edfgc5807 theory and practice of learning and teaching web viewedfgc5807 theory and practice of...

EDFGC5807 Theory and practice of learning and teachingASSESSMENT TASK ONE: PEER TEACHING & REFLECTION.

EDFGC5807 Theory and practice of learning and teachingAssessment Task One: Peer Teaching & Reflection

EDFGC5807 THEORY OF PRACTICE LEARNING AND TEACHINGASSESSMENT TASK ONE: PEER TEACHING & REFLECTION.

Table of Contents

Self-Evaluation.................................................................................................................. 3

Justification of Changes............................................................................................... 7

References....................................................................................................................... 11

Appendices........................................................................................................................ 14Appendix A................................................................................................................................... 14Appendix B................................................................................................................................... 19Appendix C................................................................................................................................... 21Appendix D................................................................................................................................... 22Appendix E................................................................................................................................... 23

Self-Evaluation

Microteaching is proven to be a powerful learning opportunity (Hattie, 2011).

2


This task has had a twofold effect on my experiences of teaching and

learning; firstly in the role as the teacher facilitating the lesson and secondly

as the student participating in a lesson and providing positive and constructive

feedback to my peers. This model has allowed me to gain a greater

understanding of a range of theorists, aspects about their educational theories

and how they can be applied. Overall, it has improved my general

pedagogical knowledge (Moll, 2016). In this self-evaluation I will reflect on the

strategies that worked well in my lesson and what factors contributed to their

success. I will highlight the areas of improvement I need to work on.

Extensive preparation and planning can assist in avoiding poor outcomes

(Dunn, 2009). As Dunn elaborates, teachers whose planning has been

suboptimal have the most trouble engaging their students. I was pleased with

how well the lesson flowed; with the relevancy of the content I covered and

how my peers received the activities (see Appendix A for Lesson Plan A).

There was a lot of careful consideration of what the purpose of the lesson was

and what content was important to include. I had chosen Jerome Bruner as

my educational theorist and I wanted to focus on scaffolding, as it is an

important strategy we can apply to all aspects of our future teaching. Firstly I

thought about what my learning outcomes of the lesson were to be. I took into

account what did I want my peers to know and what do they already know.

From there I developed my learning intentions. Learning intentions should be

clear statements of what you want your students to be able to achieve at the

end of a lesson (Killen, 2016). The activities planned also had to be highly

relevant to my learning intentions.

3


Peer Feedback reported that my introduction ‘clearly set out my learning

intentions’ and my conclusion summarised those key-learning outcomes (see

Appendix B for Peer Feedback forms). By using my learning intentions as the

foundation for my lesson structure, I was able to develop my lesson content,

activities, assessment and teaching techniques around them. This helped me

to make appropriate links between the lesson’s content and the learning

outcomes that allowed the structure of the lesson to flow well. Feedback from

peers suggested that there was ‘lots of linking throughout the lesson’ and I

had successfully ‘linked the end to the start’. I also had ‘the right amount of

information’ and I had linked my educational theorist well ‘with other theorists.’

In my short ten minute time frame, I wanted to try and maximise the potential

for learning to take place by building on students current levels of knowledge

and using activities that would encourage high-order thinking (Killen, 2016).

Students learn in many different ways and at different rates (Churchill, 2016). I

attempted to cater for different student needs in the body of my lesson by

having a PowerPoint presentation weighted towards visual learners and also

by devising activities that suited learners who preferred to apply new

knowledge in a practical sense (see Appendix C for PowerPoint). In Lalley’s

(2007) article; The Learning Pyramid: Does it point teachers in the right

direction, it lists that students retain 50% of what they have learnt by engaging

in group discussions, 75% when they practice what they learnt and 90% when

they teach someone else immediately. I decided to prepare two activities; in

groups of four they would discuss and list three ways that they could apply

4


scaffolding strategies for the given school-based scenario task. The second

activity involved peers pairing up with someone from a different small group to

explain to each other what scaffolding means state their group task school-

based scenario and list one scaffolding strategy they could implement. I

encouraged my peers to actively participate in the activities; I did not want

them following simple procedures or just listen to me talk. I encouraged them

to apply this new knowledge of scaffolding in a range of relevant future school

scenarios and reflect on it for a deeper understanding (Killen, 2016).

In my peer feedback the activities were well received. ‘Group work engaged

students, was great using simple practical varied examples’ and ‘good student

involvement,…loved students being able to relate to scaffolding and how to

use it in the classroom.’ My time limit for the PowerPoint presentation and the

activities was an ideal balance. ‘Good time as far as the talking and then the

activity….loved timing of the activities.’ At the end of the lesson for further

reflection and conclusion of the session I brought the whole class back

together and we shared each group scenario and heard a range of scaffolding

strategies we could all use in the future. As reviewed in my peer feedback

‘activity was very appropriate’ and ‘reviewed group work, gave a good

indication of student learning via questions.’ I was cautious of encouraging

students throughout the presentation. Not just to involve them but also to

support them in acquiring this new knowledge.

Resources for my lesson included a PowerPoint presentation, drawing a

diagram of scaffolding on a whiteboard to demonstrate the process occurring

5


and providing a handout of scaffolding examples to assist peers in their group

work (see Appendix D for peer handout). I sat briefly with each group during

the first activity to listen to the discussion being had and applied scaffolding

strategies when required. Sometimes by referring to the handout given for

examples, breaking down the task into smaller parts or asking further

questions related to the task (Albury, 2016). The peer feedback I received

was that I attempted to ‘encourage students throughout the presentation’ and

that ‘scaffolding (was) explained well…great having handout to explain

scaffolding.’

One of my weaknesses was that I ‘spoke clearly’ but tended to speak ‘a little

too fast’ and on tangents when nervous. This is related to nervousness

regarding the task and is a skill that I shall work on over time. Prior to the

lesson, I was concerned that being nervous could affect the language and

manner I used in delivering the lesson and as a result meaning could be lost

or misconstrued. Another weakness was resource usage. At the start of the

lesson, I struggled briefly with loading the PowerPoint and changing the view

setting to full screen. As Dunn (2009, p.18) states, ‘you need to get the small

things right.’ My choice of a red whiteboard marker was not ideal and as

stated, a ‘red marker (was) hard to read.’

6

EDFGC5807 Theory and practice of learning and teachingASSESSMENT TASK ONE: PEER TEACHING & REFLECTION.

Justification of Changes

There are many different templates for lesson plans (Killen, 2016). This was

my first attempt at creating a lesson plan. There were quite a few changes I

had made to my original Plan A lesson plan after the microteaching

experience (see Appendix E for Lesson Plan B).

My first area to critique was my learning intentions. They read more like goals

than actions. Mine were slightly too broad and needed to describe the

learning that my peers could demonstrate (Killen, 2016). Learning intentions

should be achievable and written as a statement of action (Winch & Holliday,

2016). Now they are defined more clearly, easier to assess and state what my

peers will be able to do and know at the end of the lesson.

As mentioned previously in my peer feedback, I explicitly listed black or blue

whiteboard marker in my resources section. Proactive planning can lead to

creating an effective learning environment (Shaw, 2016). Proactive planning

can assist in anticipating outcomes and events and it is a practice I would like

to become proficient in. Just as my PowerPoint presentation didn’t quite go to

plan, if I had taken time to become more familiar with the software and had

checked my equipment prior to the lesson starting it would have led to better

time management and less disruptions in the class. I also included a count

down timer on my power point presentation. This is a good tool to use as a

time management strategy. Giving students a visual reminder of how much


time they have to spend on a given task, can lead to the lesson flowing better

and being more productive. Despite the activity time frame running on time, it

would have been more proactive of me to have this timer for easier transition

from the first activity to the last one.

Good time management is a skill I wish to improve. I decided to remove a

section of general information about Bruner from the body of my lesson Plan

A for this reason. I had practised presenting my lesson and constantly

reviewed it’s content to fit time limits. After the microteaching experience the

timekeeper notified me that I came in at 10 minutes and 53 seconds. Ideally I

would have liked more time allocated for questions and consolidating the

learning outcomes of the lesson. I had not factored in enough time for probing

for prior knowledge and questioning. That time is more crucial for students to

develop a deeper understanding. I thus decided to remove information that

was less relevant to achieving the learning outcomes.

As I reviewed my lesson plan I realised that I had underestimated the powerful

teaching strategy of questioning. Questioning can be used in so many ways to

influence teaching and learning outcomes. It can actively engage students in the

lesson, seek and assess their previous knowledge of a topic, be used as a form of

formative and summative assessment, to keep students on task and to motivate

them in their own learning endeavours (Killen, 2016). This is a priority in creating

meaning and encouraging thinking.

Firstly, I added probing questions into my introduction and body of my lesson. This

8


would assist in confirming their current level of knowledge that can be used as an

ideal starting point for new learning and to encourage them to think more deeply

about the topic. Questioning can be difficult to target appropriately. For example, if

you have pitched the lesson too far above the students’ current level of knowledge

they may disengage. If it is pitched at the same level of understanding it could

become a repetitive and boring process (Killen, 2016). Teachers need to be flexible.

They may need to quickly redirect and adapt their lesson plans to accommodate

accordingly.

Secondly, I used questioning to assess my peers’ understanding of the activities

planned in case instructions needed to be worded differently (Reys, 2012). I

employed questioning as a scaffolding strategy to support students in understanding

and completing the group task. It was also helpful in the whole class discussion as a

method to draw out some of the key aspects discussed by peers in the group

activity. I had sat with all groups during the group work task and listened to their

conversations. I called on students whose conversations I overheard which

contained strong examples of scaffolding in the classroom that I wanted to highlight

to the whole group for further discussion to add to their growing repertoire of

teaching strategies.

Questioning also helped me to assess for learning throughout the duration of the

lesson and keep my peers on task. Asking open-ended questions prompts students

to think critically and place new knowledge into their existing framework; which

encourages greater retention (Nagel, 2016). I would like to learn how to instinctively

pitch questions at a level appropriate for students and the content. Higher-order

9


questions are great for learners who need to be challenged where lower-order

questions can be used to support students struggling with a concept being taught

(Killen, 2016). It’s about finding that balance of using both and determining when

which one is more appropriate.

Questioning is also a great tool for summative assessment. It would allow me to

recognise and document what my peers know and what they are able to do. In my

concluding strategy for Lesson Plan B, I compiled a list of questions that relate to the

outcomes of my lesson. I would also include questions asking students to think

critically and to interpret their understanding. As Nagel (2016, p. 78) suggests that

students conceptualise learning as falling into five different categories; one being

that learning involves ‘comprehending the world by reinterpreting their own

knowledge.’

Ultimately, ten minutes is a short time frame. For the purpose of this microteaching

experience it was an excellent method to promote rapid learning (Korthagen, 2005)

for me as a starting PST. Especially in preparing and planning the lesson plan. It

made me think critically about what were the important aspects to prioritise, the

teaching strategies to use for an effective impact on student learning and to

constantly review on how to implement and deliver the lesson and afterwards to

reflect on the experience holistically to encourage professional development and

growth competence (Korthagen, 2005).

10


References

Albury, K., & Riley, A. (2016). Understanding & using educational theories.

London, England: Sage Publications.

Bruner, J. (1986). Actual Minds, Possible Worlds. Cambridge, US: Harvard

University Press.

Churchill, R., Godinho, S., Johnson, N. F., Keddie, A., Letts, W., Lowe, K., Mackay,

J., McGill, M., Moss, J., Nagel, M. C., Shaw, K., Ferguson, P., Nicholson, P.,

& Vick, M. (2016). Teaching: Making a difference (3rd ed.). Milton, QLD:

Wiley.

Dunn, R. (2009). Dos and don'ts of behaviour management (2nd ed.).

London: Continuum. Available from

http://reader.eblib.com.au.ezproxy.federation.edu.au/(S(sjg24cu1vvk44q

yomma50tk0))/Reader.aspx?

p=601715&o=168&u=7H0kDkQ9RgrLKq6x8oW0aA%3d

%3d&t=1458430587&h=D20DE9AC69EB0D623741C1836E0729043E9

7F805&s=23655688&ut=544&pg=1&r=img&c=-1&pat=n&cms=-1&sd=1

Harre, R. (2006). Key Thinkers in Psychology. London, England: Sage

Publications.

Hattie, J. (2011). Visible Learning for Teachers Maximizing Impact on Learning.

11


Hoboken: Taylor & Francis. Available from

http://reader.eblib.com.au.ezproxy.federation.edu.au/(S(ojeg51uee44d10mpgl

knlr4f))/Reader.aspx?p=958163&o=168&u=7H0kDkQ9RgrLKq6x8oW0aA%3d

%3d&t=1458431085&h=557E78C5F17CD675CB28BD32E5E199EBFF526B2

2&s=23655688&ut=544&pg=1&r=img&c=-1&pat=n&cms=-1&sd=1

Killen, R. (2016). Effective teaching strategies: Lessons from research and

practice (7th ed.). South Melbourne, Victoria: Cengage Learning

Australia.

Korthagen, F., & Vasalos, A. (2005). Levels in reflection: core reflection as a

means to enhance professional growth. Teachers and teaching, 11(1),

47-71.

Lalley, J. P., & Miller, R. H. (2007). The Learning Pyramid: Does It Point

Teachers in the Right Direction? Education, 128(1), 64-79.

Moss, J. (2016). Introducing Teaching as a Profession. In R. Churchill, S.

Godinho, N. F. Johnson, A. Keddie, W. Letts, K. Lowe, J. Mackay, M.

McGill, J. Moss, M. C. Nagel, K. Shaw, P. Ferguson, P. Nicholson, & M.

Vick. Teaching: Making a difference (3rd ed.). (pp. 2-35). Milton, QLD:

Wiley.

Nagel, M. C. (2016). Student Learning. In R. Churchill, S. Godinho, N. F.

Johnson, A. Keddie, W. Letts, K. Lowe, J. Mackay, M. McGill, J. Moss,

12


M. Nagel, K. Shaw, P. Ferguson, P. Nicholson, & M. Vick. Teaching:

Making a difference (3rd ed.). (pp. 78-117). Milton, QLD: Wiley.

Reys, R. E. (2012). Helping children learn mathematics (10th ed.). Hoboken,

NJ: Wiley.

Shaw, K. (2016). Organising the learning environment. In R. Churchill, S.

Godinho, N. F. Johnson, A. Keddie, W. Letts, K. Lowe, J. Mackay, M.

McGill, J. Moss, M. C. Nagel, K. Shaw, P. Ferguson, P. Nicholson, & M.

Vick. Teaching: Making a difference (3rd ed.). (pp. 330-360). Milton, QLD:

Wiley.

Vialle, W., Lysaght, P., & Verenikina, I. (2005). Psychology for Educators.

Victoria, Australia: Thomson.

Victoria State Government. Education and Training. Literacy Professional

Learning Resource - Key Concepts - AusVELS Levels 7 to 10 - Zone of

Proximal Development and Scaffolding. Retrieved March 2, 2016, from

http://www.education.vic.gov.au/school/teachers/teachingresources/

discipline/english/proflearn/Pages/velszopds56.aspx

Winch, G., & Holliday, M. (2014). Managing the literacy classroom. In G.

Winch, R. R. Johnston, P. March, L. Ljungdahl & M. Holliday. (Eds.),

Literacy: Reading, writing and children’s literature. (5th ed.). (pp. 230-

257). Victoria, Australia: Oxford University Press.

13


Appendices

Appendix APractice Lesson Plan A

Topic: JEROME BRUNER

Learning Intention: (what do I want the students to be able to do, know, think or feel at the end of this lesson?

Will be able to list some basic information about Jerome Bruner Gain an understanding on what ‘Scaffolding’ means in relation to the practice

of learning and teaching Will be able to explain how Scaffolding can be used in the classroom

Resources: (List what you will need to have on hand for your lesson and organisational matters)

- Short power point presentation - Handout - Whiteboard marker

Lesson OutlineIntroduction:How best to motivate students and explain the importance of this lesson? Hook?

Ask for a show of hands to see if anyone has heard of Jerome Bruner. Ask open-ended questions about their current knowledge about Bruner and his education theories.

Explicitly state learning intentions for today’s session: Will be able to list some basic information about Jerome Bruner Gain an understanding on what ‘Scaffolding’ means in relation to the practice


Show a short power point presentation with minimal written content and images to engage students.

FIRST SLIDE – learning objectives clearly stated Will be able to list some basic information about Jerome Bruner Gain an understanding on what ‘Scaffolding’ means in relation to the practice


14


SECOND SLIDE - basic introduction of Jerome Bruner

Jerome Bruner was born in 1915 in New York City Early history of disrupted family-life and schooling He attended Duke and Harvard Universities Worked as a social psychologist during World War II producing the

broadcasting of public information Following the war his work really started to take off

Bruner had a significant impact on educational policy, theory and practice. Bruner’s theories constantly evolved over the duration of his life’s work. From early beginnings in cognitivism, to curriculum development, then

becoming one the founding father’s on constructivism and finally his later body of work focusing of the importance of social and cultural factors in education and learning.

Bruner is linked to many other educational theorists such as Piaget and Vygotsky. It is well documented that Bruner become increasingly inspired by the works of Vygotsky.

THIRD SLIDE - Definition of scaffolding and how it can be applied in the classroom

The support given to students, through explicit teaching skills and knowledge, to move students to a higher level of understanding (WINCH, 2016).

Scaffolding is a term invented by Bruner, which also links in with Vygotskys ‘zone of proximal development’ theory.

Bruner encourages teachers to allow students to explore and discover in the learning process. Scaffolding supports this discovery process.

A term that has started to come up in a lot of our readings Scaffolding in its very essence, is a temporary structure of support. ‘Cognitive crutches’

FOURTH SLIDE – Table of scaffolding strategies provided (listed on handout)

Scaffolding in practice involves: The student interacting/being helped by a teacher (or someone with a greater

level of knowledge) Apply different strategies to starting a task, breaking problems down into

smaller ones, giving feedback on progress. Support and guidance is gradually removed as the student becomes more

proficient Successful scaffolding is evident when there is a shift of responsibility from

the teacher to the student.

Draw Scaffolding process on the whiteboard as a visual demonstration.

15


Teaching strategy/Learning Activity:

Activities

FIFTH SLIDE- GROUP TASK- Each group of four will be presented with a school scenario-based task and

asked to write down examples of how to apply scaffolding.

SIXTH SLIDE - REFLECTION- Each student will pair up with a student from another group to explain their

definition of scaffolding and how it was applied to their group task

Ask yourself ‘What will support the students to learn the concepts I’m trying to teach and to reach the outcomes I’m aiming for? What will students be doing? What will I as teacher be doing?’

Students will …… Teacher will…

Introduction (2 mins)Watch a short power point presentation linking previous knowledge of educational theorists to new knowledge about Jerome Bruner’s work.

IntroductionShow a short power point presentation and ask open-ended questions to assess and draw on prior knowledge of Jerome Bruner’s educational theories.

Draw a diagram on the whiteboard demonstrating the process of scaffolding.

Activity One (3 mins)

Group Work

Work in groups of four to list three different ways to apply scaffolding to the given task provided.

Engaging in discussion within their group with use of the given handout to complete task.

Activity One

Give out handout about scaffolding and examples of different strategies.

Give each group a school scenario and how scaffolding could be applied. The task is structured as a mind map. Visit each group to facilitate learning. Encourage participation and support brainstorming of scaffolding strategies.

16


Activity Two (3mins)

Think/Pair/Share

Students will form pairs with another student from a different small group.

They will be able to:Explain their understanding of the term scaffolding to each other

List one example of how it’s applied in the classroom from their group work task

Activity Two

Encourage students to pair up with a peer from another group to reflect on learning.

Encourage higher level learning in explaining to a peer their understanding of the term scaffolding and how it can be applied in a classroom setting

Conclusion (2 mins)Engage in whole class discussion and reflect on scaffolding strategies used in small group work.

ConclusionIn whole class discussion, ask one member from each group to list one scaffolding strategy from their task and how they applied it to their school-based scenario.

Concluding strategy:Ask yourself, ‘How can I capture the main learning points of the lesson?’

Collect mind map tasks given to small groups to check students understanding of the topic.

Encourage meaningful discussion amongst peers to encourage a deeper understanding of the lesson objectives.

Bring whole class back together and discuss outcomes from group task.

Link back to Learning Intentions (learning objectives slide back up on power point)

Assessment: (What will be the assessment task, tightly relating it to your lesson outcome, the criteria, and how you will you record student progress?)

Completion of group taskSuccessfully explain what scaffolding is and how it can be used in a classroom setting

Any special considerations or contingency plans: (Consider students with special needs or the particular needs of your class or school)

17


Self-reflection (anticipated self-questioning) Did the students successfully reach the lesson outcomes?What worked well?What didn’t work well?Were the students engaged?Any ideas on how to make it more meaningful and fun?Time management: did the content correlate the time limit?Did I keep the lesson to 10 minutes?Did I facilitate the lesson well?

18


Appendix B

19


20


Appendix CJerome Bruner PowerPoint Presentation

Appendix DJerome Bruner - Scaffolding Handout

21


Scaffolding

‘The support given to students, through explicit teaching of skills and knowledge, to move students to a higher level of understanding’ (WINCH, 2016).

Scaffolding in practice involves:1. The learner is being helped by a teacher/more knowledgeable peer2. Apply different strategies to starting a task, breaking problems down

into smaller ones, giving feedback on progress. 3. Support and guidance is gradually removed as the student becomes

more proficient and takes full responsibility of the task

Scaffolding Strategies

Questioning Tap into prior knowledge Ask open ended questions

Explaining Simplify the task Break it down into smaller chunks Provide additional information Link it home-life/real-life

Modelling Behaviour for imitation Demonstrating certain skills

Hints Providing clues Making suggestions However, not giving the answer

Feedback Provide information regarding the students performance

Instructing Step by step instructions How something must be done and why

Visual Aids Using graphs, pictures, objects, concept maps/mind maps, handouts

Training wheels which can be removed

Appendix EPractice Lesson Plan B

22


Topic: JEROME BRUNER

Learning Intention: (what do I want the students to be able to do, know, think or feel at the end of this lesson?

Will be able to list some basic information about Jerome Bruner Gain an understanding on what ‘Scaffolding’ means in relation to the practice


List some basic information about Jerome Bruner Define what ‘Scaffolding’ means in relation to the practice of learning and

teaching Reflect on how Scaffolding can be used in the classroom

Resources: (List what you will need to have on hand for your lesson and organisational matters)

- Short power point presentation - Handout - Whiteboard marker (black or blue)- Count down timer on power point

Lesson OutlineIntroduction:How best to motivate students and explain the importance of this lesson? Hook?

Ask for a show of hands to see if anyone has heard of Jerome Bruner. Ask open-ended questions about their current knowledge about Bruner and his education theories.

Explicitly state learning intentions for today’s session: List some basic information about Jerome Bruner Define what ‘Scaffolding’ means in relation to the practice of learning and

teaching Reflect on how Scaffolding can be used in the classroom

Show a short power point presentation with minimal written content and images to engage students.

FIRST SLIDE – learning objectives clearly stated List some basic information about Jerome Bruner Define what ‘Scaffolding’ means in relation to the practice of learning and

teaching Reflect how Scaffolding can be used in the classroom

23


SECOND SLIDE - basic introduction of Jerome Bruner

Jerome Bruner was born in 1915 in New York City Early history of disrupted family-life and schooling He attended Duke and Harvard Universities Worked as a social psychologist during World War II producing the

broadcasting of public information Following the war his work really started to take off

Bruner had a significant impact on educational policy, theory and practice. Bruner’s theories constantly evolved over the duration of his life’s work. From early beginnings in cognitivism, to curriculum development, then

becoming one the founding father’s on constructivism and finally his later body of work focusing of the importance of social and cultural factors in education and learning.

Bruner is linked to many other educational theorists such as Piaget and Vygotsky. It is well documented that Bruner become increasingly inspired by the works of Vygotsky.

THIRD SLIDE - Definition of scaffolding and how it can be applied in the classroom

Probe students for prior knowledge of Scaffolding.

‘The support given to students, through explicit teaching skills and knowledge, to move students to a higher level of understanding (WINCH, 2016).’

Scaffolding is a term invented by Bruner, which also links in with Vygotskys ‘zone of proximal development’ theory.

Bruner encourages teachers to allow students to explore and discover in the learning process. Scaffolding supports this discovery process.

A term that has started to come up in a lot of our readings Scaffolding in its very essence, is a temporary structure of support. ‘Cognitive crutches’

FOURTH SLIDE – Table of scaffolding strategies provided (listed on handout)

Scaffolding in practice involves: The student interacting/being helped by a teacher (or someone with a greater

level of knowledge) Apply different strategies to starting a task, breaking problems down into

smaller ones, giving feedback on progress. Support and guidance is gradually removed as the student becomes more

proficient Successful scaffolding is evident when there is a shift of responsibility from

the teacher to the student.

Draw Scaffolding process on the whiteboard as a visual demonstration.Ask it there are any questions about scaffolding. Assess current understanding.

24


Teaching strategy/Learning Activity:

ActivitiesAsk fist of five to review understanding of the task prior to commencing. In case instructions needs to be more clearly stated and explicit.

FIFTH SLIDE- GROUP TASK- Each group of four will be presented with a school scenario-based task and

asked to write down examples of how to apply scaffolding.

SIXTH SLIDE - REFLECTION- Each student will pair up with a student from another group to explain their

definition of scaffolding and how it was applied to their group task

Ask yourself ‘What will support the students to learn the concepts I’m trying to teach and to reach the outcomes I’m aiming for? What will students be doing? What will I as teacher be doing?’

Students will …… Teacher will…

Introduction (2 mins)Watch a short power point presentation linking previous knowledge of educational theorists to new knowledge about Jerome Bruner’s work.

IntroductionShow a short power point presentation and ask open-ended questions to assess and draw on prior knowledge of Jerome Bruner’s educational theories.

Draw a diagram on the whiteboard demonstrating the process of scaffolding.

Activity One (3 mins)

Group Work

Work in groups of four to list three different ways to apply scaffolding to the given task provided.

Engaging in discussion within their group with use of the given handout to complete task.

Activity One

Give out handout about scaffolding and examples of different strategies.

Give each group a school scenario and how scaffolding could be applied. The task is structured as a mind map. Visit each group to facilitate learning. Encourage participation and support brainstorming of scaffolding strategies.

25


Activity Two (3mins)

Think/Pair/Share

Students will form pairs with another student from a different small group.

They will be able to:Explain their understanding of the term scaffolding to each other

List one example of how it’s applied in the classroom from their group work task

Activity Two

Encourage students to pair up with a peer from another group to reflect on learning.

Encourage higher level learning in explaining to a peer their understanding of the term scaffolding and how it can be applied in a classroom setting

Conclusion (2 mins)Engage in whole class discussion and reflect on scaffolding strategies used in small group work.

ConclusionIn whole class discussion, ask one member from each group to list one scaffolding strategy from their task and how they applied it to their school-based scenario.

Concluding strategy:Ask yourself, ‘How can I capture the main learning points of the lesson?’

Collect mind map tasks given to small groups to check students understanding of the topic.

Encourage meaningful discussion amongst peers to encourage a deeper understanding of the lesson objectives.

Bring whole class back together and discuss outcomes from group task.Compile a list of questions that relate to the outcomes of this lesson

Can scaffolding be used in a variety of settings inside and outside of school grounds?

Do you think this is a good teaching strategy? Do you agree with Jerome Bruner’s theory?

Link back to Learning Intentions (learning objectives slide back up on power point)

Assessment: (What will be the assessment task, tightly relating it to your lesson outcome, the criteria, and how you will you record student progress?)

Completion of group mind map taskSuccessfully explain what scaffolding is and list how it can be used in a classroom settingParticipation in both activities

26


Any special considerations or contingency plans: (Consider students with special needs or the particular needs of your class or school)

Self-reflection (anticipated self-questioning) Did the students successfully reach the lesson outcomes?What worked well?What didn’t work well?Were the students engaged?Any ideas on how to make it more meaningful and fun?Time management: did the content correlate the time limit?Did I keep the lesson to 10 minutes?Did I facilitate the lesson well?

27

edfgc5807 theory and practice of learning and teaching web viewedfgc5807 theory and practice of...

Documents