Lesson Plan Evaluation: Comparing with Harrow College Standards

This report provides an evaluation of a lesson plan, comparing it to a standard COE lesson plan from Harrow College. The evaluation assesses the thoroughness of the lesson plan, examining the presence and completeness of key components. It also analyzes the alignment of standards, objectives, activities, and assessments. The report explores cross-curricular connections, assesses the inclusion of formal and informal assessments, and evaluates the differentiation strategies employed to support diverse learners. Finally, the report offers reflections on potential changes to the lesson plan based on the analysis, considering curriculum goals and student learning needs. References are included to support the analysis.

Running head: LESSON PLAN EVALUATION
LESSON PLAN EVALUATION
Name of the Student
Name of the university
Author’s note

1
LESSON PLAN EVALUATION
EVALUATION OF A LESSON PLAN
In this paper, the lesson plan that has been prepared in topic six, has to be compared with
a standard COE lesson plan of Harrow college, in order to identify the strengths and the
weaknesses of a lesson plan.
Thoroughness
All the components of lesson plans are present in the project six lesson plan, however, it
seems that there was no sections for writing the general objectives in the lesson plan. General
objectives are not lesson specific, but look in to other skills like the personal, professional and
the intellectual abilities of the child. Normally there are some essential components of an
effective lesson plan are a clear sets of objectives. My lesson plan does not have a section for
introducing the assumed prior knowledge. This is because the teachers and the trainees must
have some knowledge about the subject (Thomas, 2014). Both the lesson plans contain a clear
and a succinct section for writing the resources required for teaching a module. The content of
the lesson plan could have been differentiated in to columns segregating what teacher would
teach and what the students would do, be it taking notes or listening, for example – “teacher’s
activity & students activity”. This will be accompanied by a column where there would be an
indication of the resources used to teach the content .
Alignment
In the national learning standard, I have mentioned about the contents of learning in
International standard. In my lesson plan, the learning standards has not been aligned with
National standards. In this section, we would have reviewed the state or the national curriculum

2
LESSON PLAN EVALUATION
and have compared with the current lesson plan. In this section we will just have to focus on the
standards that is met by the lesson plans being presented.
The specific objectives that has been mentioned in the lesson is not truly specific as
whatever that has been assessed in the lesson plan should directly link to the objectives (Jamali
Nasari & Heidari, 2014). A very good example of a specific objective can be “given a worksheet
containing 50 addition/subtraction sums, students will be able to do all the sums correctly.
Cross curricular connections
None of the lesson plans do not indicates towards any other discipline. For example,
history and math can be overlapped, which would help children to see a different context where
their skills from Math can be applied while spending more time surrounded by the historical
subjects. Cross curricular connections could be done by applying a historical theme to any math
worksheet. Historical themes like Vikings, ancient Rome, and ancient Egypt can be applied to
any worksheet.
Formal and informal assessments
Information about formal assessment has not been given. Specific assessment techniques
shall be mentioned such as preparing of questionnaires and work sheets or the conduction of
quizzes. The sample lesson plan contains a section where one has to mention the points such as
draft lesson plans, tutor observations, lessons plans that would be used for the microteaching.
Differentiation
Both the lesson plan supports differentiation and inclusion and ensures that the needs of
each of the child are addressed. There is a section called “multiple means of representation”
where objectives for the children with special needs and gifted abilities have been mentioned.

3
LESSON PLAN EVALUATION
This section would contain information about the teaching style that the teacher would follow.
Such as “visual learners – powerpoint presentation”.
Reflection
In order to make it suitable to the class profile, there are few changes that are required in
this lesson plan. There can be a certain sections in the lesson plan, where teachers can write
down the exact contents that they will share with their students like short notes. Furthermore,
there has to be a section of the home assignment and reflection, where teachers can reflect on the
entire teaching- learning.

4
LESSON PLAN EVALUATION
REFERENCES
Harrow college. Lesson plan .Access date: 178.2019. Retrieved from:
https://www.harrow.ac.uk/images/international/he/Young_Learner_in_FE/Assignments/
Ex_Good_Lesson_Plan.pdf
Jamali Nasari, A., & Heidari, M. (2014). The important role of lesson plan on educational
achievement of Iranian EFL teachers' attitudes. International Journal of Foreign
Language Teaching and Research, 2(5), 25-31.
Thomas, W. H. (2014). The basics of project evaluation and lessons learned. Productivity Press.