At the beginning of a lesson, teachers often have a lot of organisational matters (e.g. attendance checks, letters to parents...) on their minds. This is usually clarified right at the beginning of the lesson. This is often followed by the homework check. As a result, the introduction to the lesson may be neglected.
However, the beginning of the lesson is just as important a phase of the lesson as the development, the securing and the conclusion, because it has many didactic functions. However, students often have other things on their minds at the beginning of the lesson. For example, they have just written a mathematics paper or there was an argument during the break. Often they cannot immediately get involved in the new lesson topic.
It is therefore all the more important to make the introduction to the lesson varied, interesting and motivating so that the students can fully adapt to the new topic and detach themselves from the previous lesson.
But how can a teacher start a lesson? How can he motivate the students and arouse their interest? How can he build up a certain level of expectation and excitement for the lesson? And can a successful introduction keep the students motivated and interested for the rest of the lesson or even for the entire lesson?
Table of Contents
- 1. INTRODUCTION
- 2. THE BEGINNING OF A LESSON - CLARIFICATION OF THE TERM
- 3. CRITERIA FOR A SUCCESSFUL BEGINNING OF THE LESSON (ACCORDING TO HILBERT MEYER)
- 3.1 FUNCTIONS OF BEGINNINGS OF A LESSON
- 3.2 RISKS OF LESSON - INTRODUCTIONS
- 4. TYPES OF LESSON-BEGINNINGS
- 4.1 BEGINNING OF A LESSON
- 4.2 WARM-UP EXERCISES
- 4.3 INITIATING A LESSON WITH A HIGHER LEVEL OF TEACHER GUIDANCE
- 4.4 BEGINNINGS OF LESSONS WITH A HIGHER DEGREE OF SELF-INVOLVEMENT OF THE STUDENTS
- 5. THE BEGINNING OF MATH CLASSES
- 6. CONCLUSION
Objectives and Key Themes
This text aims to explore the critical role of lesson introductions in effective teaching. It examines the various approaches to starting a lesson, considering both successful strategies and potential pitfalls. The text analyzes the importance of lesson introductions in relation to student engagement, motivation, and learning outcomes.
- The importance of effective lesson introductions
- Criteria for a successful lesson beginning
- Different types of lesson introductions and their effectiveness
- The functions and risks associated with lesson introductions
- Application of these principles to mathematics instruction
Chapter Summaries
1. INTRODUCTION: This introductory chapter sets the stage for the entire text by emphasizing the significance of a well-planned lesson start. It uses an analogy to illustrate the risks and responsibilities involved in initiating a lesson, highlighting the need for teachers to actively engage students from the outset. The chapter establishes the context by noting the common distractions and challenges that students and teachers face at the beginning of a lesson, emphasizing the importance of overcoming these obstacles to foster effective learning.
2. THE BEGINNING OF A LESSON – CLARIFICATION OF THE TERM: This chapter defines the "beginning of a lesson" as a distinct phase in the teaching process, separate from the lesson's development and closure. It traces the historical evolution of how lesson beginnings were viewed in educational theory, showing a shift from a less significant aspect to a critical component for student engagement and motivation. The chapter explores the evolution of pedagogical thought regarding lesson introductions, highlighting the increased emphasis on their significance in modern teaching practices.
3. CRITERIA FOR A SUCCESSFUL BEGINNING OF THE LESSON (ACCORDING TO HILBERT MEYER): This chapter delves into the key criteria for a successful lesson introduction, drawing on the work of Hilbert Meyer and other educational theorists. It outlines several essential components of an effective lesson start, such as providing students with a clear framework, connecting new knowledge with prior learning, and fostering a positive learning environment. The chapter carefully details the didactic functions of a strong lesson introduction, showing how these functions are interconnected to create a holistic and impactful learning experience. It also contrasts Meyer's criteria with others in the field.
4. TYPES OF LESSON-BEGINNINGS: This chapter presents a variety of approaches to starting a lesson, categorizing them by the level of teacher guidance and student involvement. It explores different strategies, including warm-up exercises, teacher-led introductions, and student-centered activities. The chapter provides a detailed analysis of various lesson-beginning techniques and contrasts their strengths and weaknesses, offering practical examples for teachers to consider. It emphasizes the importance of tailoring the approach to suit the specific learning context and students' needs.
5. THE BEGINNING OF MATH CLASSES: This chapter focuses on the specific application of effective lesson introductions within the context of mathematics education. While the details are not provided in the excerpt, we can infer that this chapter would likely provide examples and strategies tailored to the unique challenges and opportunities presented by teaching mathematics.
Keywords
Lesson introduction, effective teaching, student engagement, motivation, didactic functions, lesson planning, teaching strategies, mathematics education, Hilbert Meyer, pedagogical theory.
Frequently Asked Questions: A Comprehensive Guide to Effective Lesson Introductions
What is this text about?
This text is a comprehensive guide to effective lesson introductions. It explores the critical role of lesson beginnings in successful teaching, examining various approaches, their effectiveness, and potential pitfalls. The text analyzes the importance of lesson introductions in relation to student engagement, motivation, and learning outcomes, with a specific focus on applying these principles to mathematics instruction.
What are the key themes explored in the text?
The key themes include the importance of effective lesson introductions, criteria for a successful lesson beginning, different types of lesson introductions and their effectiveness, the functions and risks associated with lesson introductions, and the application of these principles to mathematics instruction. The work of educational theorist Hilbert Meyer is also a significant focus.
What are the main chapters covered in the text?
The text is structured into several chapters: an introduction emphasizing the significance of well-planned lesson starts; a clarification of the term "lesson beginning"; an exploration of criteria for a successful lesson introduction based on Hilbert Meyer's work; a detailed look at various types of lesson beginnings categorized by teacher guidance and student involvement; and finally, a chapter focusing on the application of these principles to mathematics classes. A conclusion is also included.
What are the criteria for a successful lesson introduction according to Hilbert Meyer (and others)?
The text delves into the key criteria for a successful lesson introduction based on the work of Hilbert Meyer and other educational theorists. These criteria encompass providing students with a clear framework, connecting new knowledge with prior learning, and fostering a positive learning environment. The didactic functions of a strong lesson introduction, including their interconnectedness to create a holistic and impactful learning experience, are carefully detailed and compared to other perspectives in the field.
What types of lesson beginnings are discussed?
The text presents a variety of approaches to starting a lesson, categorized by the level of teacher guidance and student involvement. These include warm-up exercises, teacher-led introductions, and student-centered activities. The text analyzes the strengths and weaknesses of each approach, offering practical examples and emphasizing the importance of tailoring the approach to suit the specific learning context and students' needs.
How does the text relate to mathematics education?
A specific chapter focuses on the application of effective lesson introductions within the context of mathematics education. While the specifics aren't detailed in this preview, it's implied that this chapter provides examples and strategies tailored to the unique challenges and opportunities of teaching mathematics.
What are the key takeaways from the text?
The text emphasizes the critical role of lesson introductions in effective teaching. It highlights the importance of careful planning, considering various approaches, and tailoring the lesson beginning to the specific subject matter and student needs. The text underscores the need to avoid common pitfalls and to actively engage students from the outset to foster effective learning and positive learning outcomes.
What are the keywords associated with this text?
Keywords include: Lesson introduction, effective teaching, student engagement, motivation, didactic functions, lesson planning, teaching strategies, mathematics education, Hilbert Meyer, and pedagogical theory.
- Quote paper
- Ramona Frommknecht (Author), 2015, The introduction to the lesson as a motivation for students. Possibilities and limits, Munich, GRIN Verlag, https://www.grin.com/document/1149208
