Detailed Lesson Plan - Leading Question, Teacher, and Learner Activities - Assignment Example

Teaching and Learning Name: Course: Institution: Date: Section 1- Planning documents 1. A brief description of the learner group The group comprised of students who were willing to engage in an information session. The group was to be divided into smaller units as a way of incorporating discussion and teamwork into the class. The use of smaller teams is one way of eliminating the time wasted in organizing the class into groups. It is also a way of inspiring communication among students hence promoting the possibility that students will recognize and appreciate different abilities that characterize their teams and learn about different classmates that they can consult in different discussion sessions. This helps in promoting the possibility of developing an interactive class session. 2. Clear and measureable learning objectives, By the end of the session, the learners should be able to: a. Understand the best way to use Email accounts b. Understand the way of observing basic etiquette in using Emails c. Understand the ethics involved in using Emails 3. A brief description of the learning environment, the resources that are available and any relevant constraints The learning environment is a class with the learning group divided into teams. The teacher is expected to take the leading and commanding role in the entire session. In addition, the session is conducive for question and answer sessions. More involving questions will be deposited in the suggestion box for further discussions. There are numerous resources in the class. These include a laptop computer, projector, a white board, whiteboard markers, flip charts, permanent markers. The constraints include the need to showcase the presentation at a rate that is applicable to the learners. An additional constraint involves the inability to sufficiently gauge the understanding of all the learners during the session. 4. In this teaching experience, I will aim to use the available resources to inculcate the most relevant information to the earners regarding the subject matter. In addition, by the end of the session, it will be pleasing to ensure that the group of learners are well informed of the best ways to use the internet, especially Email, as a means of communication. This will involve the procedures that define the techniques of communicating through Emails. It will also be important to ensure that the learners do not only understanding Emails and their purpose, but also the basic rules that define the way Communication through the internet platform should always be conducted. 5. Detailed lesson plan Timing Focus/ leading question Teacher activity Learner activity Aids/ resources 2 minutes What are your expectations at the end of this session Each student will pick a piece of paper; write their names and at least one expectation. at the end of the class, the papers will be distributed randomly and each student will be expected to gauge whether the other student has realized his or her expectations Direct Instruction to the learners: Introducing learners to the session Passive Pieces of papers for student to write their names and expectations An envelope for collecting the papers 5 minutes Focus will be on the major topic areas that the session is expected to cover. The teacher will summarize learning objectives and the expectations of the session through an overview of the topics that are to be covered Direct instructions to introduce students to the session Passive Handouts on the overview of the session 30 minutes The content of the presentation. The teacher will begin showcasing to the students the topics and engage in in depth explanation of the major concepts and other important areas that will ensure the realization of the objectives of the session. Direct instruction to student- Presentation activity Passive Projector, laptop computer and handouts 20 minutes The teacher is expected to gauge the ability of the students to understand the main objective of the session. Every student will be expected to open their email accounts and send emails to their friends and other group members in the class. Each student will be expected to reply the emails while considering the lessons learnt Direct instruction to students- Practical activity Active Laptop computers and internet connection 20 minutes This session will focus on the papers in which students wrote their expectations and names. The teacher will randomly distribute the papers to every student. The climax of this activity will be for every name and expectation to be read out. the writer of the paper will be expected to demonstrate to the rest of the class the level by which his or her expectations have been met Direct instruction to the students- practical session Active Whiteboard, whiteboard marketers, flip chart and permanent markers 5 minutes The main focus will be to summarize the lesson while stressing on major areas that students must always consider when accession their emails and responding to mails Direct instruction Passive Flip charts, markers 6. Resources used Laptop computers, flipcharts, whiteboard, whiteboard markers, permanent markers and projector 7. Justification of plan, addressing a. The suitability of the session topic for the learner group This topic would be suitable for the learner group because Email comprises one of the most commonly used communication platforms especially for official reasons. The learners may be in possession of knowledge on how to use Email accounts. However, through this session they will be able to acquire information about the ethics involved in using emails. This session will also provide the learners with an opportunity of engaging in discussions about their experiences in wrongful use of email accounts and the possible effects of on their ability to engage in effective communication (Bradshaw et al 2007, p. 18). b. The learning objectives during this session were determined based on that which is considered as the most appropriate approach in using Emails as a platform of communication. For effective communication to be realized, it is important that learners acquire information on the basic rules that must always be understood to enhance online communication. The objectives of this study operate on the understanding that obtaining knowledge on effective use of emails is the most relevant technique that demonstrates the ability of learners to operate with the latest technology. c. The decision to use slideshows and teams as part of the teaching method was based on the understanding that adults often seek knowledge on something that they do not possess sufficient information about. Grouping them into teams will help them express their experiences and develop solutions on how to rectify their areas of weakness. Adult learning principles also assert that when learners seek learning they do so with a defined objective. PowerPoint presentations provide the information required in a brief and relevant way to the learners. Adult learning principles also operate on the understanding that there is need to engage learned in more practical and less theoretical sessions. Through this understanding, the lesson plan endeavours to ensure a plethora of practical sessions to ensure the internalization of basic concepts (Goldstein 2014, p. 43). d. The lesson structure is sequential in nature considering that it involves both passive and active approaches to learning. The use of passive learning is means to provide the learner with a platform of understanding the theoretical aspect of the session. The practical sessions are ways of building on the learnt topic by allowing learners to demonstrate their understanding. Involving the learners helps them build an understanding on the objectives of the session while at the same time providing the teacher with an opportunity of developing the most appropriate strategy that can be used in approaching the subsequent sessions (Killen 2006, p. 88). Section Two- Feedback from peer group members According to peer group members, there were areas of strength during the presentation one of the areas was on the language used in communication the intended information, the language was simple and easy to understand. This allowed the learners to grasp the information. In addition, the presentation as was well managed in terms of time allocated. The sufficient use of time was due to adequate planning and the decision to work in accordance with the plan. The use of good examples also characterized the presentation. These were examples that were relevant to the context. Good presentations enhance the ability of the participants to understand the objectives of the session. Other than the strengths, there were also weaknesses of the presentation. This included reading from the PowerPoint slides. According to peer group members, this was an indication of inadequate preparation in terms of the ability of the teacher to internalize the content of the presentation. The presentation was also a little rushed. This was because of the desire to work in accordance with the allocated time. It is also possible to attribute the rush in the presentation to nervousness during the presentation. The learners were able to acquire information on the most appropriate and effective ways to send professional emails. In addition, through the session it was also possible for the learners acquire the best format to use in the construction of their emails. From the feedback, there were also areas of improvement. Inasmuch as the session might have been involving in terms of engaging the learners in more practical sessions, it is would be prudent to ask students more questions and receive additional questions from the learners. Section three- What does it mean to become a teacher The choice and decision to become a teacher involves accepting the challenge that comes with imparting knowledge and providing guidance to a specific group of learners. The acceptance of this challenge emanates from the understanding that requires teachers to be in possession of a high degree of ambivalence (Green 2015, p.18). This virtue is considered a necessity in the teaching profession since it is the responsibility of the teacher to practice high levels of diligence and patience while executing his responsibilities in way that will ensure that leaners acquire knowledge according to the objectives of the lesson (Cooper et al 2009, p. 34). The decision to exercise patience is based on the understanding that different students possess different levels of understanding on matters of education. It will be prudent for the teacher to ensure that the approach given to any learning initiative embraces the expectations and capacities of the students (Richards 2011, p. 56). Teaching is one of the most demanding careers considering that it not only involves the art of teaching but also that of managing different data acquired from the students. In addition, the profession also requires teachers to engage in constant research on the best practices that could ensure that students improve on their ability to understand and perform in their educational initiatives (Hargreaves & Michael 2012, p.111). The success of any research activity for a teacher can only be demonstrated through an improvement in instructional methodologies together with other administrative responsibilities. This means that being a teacher requires a broad mindset on the approach that promises better results on matters related to imparting knowledge on the students (Hargreaves & Michael 2012, p.114). The decision to use PowerPoint presentations or any other methodology must be based on the understanding that the teacher has about the learners. This makes it easier to identify the methodology that would be most effective in the dissemination of the most appropriate information to the learners. Other than the teaching role, teachers have also been considered as the role models and motivators for the learners. This means that the quality and the approach that they give to teaching have a major influence on the ability of a learner to acquire information. The teaching profession is therefore intertwined with elements of hard work and ecstatic success. The meaning of ecstatic success in teaching may be unique to every teacher (Hargreaves & Michael 2012, p.118). For instance for some teachers it may be derived from the inner satisfaction that is acquired when a teacher succeed in disseminating information. This is unlike the extrinsic rewards such as promotions, power and money that are offered in other professions. In the context of the presentation, the best reward would come from the realization that all the students have understood the practical and theoretical factors surrounding the concept of emailing. In addition, additional satisfaction would also be derived from the ability of the learners to engage the teacher in discussions surrounding the subject matter with the objective of acquiring more information (Krolak-Schwerdt et al 2014, p. 26). The ability to acquire self-fulfilment by providing information, guidance and education to mankind is an indication of the important role that teachers play in the society. A teacher is therefore a socialization agent who introduces learners to the external world. This form of introduction is characterized by the acquisition of information that improves the reputation of the learners when put in practice. The role of the teacher is therefore to ensure that the process of acquiring information and knowledge is practical (Krolak-Schwerdt et al 2014, p. 40). The practicality and the ability of learners to demonstrate understanding is founded on the ability of the teacher to breakdown the concepts involved into easier elements that learners can relate to and embrace (Richards &Thomas 2011, p. 28). Being a teacher also required the willingness to learn from students. this is based on the assumption that education is a feature that is in constant evolution and therefore anyone to be able to acquire sufficient knowledge he must willing to share information with different people on different platforms. The role of teams during the session on emails was to ensure that both the teachers and the learners find a platform for engaging in a series of discussions about the subject matter (Orlich, 2013, p. 67). Other than patience, companionship, dedication and an enthusiastic towards teaching can be cited as the driving force in ensuring proper planning and the implementation of lesson plans. These plans not only structure the activities of the teacher but they also provide a platform of envisioning challenges and developing strategies on the nest approaches that can be used in addressing the challenges. The decision by a teacher to enter the profession is often inspired by the desire to make a difference in the world. This means that teachers have the responsibility of making constant efforts to ensure that the profession is relevant in terms of the information it provides to the world (Lunenberg 2014, p. 90). This is based on the realization that every word uttered or action taken may have a lasting impression on the student. The society charges teachers with the power of moulding the young minds in the society. This makes it important for a teacher to be involved in elaborate research on a specific area of study to be able to acquire facts about the subject (Richards 2011, p. 59). A presentation on emails for instance could only be practical if it was backed by evidence from research initiatives. Such examples provide learners with the depiction of the real world and the best practices that they can implement to ensure that their operations are in accordance with the expectations of the society especially on matters related to the use of emails. For this level of understanding to be realized, a teacher has the responsibility of ensuring that the learners are curious and enthusiastic enough to learn more about the subject. This is possible when the teacher emphasizes on the essence of the subject matter in personal and professional lives of the learners. In addition, information on the relevance can also be expressed through the provision of examples on the role of effective use of emails in boosting the reputation of an individual (Monteiro 2014, p. 26). References Bradshaw, Martha J., Arlene J. Lowenstein, and Barbara Fuszard. 2007. Innovative teaching strategies in nursing and related health professions. Sudbury, Mass: Jones and Bartlett Publishers. Cooper, James Michael, and Jason G. Irizarry. 2014. Classroom teaching skills. Belmont, Calif: Wadsworth Cengage Learning. Goldstein, Dana. 2014. The teacher wars: a history of America's most embattled profession. Cambridge University Press: Cambridge Green, Elizabeth. 2015. Building a better teacher: how teaching works (and how to teach it to everyone). [Place of publication not identified]: W W Norton. Hargreaves, Andy, and Michael Fullan. 2012. Professional capital: transforming teaching in every school. New York: Teachers College Press. Killen, Roy. 2006. Effective teaching strategies. South Melbourne, Vic: Thomson Learning Australia. Krolak-Schwerdt, Sabine, Sabine Glock, and Matthias Böhmer. 2014. Teachers' professional development: assessment, training, and learning. Oxford University Press: Oxford Lunenberg, Mieke, Jurriën Dengerink, and Fred A. J. Korthagen. 2014. The professional teacher educator: roles, behaviour, and professional development of teacher educators. http://dx.doi.org/10.1007/978-94-6209-518-2. Monteiro, A. Reis. 2014. The teaching profession: present and future. http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=883339. Orlich, Donald C. 2013. Teaching strategies: a guide to effective instruction. Belmont, CA: Wadsworth Cengage Learning. Pollard, Andrew, and Janet Collins. 2005. Reflective teaching: evidence-informed professional practice. London [u.a.]: Continuum. Richards, Jack C., and Thomas S. C. Farrell. 2011. Practice teaching: a reflective approach. 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