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\title{How to Write a Dynamic Lesson Plan?-Basis of Ignatian Pedagogical Paradigm}
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\begin{document}

             \author[1]{Junyi  Chen}

             \affil[1]{  Hunan University of Science and Technology}

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\date{\small \em Received: 13 December 2019 Accepted: 2 January 2020 Published: 15 January 2020}

\maketitle


\begin{abstract}
        


Future education should not allow teachers to become the "protagonist" of the classroom. It should stimulate students' self-efficacy, make students the "protagonist" of the schoolroom, and apply the knowledge they have learned in real life. This article proposes the Ignatian Pedagogical Paradigm (IPP) introspective teaching method, which first, explains what the IPP is to apply this dynamic in the classroom; secondly, why the active lesson base on the IPP; finally, how to prepare the energetic lesson plan.

\end{abstract}


\keywords{teachers, students, reflection, lesson plan, teaching philosophy.}

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\let\tabcellsep& 	 	 		 
\section[{I.}]{I.}\par
What IPP Does is to Apply This Dynamic in the Classroom he Ignatian Pedagogical Paradigm (IPP) believes that if the learner does not relate directly with the truth, there can be no learning. A teacher who does not know the subject matter or, like the subject matter, will not be an effective teacher. A class that is too focused or dependent on the teacher will not be ideal for learning. It is Latin for the phrase "care for the human person." In the context of the Ignatian Pedagogical Paradigm, it is extending to the student with the right kind and amount of care so that he/she is enabled to learn his/her lessons well. Care for the student should not result in dependency on the teacher. The student should be able to manage on his own by the end of the day.  
\section[{CURA PERSONALISE}]{CURA PERSONALISE} 
\section[{Truth}]{Truth} 
\section[{Learners Teachers}]{Learners Teachers}\par
A teacher who does not know the subject matter or like it will not be effective.\par
If the Learner does not relate directly with the truth, there can be no learning.\par
A class that is too focused or dependent on the teacher will not be ideal for learning.\par
Author: School of Education, Hunan University of  {\ref Science and Technology, Xiangtan Hunan, China. e-mail: 773891571@qq.com}  
\section[{b) Personal Example}]{b) Personal Example}\par
A teacher should tell his/her students "We support your ideas!" and "You're the best!" regularly in class t o encourage them. 
\section[{c) The Most Im portant Relationship}]{c) The Most Im portant Relationship}\par
IPP believes that the relationship between learners and class is not memorization but understanding the skill, developing the skills, and applying the lessons in real-world problems. 
\section[{II. Why Dynamic Lesson is based on IPP ?}]{II. Why Dynamic Lesson is based on IPP ?}\par
It is the learner, not the teacher, who is ultimately responsible for learning. The learner should be  
\section[{Reflection:}]{Reflection:}\par
Ability to reflect is the key to the Ignatian Pedagogical Paradigm. Soul-searching is the process whereby the student makes the studying experience his/hers and arrives to the meaning of the learning experience his/herself and for others.\par
Reflection is, therefore, a search for the meaning and significance of what is learned. 
\section[{III. How to Prepare a Dynamic Lesson Plan}]{III. How to Prepare a Dynamic Lesson Plan}\par
Before class, teachers need to be familiar with some items in our lesson plans, such as: Second, based on the learner's context, the teacher decides what and how the students will be taught in the class. After class, the teacher should reflect, "What do I want my students to take to heart, mull over, and value?" The actions of the learners do in the real world will based upon what they took from class. The last but not least, the teacher should evaluate the students, his/her teaching, and his/herself.\par
According to the items given above, how d oes teacher write a suitable lesson plan? Share the pattern of Daily Teaching Plans (taken from Chinese lesson 7 School as an example).\par
Form  IV. 
\section[{Closure}]{Closure}\par
A good teacher should not be limited to teach students who seek high marks. What's more important is to cultivate students' ability to reflect, learn to reflect and have the ability to face any subject in the future, or deal with complex social issues. What will be left to children is valuable wealth, because knowledge will forgotten over time, and mastering the ability of reflection will benefit the children for life!\begin{figure}[htbp]
\noindent\textbf{11}\includegraphics[]{image-2.png}
\caption{\label{fig_0}Figure 1 . 1 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{12}\includegraphics[]{image-3.png}
\caption{\label{fig_2}Figure 1 . 2 :}\end{figure}
  \begin{figure}[htbp]
\noindent\textbf{} \par 
\begin{longtable}{P{0.7486260623229462\textwidth}P{0.09246458923512747\textwidth}P{0.008909348441926345\textwidth}}
\multicolumn{2}{l}{Form 1.4: The Whole Year Lesson Plans}\\
Subject: Easy Step Learning Chinese\tabcellsep Quarter?1 2 3 4\\
\multicolumn{2}{l}{Lesson 7 School B SESSION-SPECIFIC OBJECTIVES/ ALIGNMENT/ RATIONALE: A C Unit2 Lesson 7 ?? Section Unit Title: Date Materials: D*/M*/Y* Session No.(1) ???????---??? ??(PPT???) CONTEXT: 1. Most Grade12 students are familiar with and have participated in major campus activities. D E Teachers: F Formal Assessment: Not all learning outcomes 2. Grade 12 students have the basic ability to use words to make sentences in Chinese. need to be assessed LOOK FORS: Learning Outcomes: formally all the time, but in (differentiation used, possible mi sconceptions, strategies to be used, best practices, etc.) There are three types of Learning Outcomes: (a) ACTION Goals (Long-term principle, it should be Learning experience: Transfer Goals), (b) REFLECTION Goal s (Essential Understandings and Essential possible to operationalize ??ç?"????? Questions), and (c) Experience Goals (Knowledge and Skills). for immediate assessment, 1??????????????ç?"??????????? including the long-term **???????????????????????????????? reflection goal s . **???????????? ???????? 2.?????ç?"¨?????????? Prelection: ?1?? ???????????ç?"??????????????ç?"????????? ?2?? ?????(10??) ?????????????????? ??????ç?"??????????? ????????å?"ª????? ?3?? ????/ ??? --?? ?4?? ????/ ???--???????? ?? Lesson proper: Subject Action Goal s: ???ç»?"????ç?"?åº?"?? 1???ç?"¨?????????????ç?"??????????????(??? ????é?"??????????????) 2??ç?"???????????????????????????????? 3??ç?"???????????????????ç?"¨???????????? ???? 4???????????????????????????? Transfer Assessment: 1.???? (??/??ç¬?"?) 2.???? 3.????????? 4.???? 5.???? 6.???? 7.???? 8.?? Reflection: ?1????ç?"??(30??) 1.??????????? ?2???ç?"¨ç?"????ç?"??????PPT ??????ç?"?????(??????????ç?"????)(10??) ?3????ç?"????????å?"ª??????????????ç?"???????? ?4??????ç?"????ç?"¨????????????72????????(15??) Closure: ?ç»?"????(?5??) ? ??????/ ???-9?ç?"????????ç?"????????? ???ç?"?????????å?"ª?ç?"??????????????? ? ?????? Reflection Goals: 2.??????????? ???ç»?"????ç?"?åº?"???? ???????????? 1.????ç?"¨?????????ç?"??????????ç?"?????? ? 2.?????????????????????????????????? 3.??????????å?"ª ?????ç?"????????????????????ç?"¨?????é?"»??ä½?" ???????? ???ä½?"???????ç?"????? 4.??????????? ???????ç?"??? ???????????? Evaluation: ???? 1. ????????????????? Acquisition Assessment: 2. ???????????????????????? Experience Goals: 1.ç¬?"?}\tabcellsep 35 Volume XX Issue IV Version I G ) (\\
We already know that how to write the daily\tabcellsep 2.??\\
teaching plans, however, at very beginning of the\tabcellsep 3.??????\\
semester, the teacher must submit the Whole Year Ignatian Pedagogical Paradigm Education in a Lesson Plan. Hence, the teacher should prepare the Jesuit school gives significance to the crucial abilities -Whole Year lesson Plans (taken from Chinese lesson 7 REFLECTION, EXPERIENCE, and ACTION. As School as an example). mentioned earlier, IPP attaches great importance to the\tabcellsep Provoke students deep thought, lively discussion, sustained inquiry, and new understandings and questions. Require students to consider alternatives, weigh\\
cultivation of children's reflective ability. Then, in the\tabcellsep evidence, support their ideas and justify their\\
campus, how can teachers give questions that worthy of\tabcellsep answers.\\
reflection for students?\tabcellsep Stimulate a vital ongoing rethinking of big ideas,\\
The Characteristics of Reflective Questions:\tabcellsep assumptions and prior lessons.\\
Cause a genuine and relevant inquiry into the big\tabcellsep Spark meaningful links with prior learning and\\
ideas of the core content.\tabcellsep personal experiences.\end{longtable} \par
 
\caption{\label{tab_0}}\end{figure}
 			\footnote{Year 2020 © 2020 Global Journals How to Write a Dynamic Lesson Plan?-Basis of Ignatian Pedagogical Paradigm} 		 		\backmatter  			  				\begin{bibitemlist}{1}

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