Planning for Effective Learning - Case Study Example

DLТ500 РLАNNING FОR ЕFFЕСTIVЕ LЕАRNING A Case Study Submitted By: NAME: INSTITUTION: COURSE: INSTRUCTOR: DATE: © 2014 INTRODUCTION Effective learning in any classroom situation is a result of combination of a number of factors. Firstly, the teacher must possess certain sets of knowledge identified by Demetriou et.al (2010) and Steinberg (2011). Content knowledge first allows the teacher to have an understanding of the content being taught while pedagogical knowledge on the hand has the aspect of “how” to teach (Tarleton, 1988). In addition to these two types of knowledge, experienced teachers also possess knowledge of learners and their inherent characteristics. A successful combination of these types of knowledge among others requires astuteness and careful planning on the part of the teacher. If this is achieved, then no doubt effective teaching and learning will be realized. And that is the reason why planning is underscored in the current case study to achieve effective learning. The present case study is divided into two major parts. The first part is multi-faceted and requires the designing and analyzing of a lesson cognitively on the basis of Bloom’s Taxonomy. The second part of this case study on the other hand requires mapping the assignment against the National Teaching Standards. This second part is completed by first creating a lesson plan and then applying cooperative learning, graphic organisers as well as using Multiple Intelligences (MIs) in it. The assignment is then terminated by providing a short conclusion. PART 1: PLANNING AND ANALYSIS (1) Lesson design Topic (Teaching cycle: What?) The Process of Photosynthesis: Necessity of Light in Photosynthesis Stage/year/grade of schooling 9 Purpose of this learning activity: syllabus outcomes or a general description of learning goals (Teaching cycle: Why?) By the end of this lesson, the learner should be able to: Define the process of Photosynthesis List the factors affecting Photosynthesis Describe both the Light and the Dark Stages of Photosynthesis Students' relevant prior learning in this topic (what has been covered in previous lessons?) Nutrition in Plants The Process of Photosynthesis: - Light and Dark stages of Photosynthesis, Factors affecting Photosynthesis Importance of Photosynthesis Graphic organiser (GO) selected Purpose for using this particular GO for this topic (why is it suitable for addressing the learning outcomes?) The GO selected for this Topic is suitable because it links all the Factors necessary in the process of Photosynthesis i.e. Light, Chlorophyll, Water & Carbon (IV) Oxide. Purpose for making this activity a cooperative task (why is it appropriate for this activity and topic?) This Activity is a Cooperative Task because all the Learners will have an opportunity to prove their worth during the Hands-on. They will also learn best through experiencing Size of group 3 Learners per group and was based on “Team”: T = Time limits; E = Experience working in groups; A = Age; M = Materials and equipment available (Linley and John, 2007). Method of group selection along with a brief justification Randomly selected with group members having mixed abilities. This was important to ensure that weak learners are assisted by their highly achieving peers. Brief description of overall task and sequence. (Teaching cycle: How?) (This section should be covered concisely in clear sequential steps. In particular, the steps in the Structured Academic Controversy must be clearly described. The marker must understand what the students will be doing throughout the lesson. A general description of an activity is sufficient, e.g., ‘After watching the DVD, students write three questions about it.' Don't assume something will be understood — if you want to assign roles, be explicit. If you include a reporting stage after a group activity, describe this step). This activity will require learners to work in groups of three and with the teacher walking around the room observing what is going on. Each learner will need to get fully involved in the hands-on-activity. The learners will identify the experimental leaf from a potted plant. The experimental leaf will have been treated as follows: covered with an aluminium foil with letter “T” cut out from the foil to form a pattern; de-starched by keeping the potted plant in the dark for the previous 24hrs; being placed in bright sunshine for about six hours prior to the experiment. One of the learners detach the experimental leaf after six hours, remove the aluminium foil and quickly immerse the leaf in boiling water for 3 minutes. Another learner places the leaf in a boiling tube containing methylated spirit after the 3 minutes to decolourise it. The boiling tube is placed in a beaker containing boiling water for some time to avoid direct heating. The remaining learner removes the leaf from the methylated spirit, dip it in cold water to wash off the spirit and soften the leaf. The three learners help to spread the leaf on a white tile, put a few drops of Iodine solution and then make their observations. The learners record their observations in their notebooks. The Learners use the Computer to download Images of a Leaf before and after the Starch Test. Learners also watch prepared Images of the leaf from the DVD. The three Learners Draw a Venn Diagram linking up the four factors that affect the rate of Photosynthesis. Describe how the lesson could be used for assessment and/or record keeping. (Teaching cycle: Where?) (Note: you have not covered 'Assessment' yet and are not expected to for this assignment but you should be able to see that some aspects of your lesson could be used to make judgements about student learning, either formally or informally. For example: teacher observation of students' participation in their cooperative learning groups can be used to assess social skills or an academic outcome.) The idea of Cooperative Learning seems to improve autonomy amongst the Learners who develop confidence in themselves. The Learners also have increased affective skills as they assist one another. As a Teacher, I come to know my Learners better as I observe them work independently. (2) Lesson analysis Lesson analysis Part 1: Multiple Intelligences used in the lesson Name of MI Specific part of lesson where MI is used Linguistic During introduction of the lesson when the Teacher invites Learners to name the factors that affect the rate of Photosynthesis as corrections are made. During the closure of the session when Learners make their submissions in front of the class as others make corrections. During Transition to the next lesson as the Teacher recapitalizes on the key learning outcomes. Logical-Mathematical During Extension Activities when learners are allowed some time to reflect on their hands-on activity and be able to understand the underlying principles (Waterhouse, 2006) of the results obtained. Spatial-Visual During the Activity when the Learners are tasked to make observations as they reflect on what they are doing. Bodily/Kinesthetic During the Activity when the Learners are tasked to manipulate apparatuses as they perform the experiment. They also touch the leaf as they detach it, wash it and feel if it is softened. They also move as they record their observations. Interpersonal Shown by the Teacher by understanding each Learner as an individual and thus treating each one as such. This is done throughout the course of the experiment. The Learners also treat each other as an important component of the group. Intrapersonal During Extension Activities when learners are allowed some time to reflect on their hands-on activity and get an understanding of their selves. Lesson analysis Part 2: Bloom's thinking used in the lesson Name of type of thinking Specific part of lesson where this type of thinking is required Knowledge During the Lesson Purpose Description when the Teachers stated the first two objectives in the lowest order of ‘Defining and Listing’ (Wilson and Wing, 2008). During introduction of the lesson when learners are tasked to recall the factors that affect the rate of Photosynthesis. During the entire Activity when learners recall the procedures used in the experiment. Comprehension During recording of observations made by the learners. During interpretation of the instructions such as measuring volumes and time to carry out the experiments. Application During the Activity when learners are capable of applying their prior knowledge to carry out the experiments. For example using apparatuses. Analysis During the Activity when Learners are tasked to make observations and then record the same in their notebooks. Synthesis During the Activity when carrying out the procedures from one step to the other. Evaluation During Conclusion when Learners stop their group work and look back into their results and judge them keenly (Demetriou and Raftopoulos, 2005). Lesson analysis Part 3: CL Principles incorporated (3) Name of CL Principle Describe how each of the three specified Principles is incorporated and the specific part of the lesson where each one is evident. 1. Positive Interdependence Learners work harmoniously in their groups to foster teamwork and collaboration in achieving the task objectives. This principle is evident during the Hands-on activity. 2. Individual Accountability Each Learner takes part in the activity by performing a specific task while group members look-on and criticize or congratulate where possible. This is evident during the Activity 3. Group processing Learners get some time to reflect on their actions during the Extension Activities. This when they harmonise their results and make conclusions (Gillies, 2007). (3) Analysis of My learning (a) What does it mean to learn something? Learning something can be taken to mean the act of gaining new knowledge or modifying already existing knowledge in an effort to reinforce ‘behaviours, skills, values, or preferences’ (Mitchell and Mitchell, 1992). Generally, learning may involve the synthesizing of different types of information in a stepwise process in humans as well as animals as noted by Johnson (2009). A Venn Diagram comparing Active Learning and Passive Learning (b) A new response about my Ideas I have come to realize that in order for learning to take place, students should be given experiences (activities) and invited to reflect on them (Kagan and Kagan, 2009). In this instance, McKenzie (2005) presents a learning cycle adopted from Kolb (1984) as illustrated below displaying the finer concepts involved in learning from ones earlier experience. PART 2: THE NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS – GRADUATE CAREER STAGE Focus Area Graduate Standard Where Demonstrated in the Assignment 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. Allowing academically challenged Learners to benefit from their high achieving peers in their group. The Teacher moving round the class assisting the Learners experiencing difficulties during the Hands-on activity. 3.4 Select and use resources Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. Potted Plant, Aluminium Foil, Beaker, Boiling Tube, Methylated Spirit, Iodine Solution, White Tile, Means of Heating, Means of Timing, Dropper, Water in wash bottles, Computer, a DVD. 4.2 Manage classroom activities Demonstrate the capacity to organize classroom activities and provide clear directions. During the Introduction, Conclusion, and Extended Activities the Learners assume their regular sitting positions but Re-group during the Hands-on Activity. REFERENCES Demetriou, A., Mouyi, A., and Spanoudis, G. (2010), “The development of mental processing”, in Overton, W. F., The Handbook of Life-Span Development: Cognition, Biology and Methods, John Wiley & Sons, pp. 36–55. Demetriou, A., and Raftopoulos, A. (2005), Cognitive Developmental Change: Theories, Models and Measurement. Cambridge University Press. Gillies, R. M. (2007), Cooperative learning: Integrating theory and practice. Los Angeles: Sage. Johnson, D. W. (2009), Reaching out: Interpersonal effectiveness and self- actualization (10th ed.). Boston: Allyn & Bacon. Kagan, S., and Kagan, M. (2009), Kagan Cooperative learning. San Clemente, CA: Kagan Publishing. Knight, B. A., Paterson, D., and Mulcahy, R. F. (1998), ‘Rider: Visual Imagery Strategy’ In: SPELT : a cognitive and metacognitive approach to instruction / Bruce Allen Knight, David Paterson, Robert F. Mulcahy. Melbourne: Hawker-Brownlow. Chapter 2, pp. 22-24, 32 Linley, C., and John, G. (2007), Promoting student learning. Dean’s Funding Support Initiative: Faculty of The Professions, University of New England. McKenzie, W. (2005), Multiple intelligences and instructional technology. ISTE (International Society for Technology Education). Mitchell, J., and Mitchell, I. (1992), ‘Some Classroom Procedures’ In: Learning from the PEEL experience / edited by John R. Baird and Jeff R. Northfield. 2nd ed. Melbourne: The Editors. Chapter 10, pp. 210-268 Steinberg, L. (2011), ‘Demystifying the Adolescent Brain’. Educational leadership, vol. 68, no. 7, 2011, pp. 42-46 Tarleton, R. (1988), ‘Classroom techniques’ In: Learning and talking: a practical guide to oracy across the curriculum / Ray Tarleton. London: Routledge. Chapter 2, pp. 23-48 Waterhouse, L. (2006), “Multiple Intelligences, the Mozart Effect, and Emotional Intelligence: A critical review”. Educational Psychologist 41 (4): 207–225. Wilson, J., and Wing, J. L. (2008), Smart thinking: Developing reflection and metacognition. Carlton South, Victoria: Curriculum Corporation. Woolfolk, A., and Margetts, K. (2007), ‘Physical and Cognitive Development’ In: Educational psychology / Anita Woolfolk, Kay Margetts; associate authors, Sally Godinho. Frenchs Forest, N.S.W.: Pearson Education Australia. 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