Planning and Delivering Teaching.

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Planning and Delivering Teaching

Assignment Report

David Jones

Date submitted: Friday 3rd May 2002


Contents


1.         Lesson plan for Observed Session

The lesson plan used on the day of observed teaching is given below.

Lesson Plan

Date:                         11/04/2002

Time:                        09:30

Duration:                2 * 55 minutes sessions (2 hours approx)        

Room:                        Larch 216

No. of Students:        17

Subject:                Intermediate ICT – Database techniques and Applications

Topic:                        Unit Assignment

Lesson aims:

To distribute the handouts on the assignment and make sure each student understands what is expected of them.

Specific learning outcomes:

  • The student will be able to:
  • Understand the case study
  • Know what is expected of them
  • Know how to obtain each of the marking criteria
  • Be aware of the moderator’s comments of previous candidates

Teaching and learning strategies:

  • Question and answer to review work from last lesson
  • Lecture to explain unit assessment
  • Group discussion while criteria for assessment are discussed
  • More question and answers as appropriate
  • Demonstration of previous practical work if necessary

Previous knowledge assumed:

All topics covered in the unit, excluding testing and documentation, which is still to be covered

Materials and equipment required:

A set of unit assignment notes for each students, spare handouts of previous exercises

Assessment method:

No assessment required, but questions and answers throughout. Additional questions on sheet to show understanding and verify student outcomes.

Notes on differentiation and equal opportunities:

Students needing additional explanations have been identified

Homework:

To start the assignment, beginning with the normalisation. This will not be marked.

Verification of student outcomes

Questions to be asked during discussion to gauge students’ understanding

  • How many tables do you think you will need?
  • What process will you need to use to design the database?
  • What program will you use to create the database?
  • What section will you do first?
  • What will be the hardest part?
  • What will be the easiest part?
  • Are there any questions on the criteria?
  • What does the moderator mean by…?

2.        Rationale for lesson plan

Who are the students?

The group of students to be taught in this lesson are on the intermediate GNVQ Information and Communication Technology course. This lesson is towards the end of a one year course and this lesson in particular is in the unit of Database Techniques and Applications. They have already completed a unit this year and I have a firm understanding of individual abilities and expectations.

I am aware of their skills in the classroom so have devised an assignment that allows them all to gain maximum marks if they follow the criteria set out for them. The main aim of the observed lesson is to discuss the criteria.

The group are well behaved and enthusiastic; therefore I am happy in engaging in classroom discussion and will expect them to interact with each other and be able to discuss the unit assignment in depth.

What did I want to teach them?

The topic is the unit assignment. The aims of this are to distribute the handouts on the assignment and make sure each student understands what is expected of them.

The student outcomes are identified below:

  • Understand the case study
  • Know what is expected of them
  • Know how to obtain each of the marking criteria
  • Be aware of the moderator’s comments of previous candidates

This lesson will involve all three domains (Cox & Harper 2000: 32). In the unit I have chosen as an example there is much content in the cognitive and psychomotor domains, where almost all of the practical work involved is based on a PC and developing skills in a software package. This lesson also includes the affective domain as there is a need to contribute personally in order to understand the requirements of the assignment. There is a balance in the plan of all three domains, where the students will ‘know’ what the assignment is asking them to, how they ‘feel’ they can solve the problem outlined in the assignment, and how they can ‘demonstrate’ their skills.


Where is the lesson?

The arrangement of the desks in the room is a common horseshoe of computer workstations with a small number of tables in the centre of the room.

The central tables can be moved freely although this is a suitable position for the classroom discussion. The computer workstations will be used towards the end of the lesson.

The white board is at the door end of the room, it is a new smart board, and although is smaller, it can be seen from all positions in the room, if the students move their chairs round. This will be used for demonstrations of PC work and is available for the question and answer section.

The acoustics are adequate for a teaching environment. The room is always light and warm enough, and windows can be opened to provide additional ventilation.

When is the lesson?

The lesson is not the first nor the last of the day, so I expect the students to be prompt and I will start the lesson promptly. I will expect the students to be fully attentive for this time of day. The lesson is 2 55 minute periods long, which most lessons are for these students, and this gets everyone into a common frame of mind.

How will they be taught?

The introduction to the lesson will be a re-cap of the previous lesson and I will respond to any questions raised about the topic. This will lead on to the topic of the assignment. The main topic of the lesson I have planned involves giving the students the end of unit assignments. I plan to give each student a handout and read it to them so that they understand what is asked of them, I will also involve them in the discussion by getting them to read out the criteria, allowing them to ask questions as we go.  Referring to Minton (1997: 46-47), the following have been identified:

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Knowledge        I am giving the students direct knowledge of the case study for the unit assignment.

Understanding        This will help them understand what they need to do to pass the unit        

Skills                        They will then know what skills they have to use to fulfil the criteria

Attitude        By describing the assignment their attitude to the unit will change as they now know the purpose

Behaviour        Their behaviour towards the work will now be fully focussed on the requirements of the task

The lesson will involve some work on the computers by the students writing their introductions towards the ...

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