This document outlines a lesson plan focused on guided self-assessment. The plan involves explaining essay requirements, comparing student work to examples, and having students evaluate their own work using a marking scheme. It notes challenges in reducing activities due to time constraints and facilitating note-taking. The observation process involves scribing factual details and observing overall themes. Key learning points are understanding how students learn, applying strategies in different contexts, and teachers learning from each other through reflection and modification.

1.  Lesson Plan
◦ Lesson Idea
◦ Refining the Lesson Plan
 Observation Process (Points of interest, challenges)
◦ Scribing
◦ Observer
 Learning Points
 Q&A

2.  Purpose:
◦ Getting students to take ownership of their own
learning
◦ Emphasise to students the importance of the learning
process rather than the grade
 Plan: Guided self-assessment of timed
assessment
◦ ½ of lesson to make clear the demands of the essay
(equip students with a detailed understanding of
requirements of the essay question)
◦ ½ of lesson to give students time to evaluate their own
work with some justification & reflect on what they
have learnt.

3. Procedures Duration
1. Establish main ideas required in the essay
via Thinking Table analysis
25min
2. Show Essay comparison between Tutorial 7
& TA2 question
3. Analyse Common Errors Students made
4. Students go through their answer with the
aid of the marking scheme, suggested
answers
25min
5. Students write down the band they fall into
for content and evaluation on the self-
assessment form. They make some
justification and reflect on their performance

4.  To suit class profile
 Reduce number of activities due to time
constraint
 Handing out materials to students to facilitate
students’ note-taking
 Trial and error

5.  Scribing
◦ Capture lesson
procedures and all
sorts of
conversations as far
as possible – both
teacher’s and
students’ responses
and reactions
(mainly factual and
objective)
 Main Observer
◦ Able to focus on big
picture – usually
involves a layer of
interpretation,
reflections with
feelings and
emotions
◦ Environment – open
and non-threatening
(positive psychology)

6.  Learning about Students
◦ Learn more about how students learn
◦ Learn how the same strategies can be applied to
different context
 Learning by Teachers:
◦ Allow teachers to learn from each other - to draw on
strengths
◦ Raise self-awareness of teachers about their teaching
◦ Time and space is required to:Do up resources, modify
lessons to suit class profile, reflect and conduct post-
observation sessions