Analysis of Lesson Plans from Rwandan Physics Teachers

Abstract

Lesson planning is a crucial roadmap guiding the teacher before the implementation of the lesson. In the current study, we aimed at reviewing pedagogical documents used by Rwandan physics teachers. We gathered 32 lesson plans related to optics topics from five teachers and analyzed them using the lesson plan analysis protocol (LPAP) and lesson plan evaluation form (LPEF) jointly. We have found that teachers do not prepare these documents as required by the newly introduced competence-based curriculum. Teachers plan for low levels of Bloom's cognitive and affective taxonomy domains and do not follow effective inquiry techniques along the stages of the lesson activities. A detailed discussion on each teacher’s practice was provided, and we hope it can serve as a qualitative overview on teaching and learning planning for effective classroom implementation. Due to the importance of pedagogical documents on effective teaching, we went through a rigorous validation process and suggested a model lesson plan to be consulted by any physics teacher (please see Appendix C). We recommend that teachers consult this lesson plan and prepare accordingly before class.

Assessment of Physics Lesson Planning and Teaching based on the 5Es Instruction Model in Rwanda Secondary Schools

“…Practically teachers are concerned too much about time than the product of the lesson. A similar study was done in Rwanda, and Ndihokubwayo et al (2020a) found that teachers plan for low levels of Bloom's cognitive and affective taxonomy domains and do not follow effective inquiry techniques along the stages of the lesson activities.…”

Learning Management as Soft Skills in Enhancing Teacher Professionalism

“…Learning preparation is a decision-making process that results from logically considering particular learning goals and objectives, namely behavioral changes and a sequence of actions that must be carried out to reach these goals by employing all available learning resources (Kobayashi, 2021). The final outcome of the decision-making process is the creation of papers including the aforementioned topics, so that these documents may be utilized as references and guides for the learning procedure (Ndihokubwayo et al, 2020;Nurtanto et al, 2021). The process of a plan must begin with the establishment of goals to be accomplished via a requirements analysis and full documentation, followed by the determination of the measures necessary to attain these objectives.…”

Examining Mathematical Problem-Solving Beliefs among Rwandan Secondary School Teachers

“…Thus, problem-solving does not stop in the classroom; rather, its final stage and role lie in real life after school. This role should inform teachers how they should care about this approach during their planning (Ndihokubwayo et al, 2020) and teaching interaction.…”