognition theory. The other elements that helped in the intellectual growth of an individual apart from cooperation include creating a balance, the ability to adapt and integrate. Piaget explained that all problems or hurdles were solved based upon an individual's stored knowledge as well as all that he/she learned from his contemporaries in different situations and settings. This simply means that a problem creates an imbalance and an individual creates the balance by adapting and integrating his prior knowledge. It is important to not here that creating balance is the key for any intellectual growth (as referenced in Biehler, 2010).
"Using this theory in a multi-cultural class where student requirements are also diverse, the most important part will be giving timely assistance. This will ensure that the students understand the intricate parts of the course that they are having difficulty with. I feel that by providing timely assistance, all the personal abilities like concentration span, recollection of known facts, etc will all be utilized efficiently and straightforwardly. Furthermore, timely assistance will also mean that the students will not get distracted from their main goal."

Sample of Sources Used:

  • Biehler, S.M. (2010). Psychology Applied to Teaching: 12th edition. John Wiley & Sons Australia.
  • Collins, A., Brown, J.S. & Newman, S.E. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing and matematics. In L.B. Resnick (Ed.), Knowing, learning and instruction: Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Erlbaum.
  • Hannafin, M., Land, S., & Oliver, K. (1999). Open learning environments: Foundations, methods, and models. In Charles M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (volume ii). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Hogan, K., & Pressley, M. (1997). Scaffolding student learning: Instructional approaches & issues. Cambridge, M.A.: Brookline Books, Inc.
  • Nussbaum, M. (2002). The process of becoming a participant in small-group critical discussions: A case study. Journal of Adolescent & Adult Literacy, 45, 488-498.

Cite this Term Paper:

APA Format

Lesson Plans on Fluid Balance (2013, March 17) Retrieved March 31, 2023, from https://www.academon.com/term-paper/lesson-plans-on-fluid-balance-152560/

MLA Format

"Lesson Plans on Fluid Balance" 17 March 2013. Web. 31 March. 2023. <https://www.academon.com/term-paper/lesson-plans-on-fluid-balance-152560/>