SCHOOL EXPERIENCE 2REQUIREMENTS FOR 2011 I MICRO-LESSONSCHOOL EXPERIENCE ASSIGNMENT
ADMINISTRATIVE DETAILS Administrative: Ms M. Mahomed B Ring 311 Academic: Mrs. S. Ramsaroop B Ring 404A Consultation 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. Ramsaroop Administrative: M. Mahomed Head of Department The Dean Documentation to support your claim.
COURSE BREAKDOWN MICRO-LESSON SCHOOL EXPERIENCE 10 minute presentation 1 week at schools of your Lesson of your choice. choice: Semester 2 Comprises 30% of the Select schools in pairs total mark for PRT0002. Makes up 70% of the mark Begins on the 9th May for this module. 2011. Both components are compulsory. Due Date: Assignment: 27-09-2011 9:00-14:00 B Ring 404A Refer to edulink for assign and assess criteria. Hard copy at micro- lessons.
Late submission: 1 day late: -5% 2 days late: -8% 3 days late: -12% Later than 3 days: -25% All assignments must be typed Arial, Calibri and Times New Roman Font size 12 Line spacing 1.5 Cover 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 analyse Concluding a lesson. Learner engagement. Theorize to improve practice: draw on educational theory. What are the alternatives?
3 PHASES: Introduction or the invitation phase Lesson core: Engaging with new content Summary and integration In 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 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 verb Concentrate on one action at a time Outcomes 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.
Timeframe Learner-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? Classroom Facilities available Arrangement 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 activitiesTeaching 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.
Types of Questions Bloom‟s Taxonomy Socratic 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.
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 discussions Debates Panel discussion Brainstorming exercises Question and answer as a teaching method
Role play Simulation games Socio-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 lessinterchangeable with those in column 2, right?” Generalagree is evident in students‟ nods.“What term do you use to designate this type ofrelationship?”[No response.]“OK. Think back to your study of prefixes, suffixes, androot words. Can anybody remember the prefix that meanssame…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 thewords in column 1and those in column …Bob?”“Those in column 2 are synonyms of those in column 1.”
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.
ASSESSMENT CRITERIA FOR MICRO-LESSONS Lesson Design: 20 Marks Attention focusing, Presentation and Conclusion: 10 Marks Questioning as a strategy: 10 Marks Media: 10 Marks TOTAL: 50 Marks Criteria 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 318A African Languages: Mr N. Mashishi: B RING 318A English students: Mrs Sarita Ramsaroop: B RING 318A C van der Merwe: B RING 301B**** This venue cannot seat more than 5 students.
"The mediocreteacher tells.The goodteacher explains.The superiorteacherdemonstrates.The greatteacherinspires." -William Ward