The study undertaken by Jones &Jones identified several mistakes that novice teachersare likely to make when creating lesson plans. The pitfalls are:

1. Failure to have a clear learning objective
   Novice teachers are likely to focus on the content that they will deliver in the classroom
   setup instead of focusing on learning outcomes. Focusing on learning outcomes ensures that the
   lesson centers on the learner. Teachers can avoid making this mistake by writing the learning
   outcome that is learner-centered.
2. Failure to conduct learning assessments
   New teachers tend to get overwhelmed with classroom activities. As a result, they fail to stop
   and make learning assessments. Lack of assessment means that the teachers do not understand
   whether the teachers are making progress in accomplishing learning objectives or not.
3. Refusing to collect multiple formative assessments during the lesson
   Multiple means of collecting information helps in understanding the progress of learners
   in a classroom set-up. However, novice teachers fail to use multiple formative assessments, and
   this adversely affects content delivery.
4. Failure to use assessments that match the learning objectives
   When a teacher fails to use appropriate assessment, they fail to understand whether the
   learning objective is met. A backward design process can help teachers overcome this mistake.
5. Failure to create lesson plans that engage the learners

When lessons fail to engage students, the end result is that the students become frustrated. In
addition, learners become demotivated, and this affects the delivery of content. Teachers must
ensure that they create conducive conditions at the beginning of the lesson.

6. Students being passive learners
   Students can either be active or passive learners. Most novice teachers make the mistake
   of creating lesson plans where students are passive learners. The teachers deliver lectures and
   employ the use of techniques such as PowerPoint presentations. The method has been proven to
   be ineffective and can adversely affect the learning process.
   Valerie Case Study
   Valerie’s use of different planning methods is a great way of fostering the learning
   process. By having different styles of teaching and content delivery. The needs of different
   learners are effectively addressed through the use of different instructional techniques. However,
   Valerie needs to ensure that she focusses on content delivery, and in so doing, make sure that
   students remain engaged. The lessons need to be student-centered since lack of a student-
   centered approach adversely affects content delivery. She needs to work closely with the learners
   to ensure that they understand what she is trying to teach. She needs to enhance the interaction
   between her and the learners. She also needs to ensure that learners are not passive but are
   actively involved in the learning process. Assuming that learners are passive is one of the
   mistakes that many teachers make. Learners need to be active throughout the learning process. A
   model where the teacher reads and dictates notes has been proven to be ineffective in content
   delivery. Learners need to develop solid questions and this enhances the learning process.

Reference

Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and instruction for the 21st
Century. Bridgepoint Education