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Planning and Delivering Teaching.

Extracts from this document...

Introduction

Planning and Delivering Teaching Assignment Report David Jones Date submitted: Friday 3rd May 2002 Contents 1. Lesson plan for Observed Session 3 Lesson Plan 3 Lesson aims: 3 Specific learning outcomes: 3 Teaching and learning strategies: 3 Previous knowledge assumed: 3 Materials and equipment required: 3 Assessment method: 3 Notes on differentiation and equal opportunities: 4 Homework: 4 Verification of student outcomes 4 2. Rationale for lesson plan 5 Who are the students? 5 What did I want to teach them? 5 Where is the lesson? 6 When is the lesson? 6 How will they be taught? 6 Teaching Strategies 7 Learning Resources 8 Methods of assessment 8 3. Evaluation of lesson 9 Aims and learning outcomes 9 Teaching strategies 9 Resources 9 Assessment techniques 10 Timing 10 Relationships 10 Sticking to the plan 10 Modifications 11 4. Scheme of work 12 5. Rationale for scheme of work 18 Sequencing of topics 18 Topic order 18 Reasoning 19 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 ...read more.

Middle

Relationships I feel I had a good relationship with the group and there was plenty of two way discussion. I feel a sense of humour can help with drawn out activities such as assignment discussion, where students commonly feel distressed at the thought of their work being examined. This would help to put them at ease. One or two students in the group were a bit excitable, I decided not to make a point of stopping the lesson and disciplining them, as I felt the flow of the lesson was ok, I found that I could eyeball them, and the problem seemed to go away. Overall I feel the group are very well behaved. The students that misbehaved slightly reacted to my body language and did not disrupt the lesson The students were interested in the work, in particular they were interested in my comments of previous student pitfalls, and although I chose to do it in a humorous way, the students were able to reflect the issues in their own work. They were responsive to my questions and each others questions. The observer identified my good relationship with the group, and I agree I do feel it works very well in the classroom, I do also agree I could have got more out of such an enthusiastic group. The group were well behaved and did all the work asked of them. Sticking to the plan I did not divert from my lesson plan. The group discussion took slightly longer than anticipated but I did not need to divert from the plan, and I was able to cover everything I had planned. I expected more questions from the students. All students did what they were asked with enthusiasm. Modifications I would certainly structure questions and answers better. This is for two reasons, the first reason is that I can gain a better assessment of their learning, and also as I had felt they did not ask enough questions, I could anticipate their queries and ...read more.

Conclusion

I have then chosen quite a difficult topic of normalisation next, because I am not sure yet just how difficult the students will find it and need to know early on if I need to spend longer than I have planned on it. Also I want to always mix theory and practical and many other issues that need to be covered involve practical work so it is a good idea to put in this theory early on whilst arranging practical exercises around it. This helps to keep the students interested and also their theory work is maintained. Queries, forms and reports, are covered next, although they are each being used in the practical exercises to a little extent. This way the detail surrounding these topics can be explained in detail and the students can gradually learn new skills and put them in to practice during the class practical exercises. The topics of navigation and sequence and documentation are later on in the course as it will be more helpful to document and navigate databases once they had created substantial designs. The topic of testing is deliberately left towards the end as it is logical to test a database after it has been created. For the same reason the documentation topic is left until a later date. I have allowed a session at the start of the course for meeting the students and getting them acquainted with the new unit. I have allowed 2 sessions at the end of the unit for coursework. This will be class time set aside for the students to complete the end of unit assignment. I know they have all knowledge of PCs and a basic knowledge of Access Database software and I am aware of their individual skills, as I have taught the group a previous unit called Handling Information. There is no requirement to link the work with other units, but the assignment must allow the students to meet the criteria set out by the exam board. ...read more.

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