Topic about Success - Applying NSW Teacher Standards into Lesson Plans - Assignment Example

LESSON PLAN books.google.com.auhttp://books.google.com.au/books/about/The_complete_poems_of_Robert_Service.html?id=OUg4AAAAIAAJ&utm_source=gb-gplus-shareThe complete poems of Robert Service Unit Area of Study : Success Class Year 11 English (Standard) Lesson Focus Success Definition of “success” and the terminology surrounding “success” Poetic devices Outcomes 1. Students learn about the relationships between composer, responder, text and context by: * 1.1 identifying and describing the contexts of responding to and composing particular texts *1.2 identifying and describing the effects of those elements of a text which reflect context * 1.3 recognising the effects of their own language experiences and culture on their response to and composition of texts. 3.Students learn the language relevant to their study of English including: * 3.1 its terminology Materials The poem “Success” by Robert William Service PROCEDURES Time Language Mode/Class Organisation Teaching/Learning Activities Students Learn Engagement (20 mins) Whole Class (listening) Whole Class (speaking, contributing &writing) *White board title “Success” *teacher introduces Area of Study and concept of Success” *teacher ask students to ‘think about what they think success is’ and ‘why it is important’. (brainstorming around the concept) *ask them to relate these ideas to themselves. “Have I done anything to improve myself today?” Standard : 1.1.1 *to demonstrate knowledge and create a relationship between text and the context *how to engage with the text and the terminology surrounding Area of Study Instruction (10 mins) Whole Class(reading) Individual (writing) *ask them to read the poem “Success” from the handout silently *ask them to identify the elements of the poem that reflect concept of “success” Standard: 4.1.3 *to reflect and respond to their own reading of text Exploration (10 mins) Whole Class (listening) Whole Class(speaking and writing) *teacher gives background information about the poet and the poem *teacher asks them some of the key issues about the poem and then explains what they are. *teacher asks students to make a list of poetic devices and how they relate to the concept of “success”? Standard: 2.1.3 *the importance of context, and composer of the text *attribute listening *reflect, respond, visualise and understand poetic devices Reflection (15 mins) Groups of 4 Discussion/focus questions * ask them to write down their initial responses about the poem. (Both Positive and Negative) *How does the concept of “success” relate to happiness? *Can you think of any other similes? Ask them how has Robert used techniques to create meaning in the poem “Success”? Standard: 4.1.3 *to draw connections between text and themselves *the integrated nature of composing and responding visualisation creative reading skills Feedback/Homework (5 mins) Whole Class *Further questions? * Homework ask them to read the e-newspaper article “A Short Story of Success” Give them each a copy of the novel “The Sting of Success” and ask them to read the first chapter (we will only be looking at the first chapter). Standard: 3.1.2 attribute feedback creative reading skills Standard: 1.1.1 TEACHERS KNOW THEIR SUBJECT CONTENT AND HOW TO TEACH THAT CONTENT TO THEIR STUDENTS Knowledge of subject content is important to the teacher. This standard has been in this lesson plan because according to the lesson plan, the central concept was given and each modes of enquiry was provided by the teacher. Evidence of my application of this element to my lesson plan include: First I started by introducing the lesson and sharing the lesson objectives (outcomes). I stimulated the learners’ thinking by prompting them to define the term success so that they could compare with the author’s view. I also gave the author’s background information and aroused their mental faculties by allowing them time to reflect on success. Finally, I answered the questions that students asked. The teacher had a comprehensive purpose of teaching the poem as the way of giving information about the poem allowed students to listen, gain some knowledge, demonstrate and create a relationship between text and the context. Teachers need to understand subject matter in a more deeply and flexibly manner so as to help students create useful concepts that help relate ideas to another and in addition help address misconceptions in learning. Students were able to see how success connects across different fields and to everyday life. According to Shulman (1987), this kind of understanding for teachers and students provides a foundation for content or discipline knowledge that enables teachers to make ideas to be accessible to others. Shulman (2006) observes that a good understanding of lesson design is indispensable when teaching. Another observation, which is no less profound, is that a teacher not only needs to know the content but also pedagogically defensible methods to deliver this content. This means that a teacher should endeavour to deliver content in a way that makes this knowledge accessible to learners. Standard: 2.1.3 TEACHERS KNOW THEIR STUDENTS AND HOW THEY LEARN Knowledge of students’ varied approaches to learning Students have varied approaches to learning. This standard was achieved as different approaches to learning were applied such as class activities which allowed students to learn the material well. It is important to note that the key to distinguishing the knowledge base of teaching lies primarily on the intersection of content and pedagogy in the individual teacher’s capacity. This is in order to transform content knowledge into forms that are pedagogically powerful and yet adaptive to the variety of student different approaches to learning, their abilities and their different backgrounds. The teacher has transformed comprehensive ideas in a manner that they are to be taught. In order to effectively transform ideas; the teacher has applied learning preparation which involves giving ‘success’ text materials and which provide the process of critical interpretation. The teacher demonstrates ability to develop rapport with students, establish appropriate learning environment and provide directions for classroom activities (5.1.1, 5.1.2, 5.1.3, & 5.1.4). I believe I achieved this through formulation of robust strategies for classroom management. First, I introduced the central concept in a friendly manner to create an environment that supported learning. I asked the students questions to challenge them to think about the concept and corrected them in a facilitative way. Through ought the lesson I directed the students from one activity to the other to ensure that all goals were achieved. I started with introduction, then we read the poem, discussion and I concluded with assignment. Standard: 3.1.2 PLAN, ASSESS AND REPORT FOR EFFECTIVE LEARNING Teaching and learning programs Planning and implementing coherent lessons and lesson sequences that are designed to engage students and address learning outcomes standards have been achieved because students were able to engage with the materials and as a result the learning outcomes were successfully addressed by the teacher via an effective teaching and learning program. Teachers demonstrate knowledge of a wide range of learning materials and resources to support learning, plan sensible lessons that are designed to address the objectives and show the ability to articulate coherent goals in lesson planning (Shulman, 2006). I believe I achieved this because: I developed a coherent and integrated lesson plan that showed the anticipated outcomes as well as strategies to achieve them. The formulated outcomes were in line with the learning level and the curriculum requirements. Besides, I incorporated various learning resources and materials appropriately. These include: white board, marker pen and handouts containing the poem. Finally, highlighted on the lesson plan how i would articulate these goals. The teaching methods included brainstorming, asking questions, answering questions, and focus group discussions. Good settings for students learning provide lots of opportunities for research, inquiry, trying and testing, for talking about and evaluating the results of learning and teaching. Miller & Silvernail, (1994) argues that the combination of theory and practice in learning occurs mainly in an environment where questions arise in the context of real students and work in progress and where research and disciplined inquiry are also at hand. Standard: 4.1.3 TEACHERS COMMUNICATE EFFECTIVELY WITH THEIR STUDENTS The standard of teachers communicating effectively with their students have been achieved in this as the use of teaching strategies such as class activities including group discussions, reading, thinking, listening and writing activities around questions of teacher, allowed teacher to foster students’ interest and support learning, created an environment of respect and rapport by showing that students’ ideas are respected within this positive learning environment where activities were managed smoothly and efficiently. The teacher communicates directions to learners about the learning goals, exhibits a range of questioning techniques, uses group structures appropriately and engages learners in classroom discussion (4.11, 4.1.2, 4.2.3, & 4.1.4). I achieved this in several ways. I continuously communicated with the students on a range of issues. This communication was both verbal and nonverbal (maintaining eye contact and gestures). I communicated to students about the outcomes and shared with them the lesson objectives. I employed diverse questioning techniques ranging from brainstorming to specific questions addressed to specific students. After reading the poem, I rearranged the students in groups of four to reflect on the author’s views and the central concept. Students’ engagement was done through asking questions, answering questions that the students asked and brainstorming. Students require learning opportunities for teachers that are more powerful than simply reading and talking about new pedagogical ideas (Ball & Cohen, 1996). It’s important for students to acquire this knowledge and develop a practice that is different from what teachers themselves experienced as students. The teacher has been allowed to foster students’ interest and support learning and this has been demonstrated by collaborating with other teachers and looking closely at students and their work and sharing what they see. PART B Report 1. Why you selected the activities and resources Planning to identify actions that can effectively reach objectives is a vital step in any process, and teaching is not exceptional. The planning tool in teaching is the lesson plan which communicates to the students what they ought to learn as well as helping the instructors organize materials, content, time and instructional strategies in the classroom. However, development of effective tools takes a considerable deal of effort and time. When developing a lesson plan, knowledge of the content as well as the pedagogical skills comes in handy (Shulman 2006). Choice of materials for a specific lesson is determined by the syllabus requirements, the capacity of the teacher to use the selected materials as well as the lesson objectives. For my lesson, I had selected various materials to reinforce the concepts. These materials included; a white board, a marker pen and handouts containing the poem that formed the central issue for the lesson. A lesson plan is a tool used to achieve the objective set in the schemes of work. As such, the lesson plan must reflect the specifications of the schemes of work, and to a larger extent, the requirements of the syllabus. 2. How the selected activities and resources catered for students‟ learning needs (including literacy needs, individualised learning needs such as indigenous, cultural and linguistic needs); My knowledge of the subject also determined my choice of the teaching materials. Shulman (2006) observes that the interest of the students is only as good as the teacher’s ability to use the teaching materials. Upon evaluation of the choice of materials I had chosen, I was confident that I would be able to use them. Inability to use the materials of choice may substantially reduce the teacher’s confidence and contribute to loss of interest on the subject matter. The choice of handouts was done in line with the planned activities. The students were supposed to read the poem and reflect on it. Therefore, need for a material that carried the source of the poem came in handy. This reduced the time that could have been wasted had the teacher decided to write the poem on the white board. The handouts also carried the assignment that the students were to do. Various activities were incorporated in the lesson. These activities included: brainstorming listening to the teacher as he read the poem, repeating the stanzas in unison, forming focus group discussions to reflect on the central concepts and holing a question and answer session. Brainstorming aroused the learners’ interest as well as stimulating their thinking. Therefore, when listening to the poem, the students had a preformed idea of what the poem was about and this modified their stand on the central concept. A good understanding of the concept forms the foundation for successful group discussion. Therefore, the choice of activities was deeply rooted in the teacher’s knowledge of the subject matter as well as the capacity to impart knowledge. On the same vein, the choice marched the pedagogical requirements. 3. How i incorporated peer feedback into the improved annotations. The annotations that I had developed earlier, though they were good on average, had a number of flaws. These flaws were evident upon evaluation by peers who suggested some corrections to improve them. One of them suggested that being specific on how the standards were achieved would be better than being broad. He also suggested inclusion of the standards in the lesson plan. To add on the first peer’s observation, the second peer suggested a review on the latest literature to back up my standards. These observations were echoed by the third peer who also added that the standards should be more student centred than teacher centred. All these observations were considered and incorporated when revisiting the annotations. For instance, whereas only a shallow review of the standards had been attempted in the first annotation, a deep review of each standard was given in the revised annotation. This review was accompanied by a detailed explanation of how each of the standards was achieved during lesson planning. For example, on element 1, I explained how my mastery of the central concept and my ability to impart knowledge contributed to the teaching process. I also explained how I stimulated the learners’ interest and probed them to think more and deeper on the central concept. This enabled the learners to have a strong foundation on the central concept and understand the author’s message better. On element 4, I explained how my continuous communication aided delivery of the intended concepts. This communication was both verbal and nonverbal. Non-verbal cues were meant to prevent monotony to ensure that student maintained concentration. To ensure that the students were attentive and co-operative, I communicated the outcomes as well as the objectives. Therefore, the students were aware of the expectations as well as the means to meet those expectations. I also tried to formulate specific ways in which the standards were achieved. For example, instead making a broad statement on how element 3 was achieved (as in the first annotation), I detailed the specific activities that I carried out during lesson planning to justify my claim. Lastly, I acknowledged that, like everything else, knowledge changes. Relying on ancient information would mean equipping the students with half-truths that could not serve the intended purpose. In my revision, I ensured that all the reviewed literature was up to date, and the sources appropriately acknowledged. This ensured that, while the latest literature was imparted to students, academic integrity was observed. Conclusion Recognizing the elements which support learning allows teachers to better the learning environment for effective learning and teaching. However, recognizing the importance is not enough; the elements must be properly implemented. Effective learning not only ensures that the syllabus is well covered but also prepares students for the next level in the curriculum. The elements should, therefore be embraced by the teachers as they endeavour to impart knowledge to students. Reference Shulman, T. (2006) Implications for the design and delivery of instructions: research for educational; communications. Macmillan: New York. Ball, D. L., & Cohen, D. K. (1996). Reform by the book: What is--or might be--the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 6-8. Miller, L., & Silvernail, D. L.(1994). Wells Junior High School: Evolution of a professional development school. In L. Darling-Hammond (Ed.), Professional development schools: Schools for developing a profession (pp.56-80). New York: Teachers College Press. Read More