Reevaluation is the answer. One must “consider again, especially with the possibility of change or reversal.”
Before one can accurately determine the success of a lesson, one must determine the strategy which one imposed when developing the lesson plan. Sometimes the failure is not in the lesson itself, but in the strategic effort put into developing the lesson plan from the onset.
“Strategy evaluation is as significant as strategy formulation because it throws light on the efficiency and effectiveness of the comprehensive plans in achieving the desired results.”
Lesson planning begins with an objective in mind. There must be a takeaway. The instructor must know what he or she wishes the student to gain from the lesson. To accurately determine success, the expected outcome must be specific and measurable. “When setting your learning objectives, you need to be clear about what you expect the learning outcomes to be.” Vague expectations will lend to vague outcomes and feelings of failure, when the problem lies within the strategy. The instructor must know what desired outcomes determine success. Expected outcomes must be first reevaluated for proficiency.
Second, the teacher must know what measurement tools necessarily determine success. Bench-marking is a necessity when seeking to adequately determine success. One must question what he or she is comparing his or her outcomes to. Not all learning outcomes can be measured with immediacy. Sometimes learning outcomes must be measured over time. To rationally measure success in a particular lesson, one must reevaluate the targeted measures and benchmarks for success.
Next, the teacher must determine if the assessment tools are appropriate or effective. Are the assessments timely?
If the teacher has adequately reevaluated the strategic process and determined that all results indicate that the lesson was ineffective and not the strategies to create them, there are few other things the teacher can look to possibly change.
Additional problem areas to identify could be instructional delivery, tools or methods.
The teacher must know his or her student base and how the aggregate group responds to specific delivery of instructions, instructional tools or methodologies. There is not any one prescribed formula for delivery, tools or methods that will guarantee a successful outcome. What works for one group would not necessarily work for another group. The teacher must also be able to rule out other external factors that can impact learning outcomes, such as behavioral issues, peer-to-peer interaction and climatic environment, as all of these can play a role in absorption of knowledge and the outcome expected.
The problem may also lie with a failure to differentiate instruction. In order to achieve a more successful outcome, the instructor may need to incorporate a variety of methods to deliver the material over a span of time.
The key to determining how to be successful in delivering lessons is to consistently record measures taken, observe outcomes and reevaluate. Teaching is an evolutionary process. The teacher must work tirelessly to change and rescope.