REQUIREMENTS FOR 2011

I MICRO-LESSONSCHOOL EXPERIENCE

ASSIGNMENT

SCHOOL EXPERIENCE 2

ADMINISTRATIVE DETAILS

Administrative: Ms M. Mahomed B Ring 311

Academic: Mrs. S. Ramsaroop B Ring 404AConsultation hours: Tuesday: 8:30-9:30 Wednesday: 12:00-14:00

Friday: 8:30-9:30

Tutor: Will be communicated to you.

GRIEVANCE PROCEDURE

In writing to the lecturer concerned.Academic: S. RamsaroopAdministrative: M. MahomedHead of DepartmentThe DeanDocumentation to support your claim.

COURSE BREAKDOWN

MICRO-LESSON 10 minute

presentation Lesson of your choice. Comprises 30% of the

total mark for PRT0002.

Begins on the 9th May 2011.

SCHOOL EXPERIENCE1 week at schools of your

choice: Semester 2Select schools in pairsMakes up 70% of the mark for

this module. Both components are

compulsory.Due Date: Assignment: 27-09-

20119:00-14:00 B Ring 404ARefer to edulink for assign and

assess criteria.Hard copy at micro-lessons.

ASSIGNMENTS

Late submission: 1 day late: -5%2 days late: -8%3 days late: -12%Later than 3 days: -25%All assignments must be typedArial, Calibri and Times New RomanFont size 12Line spacing 1.5Cover Page: Surname, Name, student

number, contact details, course name and code, lecturers name and submission date.

ASSIGNMENT

Students to go out to schools in pairs.Choice of schools up to students. In pairs- observe 2 lessons.Write two reports: an individual analysis and a

consolidated report on the following:Lesson introduction. Describe and

analyseConcluding a lesson.Learner engagement.Theorize to improve practice: draw on

educational theory. What are the alternatives?

MICRO-LESSONS: PHASES OF A LESSON

3 PHASES:Introduction or the invitation phaseLesson core: Engaging with new contentSummary and integrationIn each phase, the following questions

are important: Who; What; When; Where; What for; How?

LESSON DESIGNING

No longer a lesson template.Focus is now on designing your own

lesson plans.6 questions to guide lesson designing:WHO?WHAT FOR?WHEN?WHERE?WHAT?HOW?

WHO? Situation Analysis

Who are the participants in the lesson?What pre-knowledge do learners have about

what I am about to teach (the learning content)? Are learners likely to have misconceptions about the learning content?

Look at aspects that can promote or hinder the teaching and learning process:Examples: Class size; Language: Cultural background of learners; Religion; Learners with special needs; Race.

Need to plan according to the diversity of the learner population.

Why consider learners when planning?

Examples: Social and cultural background: If children come from homes where they are expected to be ‘seen and not heard’, plan activities where learners feel free to participate without being reprimanded.

Urban children exposed to more sophisticated technology.

Language and developmental level of learners.

Class size and composition: impacts on group activities

WHAT FOR? LESSON OUTCOMES

Describes the activities of the learner, not the teacher.

Is the intended action which the learner should be able to perform at the end of the lesson.

Use only one outcome verbConcentrate on one action at a timeOutcomes should cover the cognitive

domain (Knowledge); affective domain (attitudes)

Psychomotor domain (skills)

LESSON OUTCOMES

The student will be able to understand why people move to the city.

The student will know the reasons for rural urban migration.

Are the above measurable?Rewrite the above using action verbs

that are observable.To test recall of ideas and facts, what are

some of the action verbs that you can use to write down the outcomes.

ACTION VERBS: TO WRITE OUTCOMES

Bloom’s taxonomy: Level 1: Knowledge: List; Define; Label;

Name; Match.Level 2: Comprehension: Explain;

Summarize; Infer; Report; Demonstrate; Dramatize

Level 3: Application: Apply; Construct; Solve; Translate; map; diary

Level 4: Analysis: Analyse; Distinguish; Differentiate; Contrast; Compare; Survey; conclude

ACTION VERBS CONTINUED…

Level 5: Synthesis: Integrate; Formulate: Hypothesize: Compose; Modify; Create; Invent; Plan; Design; Poem; Predict

Level 6: EVALUATION: Judge; Evaluate; Dispute; Verify; Criticize; Justify; Assess; Debate; Recommend; Conclude; Opinion

WHEN

TimeframeLearner-centred approach: How much

can be learned?And not Teacher-centred: How much can

be covered?Morning, Afternoon, After Break, Before

a sporting event, etc.

WHERE?

ClassroomFacilities availableArrangement of desks and chairs

Creation of a subject atmosphere: posters, models, display of learner’s work.

WHAT?

Content to be learned.Knowledge, skills, attitudes and values.

Link to the local context.Pedagogical content knowledge

HOW?

Teacher and learner activities

Teaching StrategiesResources used

Questioning Methods and techniques

3 stages: asking the question; learner’s response and teacher’s reflection to learner’s response.

Listen actively! HOW? Body language, Facial expressions, show

respect by facing them when they speak, eye contact, do not interrupt, acknowledge responses, rephrase learners responses once they have finished.

Questioning Skills

RedirectionPromptingPausing: Wait timeHandling incorrect responsesSeeking clarificationCalling on volunteersRefocusing

Types of Questions

Bloom’s TaxonomySocratic questioning: deeper and more

probing questions. Clarify; Why do you think so? What would be the consequence of…; How is your idea different from hers?

Closed and open questions

TEACHING STRATEGIES: Direct Instruction

Explaining new terminology, definitions, rules.

Careful not to add to confusion by using words that learners do not understand to explain new terms.

Teacher is the major provider of information.

Also involves teacher-student interaction.

Teaching strategies: Learner Centred

Co-operative Learning: collective term for a collection of teaching strategies designed to foster group co-operation.

Types of co-operative learning: Group work; working in pairs; Jigsaw.

Class discussions, small group discussionsDebatesPanel discussionBrainstorming exercisesQuestion and answer as a teaching method

TEACHING STRATEGIES

Role playSimulation gamesSocio-drama: re-creation of a real life

dilemma. Example: Doda and being a chef.Problem-solving method (heuristic method)-

learn through discovery.The experimental method/discovery,

exploration and observation.

Example of a Questioning Episode

“On the board are three lists of words for you to analyze for a minute. What is special about the first two lists…Amy?”

“All the words are alike.”“Could you explain what you mean by are alike?”“Well, they’re all words that I would use to mean

something good about somebody.”“That’s right. Does anyone notice anything else about

these words…Bob?”“You could use one of them to mean the other.”“Can you give me an example of this?”“I could say, ‘You are a very competent teacher,’ or I

could say, ‘You are a very skillful teacher,’ and, either way, id mean the same thing.”

“Good, Bob. So the terms in column 1 are more or less interchangeable with those in column 2, right?” General agree is evident in students’ nods.“What term do you use to designate this type of relationship?”[No response.]“OK. Think back to your study of prefixes, suffixes, and root words. Can anybody remember the prefix that means same…Sally?”“Syn-.”“Good. Now, can anyone remember the one for name?”“-onym.”So, Sally, when you put them together you get…” “Synonym.”“Very good. Can you find some relationship between the words in column 1and those in column …Bob?”“Those in column 2 are synonyms of those in column 1.”

RESOURCES

The media laboratory (B Ring 301) is available for you to use from for preparation for your micro-lessons in your respective methodologies. Please note that preparation of transparencies and charts can be done during this time.

RESOURCES

The Faculty of Education has made available:

Write-on transparencies (done with transparency pens)

Thermal transparencies (made on photocopy machine). Black on clear.

Inkjet printer transparencies (designed on computer). MUST BE IN COLOUR

Poster paper (White plus 5 other pastel colours).

Pens etc. to be used in the laboratory only

MEDIA LAB

These are available at no cost to students. Number of materials for each student depends on the modules they are registered for.

Please make use of this facility as it will greatly assist in enhancing the quality of your micro-lesson.

Service times:

Mondays:       09:20 – 14:30

Tuesdays;       09:30 – 14:30

Wednesdays:  09:30 – 14:30

Thursdays:     10:00 – 14:30

Fridays:           09:30 – 14:30

ASSESSMENT CRITERIA FOR MICRO-LESSONS

Lesson Design: 20 MarksAttention focusing, Presentation and

Conclusion: 10 MarksQuestioning as a strategy: 10 MarksMedia: 10 MarksTOTAL: 50 MarksCriteria will be placed on edulink.

MICRO-LESSON

You would be expected to teach the introduction of the lesson, going a little into the main lesson using questioning as your teaching strategy and the conclusion.

You will be questioned on how you intend to teach the rest of the lesson by the lecturer concerned.

You will therefore need to plan for a full lesson of 30-40 minutes(including resources), although you will only be teaching for approx. 10 minutes. All resources that you will need for the full lesson must be available, even if you will not be using it your 10 minute presentation.

MICRO-LESSONS

No more than 7 names per session. Do not strike off another students name and

replace it with yours. This type of dishonest behavior will be viewed very seriously and will have serious repercussions.

Micro-lesson sessions are of 2 hour durations. You are to ensure that you are punctual and that you stay for the full duration of the lesson.

Micro-lesson venues: B Ring 318A Cancellations will only be considered under

exceptional circumstances and with authentic documentary proof as evidence.

MICRO-LESSONS

Afrikaans: Prof Trumplemann: B RING 318AAfrican Languages: Mr N. Mashishi: B RING

318AEnglish students: Mrs Sarita Ramsaroop: B

RING 318AC van der Merwe: B RING 301B**** This venue cannot seat more than

5 students.

"The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires." - William Ward