EDFGC5807 Theory and practice of learning and teaching



EDFGC5807 Theory and practice of learning and teachingAssessment Task One: Peer Teaching & Reflection Table of Contents TOC \o "1-3" \h \z \u Self-Evaluation PAGEREF _Toc321772112 \h 3Justification of Changes PAGEREF _Toc321772113 \h 7References PAGEREF _Toc321772114 \h 11Appendices PAGEREF _Toc321772115 \h 14Appendix A PAGEREF _Toc321772116 \h 14Appendix B PAGEREF _Toc321772117 \h 19Appendix C PAGEREF _Toc321772118 \h 21Appendix D PAGEREF _Toc321772119 \h 22Appendix E PAGEREF _Toc321772120 \h 23Self-EvaluationMicroteaching is proven to be a powerful learning opportunity (Hattie, 2011). This task has had a twofold effect on my experiences of teaching and learning; firstly in the role as the teacher facilitating the lesson and secondly as the student participating in a lesson and providing positive and constructive feedback to my peers. This model has allowed me to gain a greater understanding of a range of theorists, aspects about their educational theories and how they can be applied. Overall, it has improved my general pedagogical knowledge (Moll, 2016). In this self-evaluation I will reflect on the strategies that worked well in my lesson and what factors contributed to their success. I will highlight the areas of improvement I need to work on. Extensive preparation and planning can assist in avoiding poor outcomes (Dunn, 2009). As Dunn elaborates, teachers whose planning has been suboptimal have the most trouble engaging their students. I was pleased with how well the lesson flowed; with the relevancy of the content I covered and how my peers received the activities (see Appendix A for Lesson Plan A). There was a lot of careful consideration of what the purpose of the lesson was and what content was important to include. I had chosen Jerome Bruner as my educational theorist and I wanted to focus on scaffolding, as it is an important strategy we can apply to all aspects of our future teaching. Firstly I thought about what my learning outcomes of the lesson were to be. I took into account what did I want my peers to know and what do they already know. From there I developed my learning intentions. Learning intentions should be clear statements of what you want your students to be able to achieve at the end of a lesson (Killen, 2016). The activities planned also had to be highly relevant to my learning intentions. Peer Feedback reported that my introduction ‘clearly set out my learning intentions’ and my conclusion summarised those key-learning outcomes (see Appendix B for Peer Feedback forms). By using my learning intentions as the foundation for my lesson structure, I was able to develop my lesson content, activities, assessment and teaching techniques around them. This helped me to make appropriate links between the lesson’s content and the learning outcomes that allowed the structure of the lesson to flow well. Feedback from peers suggested that there was ‘lots of linking throughout the lesson’ and I had successfully ‘linked the end to the start’. I also had ‘the right amount of information’ and I had linked my educational theorist well ‘with other theorists.’ In my short ten minute time frame, I wanted to try and maximise the potential for learning to take place by building on students current levels of knowledge and using activities that would encourage high-order thinking (Killen, 2016).Students learn in many different ways and at different rates (Churchill, 2016). I attempted to cater for different student needs in the body of my lesson by having a PowerPoint presentation weighted towards visual learners and also by devising activities that suited learners who preferred to apply new knowledge in a practical sense (see Appendix C for PowerPoint). In Lalley’s (2007) article; The Learning Pyramid: Does it point teachers in the right direction, it lists that students retain 50% of what they have learnt by engaging in group discussions, 75% when they practice what they learnt and 90% when they teach someone else immediately. I decided to prepare two activities; in groups of four they would discuss and list three ways that they could apply scaffolding strategies for the given school-based scenario task. The second activity involved peers pairing up with someone from a different small group to explain to each other what scaffolding means state their group task school-based scenario and list one scaffolding strategy they could implement. I encouraged my peers to actively participate in the activities; I did not want them following simple procedures or just listen to me talk. I encouraged them to apply this new knowledge of scaffolding in a range of relevant future school scenarios and reflect on it for a deeper understanding (Killen, 2016).In my peer feedback the activities were well received. ‘Group work engaged students, was great using simple practical varied examples’ and ‘good student involvement,…loved students being able to relate to scaffolding and how to use it in the classroom.’ My time limit for the PowerPoint presentation and the activities was an ideal balance. ‘Good time as far as the talking and then the activity….loved timing of the activities.’ At the end of the lesson for further reflection and conclusion of the session I brought the whole class back together and we shared each group scenario and heard a range of scaffolding strategies we could all use in the future. As reviewed in my peer feedback ‘activity was very appropriate’ and ‘reviewed group work, gave a good indication of student learning via questions.’ I was cautious of encouraging students throughout the presentation. Not just to involve them but also to support them in acquiring this new knowledge.Resources for my lesson included a PowerPoint presentation, drawing a diagram of scaffolding on a whiteboard to demonstrate the process occurring and providing a handout of scaffolding examples to assist peers in their group work (see Appendix D for peer handout). I sat briefly with each group during the first activity to listen to the discussion being had and applied scaffolding strategies when required. Sometimes by referring to the handout given for examples, breaking down the task into smaller parts or asking further questions related to the task (Albury, 2016). The peer feedback I received was that I attempted to ‘encourage students throughout the presentation’ and that ‘scaffolding (was) explained well…great having handout to explain scaffolding.’ One of my weaknesses was that I ‘spoke clearly’ but tended to speak ‘a little too fast’ and on tangents when nervous. This is related to nervousness regarding the task and is a skill that I shall work on over time. Prior to the lesson, I was concerned that being nervous could affect the language and manner I used in delivering the lesson and as a result meaning could be lost or misconstrued. Another weakness was resource usage. At the start of the lesson, I struggled briefly with loading the PowerPoint and changing the view setting to full screen. As Dunn (2009, p.18) states, ‘you need to get the small things right.’ My choice of a red whiteboard marker was not ideal and as stated, a ‘red marker (was) hard to read.’ Justification of ChangesThere are many different templates for lesson plans (Killen, 2016). This was my first attempt at creating a lesson plan. There were quite a few changes I had made to my original Plan A lesson plan after the microteaching experience (see Appendix E for Lesson Plan B). My first area to critique was my learning intentions. They read more like goals than actions. Mine were slightly too broad and needed to describe the learning that my peers could demonstrate (Killen, 2016). Learning intentions should be achievable and written as a statement of action (Winch & Holliday, 2016). Now they are defined more clearly, easier to assess and state what my peers will be able to do and know at the end of the lesson. As mentioned previously in my peer feedback, I explicitly listed black or blue whiteboard marker in my resources section. Proactive planning can lead to creating an effective learning environment (Shaw, 2016). Proactive planning can assist in anticipating outcomes and events and it is a practice I would like to become proficient in. Just as my PowerPoint presentation didn’t quite go to plan, if I had taken time to become more familiar with the software and had checked my equipment prior to the lesson starting it would have led to better time management and less disruptions in the class. I also included a count down timer on my power point presentation. This is a good tool to use as a time management strategy. Giving students a visual reminder of how much time they have to spend on a given task, can lead to the lesson flowing better and being more productive. Despite the activity time frame running on time, it would have been more proactive of me to have this timer for easier transition from the first activity to the last one. Good time management is a skill I wish to improve. I decided to remove a section of general information about Bruner from the body of my lesson Plan A for this reason. I had practised presenting my lesson and constantly reviewed it’s content to fit time limits. After the microteaching experience the timekeeper notified me that I came in at 10 minutes and 53 seconds. Ideally I would have liked more time allocated for questions and consolidating the learning outcomes of the lesson. I had not factored in enough time for probing for prior knowledge and questioning. That time is more crucial for students to develop a deeper understanding. I thus decided to remove information that was less relevant to achieving the learning outcomes. As I reviewed my lesson plan I realised that I had underestimated the powerful teaching strategy of questioning. Questioning can be used in so many ways to influence teaching and learning outcomes. It can actively engage students in the lesson, seek and assess their previous knowledge of a topic, be used as a form of formative and summative assessment, to keep students on task and to motivate them in their own learning endeavours (Killen, 2016). This is a priority in creating meaning and encouraging thinking. Firstly, I added probing questions into my introduction and body of my lesson. This would assist in confirming their current level of knowledge that can be used as an ideal starting point for new learning and to encourage them to think more deeply about the topic. Questioning can be difficult to target appropriately. For example, if you have pitched the lesson too far above the students’ current level of knowledge they may disengage. If it is pitched at the same level of understanding it could become a repetitive and boring process (Killen, 2016). Teachers need to be flexible. They may need to quickly redirect and adapt their lesson plans to accommodate accordingly. Secondly, I used questioning to assess my peers’ understanding of the activities planned in case instructions needed to be worded differently (Reys, 2012). I employed questioning as a scaffolding strategy to support students in understanding and completing the group task. It was also helpful in the whole class discussion as a method to draw out some of the key aspects discussed by peers in the group activity. I had sat with all groups during the group work task and listened to their conversations. I called on students whose conversations I overheard which contained strong examples of scaffolding in the classroom that I wanted to highlight to the whole group for further discussion to add to their growing repertoire of teaching strategies. Questioning also helped me to assess for learning throughout the duration of the lesson and keep my peers on task. Asking open-ended questions prompts students to think critically and place new knowledge into their existing framework; which encourages greater retention (Nagel, 2016). I would like to learn how to instinctively pitch questions at a level appropriate for students and the content. Higher-order questions are great for learners who need to be challenged where lower-order questions can be used to support students struggling with a concept being taught (Killen, 2016). It’s about finding that balance of using both and determining when which one is more appropriate.Questioning is also a great tool for summative assessment. It would allow me to recognise and document what my peers know and what they are able to do. In my concluding strategy for Lesson Plan B, I compiled a list of questions that relate to the outcomes of my lesson. I would also include questions asking students to think critically and to interpret their understanding. As Nagel (2016, p. 78) suggests that students conceptualise learning as falling into five different categories; one being that learning involves ‘comprehending the world by reinterpreting their own knowledge.’Ultimately, ten minutes is a short time frame. For the purpose of this microteaching experience it was an excellent method to promote rapid learning (Korthagen, 2005) for me as a starting PST. Especially in preparing and planning the lesson plan. It made me think critically about what were the important aspects to prioritise, the teaching strategies to use for an effective impact on student learning and to constantly review on how to implement and deliver the lesson and afterwards to reflect on the experience holistically to encourage professional development and growth competence (Korthagen, 2005).ReferencesAlbury, K., & Riley, A. (2016). Understanding & using educational theories. London, England: Sage Publications.Bruner, J. (1986). Actual Minds, Possible Worlds. Cambridge, US: Harvard University Press.Churchill, R., Godinho, S., Johnson, N. F., Keddie, A., Letts, W., Lowe, K., Mackay, J., McGill, M., Moss, J., Nagel, M. C., Shaw, K., Ferguson, P., Nicholson, P., & Vick, M. (2016). Teaching: Making a difference (3rd ed.). Milton, QLD: Wiley.Dunn, R. (2009). Dos and don'ts of behaviour management (2nd ed.). London: Continuum. Available from (S(sjg24cu1vvk44qyomma50tk0))/Reader.aspx?p=601715&o=168&u=7H0kDkQ9RgrLKq6x8oW0aA%3d%3d&t=1458430587&h=D20DE9AC69EB0D623741C1836E0729043E97F805&s=23655688&ut=544&pg=1&r=img&c=-1&pat=n&cms=-1&sd=1Harre, R. (2006). Key Thinkers in Psychology. London, England: Sage Publications.Hattie, J. (2011). Visible Learning for Teachers Maximizing Impact on Learning. Hoboken: Taylor & Francis. Available from (S(ojeg51uee44d10mpglknlr4f))/Reader.aspx?p=958163&o=168&u=7H0kDkQ9RgrLKq6x8oW0aA%3d%3d&t=1458431085&h=557E78C5F17CD675CB28BD32E5E199EBFF526B22&s=23655688&ut=544&pg=1&r=img&c=-1&pat=n&cms=-1&sd=1Killen, R. (2016). Effective teaching strategies: Lessons from research and practice (7th ed.). South Melbourne, Victoria: Cengage Learning Australia.Korthagen, F., & Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and teaching, 11(1), 47-71.Lalley, J. P., & Miller, R. H. (2007). The Learning Pyramid: Does It Point Teachers in the Right Direction? Education, 128(1), 64-79.Moss, J. (2016). Introducing Teaching as a Profession. In R. Churchill, S. Godinho, N. F. Johnson, A. Keddie, W. Letts, K. Lowe, J. Mackay, M. McGill, J. Moss, M. C. Nagel, K. Shaw, P. Ferguson, P. Nicholson, & M. Vick. Teaching: Making a difference (3rd ed.). (pp. 2-35). Milton, QLD: Wiley.Nagel, M. C. (2016). Student Learning. In R. Churchill, S. Godinho, N. F. Johnson, A. Keddie, W. Letts, K. Lowe, J. Mackay, M. McGill, J. Moss, M. Nagel, K. Shaw, P. Ferguson, P. Nicholson, & M. Vick. Teaching: Making a difference (3rd ed.). (pp. 78-117). Milton, QLD: Wiley.Reys, R. E. (2012). Helping children learn mathematics (10th ed.). Hoboken, NJ: Wiley.Shaw, K. (2016). Organising the learning environment. In R. Churchill, S. Godinho, N. F. Johnson, A. Keddie, W. Letts, K. Lowe, J. Mackay, M. McGill, J. Moss, M. C. Nagel, K. Shaw, P. Ferguson, P. Nicholson, & M. Vick. Teaching: Making a difference (3rd ed.). (pp. 330-360). Milton, QLD: Wiley.Vialle, W., Lysaght, P., & Verenikina, I. (2005). Psychology for Educators. Victoria, Australia: Thomson.Victoria State Government. Education and Training. Literacy Professional Learning Resource - Key Concepts - AusVELS Levels 7 to 10 - Zone of Proximal Development and Scaffolding. Retrieved March 2, 2016, from , G., & Holliday, M. (2014). Managing the literacy classroom. In G. Winch, R. R. Johnston, P. March, L. Ljungdahl & M. Holliday. (Eds.), Literacy: Reading, writing and children’s literature. (5th ed.). (pp. 230-257). Victoria, Australia: Oxford University Press.AppendicesAppendix APractice Lesson Plan ATopic: JEROME BRUNERLearning Intention: (what do I want the students to be able to do, know, think or feel at the end of this lesson?Will be able to list some basic information about Jerome BrunerGain an understanding on what ‘Scaffolding’ means in relation to the practice of learning and teachingWill be able to explain how Scaffolding can be used in the classroomResources: (List what you will need to have on hand for your lesson and organisational matters)Short power point presentation Handout Whiteboard markerLesson OutlineIntroduction:How best to motivate students and explain the importance of this lesson? Hook?Ask for a show of hands to see if anyone has heard of Jerome Bruner. Ask open-ended questions about their current knowledge about Bruner and his education theories.Explicitly state learning intentions for today’s session:Will be able to list some basic information about Jerome BrunerGain an understanding on what ‘Scaffolding’ means in relation to the practice of learning and teachingWill be able to explain how Scaffolding can be used in the classroomShow a short power point presentation with minimal written content and images to engage students. FIRST SLIDE – learning objectives clearly stated Will be able to list some basic information about Jerome BrunerGain an understanding on what ‘Scaffolding’ means in relation to the practice of learning and teachingWill be able to explain how Scaffolding can be used in the classroomSECOND SLIDE - basic introduction of Jerome BrunerJerome Bruner was born in 1915 in New York CityEarly history of disrupted family-life and schooling He attended Duke and Harvard UniversitiesWorked as a social psychologist during World War II producing the broadcasting of public informationFollowing the war his work really started to take offBruner had a significant impact on educational policy, theory and practice. Bruner’s theories constantly evolved over the duration of his life’s work. From early beginnings in cognitivism, to curriculum development, then becoming one the founding father’s on constructivism and finally his later body of work focusing of the importance of social and cultural factors in education and learning.Bruner is linked to many other educational theorists such as Piaget and Vygotsky. It is well documented that Bruner become increasingly inspired by the works of Vygotsky.THIRD SLIDE - Definition of scaffolding and how it can be applied in the classroomThe support given to students, through explicit teaching skills and knowledge, to move students to a higher level of understanding (WINCH, 2016).Scaffolding is a term invented by Bruner, which also links in with Vygotskys ‘zone of proximal development’ theory. Bruner encourages teachers to allow students to explore and discover in the learning process. Scaffolding supports this discovery process. A term that has started to come up in a lot of our readings Scaffolding in its very essence, is a temporary structure of support. ‘Cognitive crutches’FOURTH SLIDE – Table of scaffolding strategies provided (listed on handout)Scaffolding in practice involves:The student interacting/being helped by a teacher (or someone with a greater level of knowledge) Apply different strategies to starting a task, breaking problems down into smaller ones, giving feedback on progress.Support and guidance is gradually removed as the student becomes more proficient Successful scaffolding is evident when there is a shift of responsibility from the teacher to the student. Draw Scaffolding process on the whiteboard as a visual demonstration.Teaching strategy/Learning Activity:ActivitiesFIFTH SLIDE- GROUP TASKEach group of four will be presented with a school scenario-based task and asked to write down examples of how to apply scaffolding.SIXTH SLIDE - REFLECTIONEach student will pair up with a student from another group to explain their definition of scaffolding and how it was applied to their group task Ask yourself ‘What will support the students to learn the concepts I’m trying to teach and to reach the outcomes I’m aiming for? What will students be doing? What will I as teacher be doing?’Students will ……Teacher will…Introduction (2 mins)Watch a short power point presentation linking previous knowledge of educational theorists to new knowledge about Jerome Bruner’s work. IntroductionShow a short power point presentation and ask open-ended questions to assess and draw on prior knowledge of Jerome Bruner’s educational theories.Draw a diagram on the whiteboard demonstrating the process of scaffolding. Activity One (3 mins)Group WorkWork in groups of four to list three different ways to apply scaffolding to the given task provided. Engaging in discussion within their group with use of the given handout to complete task.Activity OneGive out handout about scaffolding and examples of different strategies. Give each group a school scenario and how scaffolding could be applied. The task is structured as a mind map. Visit each group to facilitate learning. Encourage participation and support brainstorming of scaffolding strategies.Activity Two (3mins)Think/Pair/ShareStudents will form pairs with another student from a different small group.They will be able to:Explain their understanding of the term scaffolding to each otherList one example of how it’s applied in the classroom from their group work taskActivity TwoEncourage students to pair up with a peer from another group to reflect on learning.Encourage higher level learning in explaining to a peer their understanding of the term scaffolding and how it can be applied in a classroom settingConclusion (2 mins)Engage in whole class discussion and reflect on scaffolding strategies used in small group work.ConclusionIn whole class discussion, ask one member from each group to list one scaffolding strategy from their task and how they applied it to their school-based scenario.Concluding strategy:Ask yourself, ‘How can I capture the main learning points of the lesson?’Collect mind map tasks given to small groups to check students understanding of the topic. Encourage meaningful discussion amongst peers to encourage a deeper understanding of the lesson objectives.Bring whole class back together and discuss outcomes from group task.Link back to Learning Intentions (learning objectives slide back up on power point)Assessment: (What will be the assessment task, tightly relating it to your lesson outcome, the criteria, and how you will you record student progress?)Completion of group taskSuccessfully explain what scaffolding is and how it can be used in a classroom settingAny special considerations or contingency plans: (Consider students with special needs or the particular needs of your class or school)Self-reflection (anticipated self-questioning) Did the students successfully reach the lesson outcomes?What worked well?What didn’t work well?Were the students engaged?Any ideas on how to make it more meaningful and fun?Time management: did the content correlate the time limit?Did I keep the lesson to 10 minutes?Did I facilitate the lesson well?Appendix BAppendix CJerome Bruner PowerPoint PresentationAppendix DJerome Bruner - Scaffolding HandoutScaffolding‘The support given to students, through explicit teaching of skills and knowledge, to move students to a higher level of understanding’ (WINCH, 2016).Scaffolding in practice involves:The learner is being helped by a teacher/more knowledgeable peerApply different strategies to starting a task, breaking problems down into smaller ones, giving feedback on progress. Support and guidance is gradually removed as the student becomes more proficient and takes full responsibility of the taskScaffolding StrategiesQuestioningTap into prior knowledgeAsk open ended questionsExplainingSimplify the taskBreak it down into smaller chunksProvide additional informationLink it home-life/real-life ModellingBehaviour for imitationDemonstrating certain skillsHintsProviding cluesMaking suggestionsHowever, not giving the answerFeedbackProvide information regarding the students performanceInstructingStep by step instructionsHow something must be done and whyVisual Aids Using graphs, pictures, objects, concept maps/mind maps, handoutsTraining wheels which can be removedAppendix EPractice Lesson Plan BTopic: JEROME BRUNERLearning Intention: (what do I want the students to be able to do, know, think or feel at the end of this lesson?Will be able to list some basic information about Jerome BrunerGain an understanding on what ‘Scaffolding’ means in relation to the practice of learning and teachingWill be able to explain how Scaffolding can be used in the classroomList some basic information about Jerome BrunerDefine what ‘Scaffolding’ means in relation to the practice of learning and teachingReflect on how Scaffolding can be used in the classroomResources: (List what you will need to have on hand for your lesson and organisational matters)Short power point presentation Handout Whiteboard marker (black or blue)Count down timer on power point Lesson OutlineIntroduction:How best to motivate students and explain the importance of this lesson? Hook?Ask for a show of hands to see if anyone has heard of Jerome Bruner. Ask open-ended questions about their current knowledge about Bruner and his education theories.Explicitly state learning intentions for today’s session:List some basic information about Jerome BrunerDefine what ‘Scaffolding’ means in relation to the practice of learning and teachingReflect on how Scaffolding can be used in the classroomShow a short power point presentation with minimal written content and images to engage students. FIRST SLIDE – learning objectives clearly stated List some basic information about Jerome BrunerDefine what ‘Scaffolding’ means in relation to the practice of learning and teachingReflect how Scaffolding can be used in the classroomSECOND SLIDE - basic introduction of Jerome BrunerJerome Bruner was born in 1915 in New York CityEarly history of disrupted family-life and schooling He attended Duke and Harvard UniversitiesWorked as a social psychologist during World War II producing the broadcasting of public informationFollowing the war his work really started to take offBruner had a significant impact on educational policy, theory and practice. Bruner’s theories constantly evolved over the duration of his life’s work. From early beginnings in cognitivism, to curriculum development, then becoming one the founding father’s on constructivism and finally his later body of work focusing of the importance of social and cultural factors in education and learning.Bruner is linked to many other educational theorists such as Piaget and Vygotsky. It is well documented that Bruner become increasingly inspired by the works of Vygotsky.THIRD SLIDE - Definition of scaffolding and how it can be applied in the classroomProbe students for prior knowledge of Scaffolding. ‘The support given to students, through explicit teaching skills and knowledge, to move students to a higher level of understanding (WINCH, 2016).’Scaffolding is a term invented by Bruner, which also links in with Vygotskys ‘zone of proximal development’ theory. Bruner encourages teachers to allow students to explore and discover in the learning process. Scaffolding supports this discovery process. A term that has started to come up in a lot of our readings Scaffolding in its very essence, is a temporary structure of support. ‘Cognitive crutches’FOURTH SLIDE – Table of scaffolding strategies provided (listed on handout)Scaffolding in practice involves:The student interacting/being helped by a teacher (or someone with a greater level of knowledge) Apply different strategies to starting a task, breaking problems down into smaller ones, giving feedback on progress.Support and guidance is gradually removed as the student becomes more proficient Successful scaffolding is evident when there is a shift of responsibility from the teacher to the student. Draw Scaffolding process on the whiteboard as a visual demonstration.Ask it there are any questions about scaffolding. Assess current understanding. Teaching strategy/Learning Activity:ActivitiesAsk fist of five to review understanding of the task prior to commencing. In case instructions needs to be more clearly stated and explicit.FIFTH SLIDE- GROUP TASKEach group of four will be presented with a school scenario-based task and asked to write down examples of how to apply scaffolding.SIXTH SLIDE - REFLECTIONEach student will pair up with a student from another group to explain their definition of scaffolding and how it was applied to their group task Ask yourself ‘What will support the students to learn the concepts I’m trying to teach and to reach the outcomes I’m aiming for? What will students be doing? What will I as teacher be doing?’Students will ……Teacher will…Introduction (2 mins)Watch a short power point presentation linking previous knowledge of educational theorists to new knowledge about Jerome Bruner’s work. IntroductionShow a short power point presentation and ask open-ended questions to assess and draw on prior knowledge of Jerome Bruner’s educational theories.Draw a diagram on the whiteboard demonstrating the process of scaffolding. Activity One (3 mins)Group WorkWork in groups of four to list three different ways to apply scaffolding to the given task provided. Engaging in discussion within their group with use of the given handout to complete task.Activity OneGive out handout about scaffolding and examples of different strategies. Give each group a school scenario and how scaffolding could be applied. The task is structured as a mind map. Visit each group to facilitate learning. Encourage participation and support brainstorming of scaffolding strategies.Activity Two (3mins)Think/Pair/ShareStudents will form pairs with another student from a different small group.They will be able to:Explain their understanding of the term scaffolding to each otherList one example of how it’s applied in the classroom from their group work taskActivity TwoEncourage students to pair up with a peer from another group to reflect on learning.Encourage higher level learning in explaining to a peer their understanding of the term scaffolding and how it can be applied in a classroom settingConclusion (2 mins)Engage in whole class discussion and reflect on scaffolding strategies used in small group work.ConclusionIn whole class discussion, ask one member from each group to list one scaffolding strategy from their task and how they applied it to their school-based scenario.Concluding strategy:Ask yourself, ‘How can I capture the main learning points of the lesson?’Collect mind map tasks given to small groups to check students understanding of the topic. Encourage meaningful discussion amongst peers to encourage a deeper understanding of the lesson objectives.Bring whole class back together and discuss outcomes from group pile a list of questions that relate to the outcomes of this lessonCan scaffolding be used in a variety of settings inside and outside of school grounds?Do you think this is a good teaching strategy?Do you agree with Jerome Bruner’s theory?Link back to Learning Intentions (learning objectives slide back up on power point)Assessment: (What will be the assessment task, tightly relating it to your lesson outcome, the criteria, and how you will you record student progress?)Completion of group mind map taskSuccessfully explain what scaffolding is and list how it can be used in a classroom settingParticipation in both activities Any special considerations or contingency plans: (Consider students with special needs or the particular needs of your class or school)Self-reflection (anticipated self-questioning) Did the students successfully reach the lesson outcomes?What worked well?What didn’t work well?Were the students engaged?Any ideas on how to make it more meaningful and fun?Time management: did the content correlate the time limit?Did I keep the lesson to 10 minutes?Did I facilitate the lesson well? ................
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