Assignment One - A Rationale and Lesson Plan written for this course, which Passed. PDF

Preview

Summary

A Rationale and Lesson Plan written for this course, which Passed....

Description

Further Education and Training Assessment Submission Form 2018-19 Name: Student I.D. no:

22917004

Module Title and Level:

The Developing Teacher

Module Tutor : Submission Due date: Wednesday 24th October 2018 Date Submitted:

MONDAY 22ND OCTOBER 2018

Trainee/Student to complete N.B. Your work cannot be accepted for marking unless this is complete

Word count:

Teaching Plan: 1161 Words Rationale: 3294 Words (Excluding Bibliography)

Appendices Yes/No I confirm I have read Edge Hill university’s policy on plagiarism and collusion as contained in the Regulations (please see your Programme handbook) and that the work submitted here is my own. (by submitting this sheet with your assignment you are confirming that you have read, understood and complied with the statement above) Date

22nd October 2018

Faculty of Education PGCE in Further Education and Training Assessment Feedback - PET4738 The Developing Teacher

Trainee Name:

Achieved/ Not Achieved

Learning Outcomes

1

2

3

4

Produce a rationale for a peer teach lesson in your own specialist subject area that justifies and evaluates the models and principles of teaching and learning which have been employed in designing and delivering the peer teach. Demonstrate appropriate skills in planning and delivering a peer teach lesson that meets specific curriculum requirements and which uses effective communication skills and appropriate resources. Critically analyse and evaluate your personal performance from your peer teach, producing a list of individual targets for development. Demonstrate efficient use of appropriate academic writing to address the requirements of the module assessment strategy within the published word limit. (Word limits will exclude appendices, reference lists, artefacts etc. and will allow +20%).

Overall feedback

Areas to develop

Completed/Refer

1st Marker (signature)

Date

Moderated

2nd Marker (initials)

2

Further Education and Training Lesson Plan Date & Time

Subject

Topic

Monday 15th October 09:00am

Politics

Electoral Systems

Week no. in Curriculum level Length of Total No. of SoW lesson Students Week 3

Level 3 (GCE A Level)

1 Hour

20

Prior learning / Assessment to inform planning (Please also refer to Rationale) Electoral Systems is part of Unit One of the AQA A Level Politics specification (AQA, 2014). Prior to discussing this subject, students will have discussed and learned about Voter participation and voter behaviour. These topics will continue to be discussed as I introduce different electoral systems that are used in other parts of the United Kingdom. Learning Aim for the lesson … To further explore the voting patterns and behaviour of the United Kingdom by comparing and contrasting the different electoral systems used in different levels of government in the United Kingdom. Differentiated Learning Outcomes: - To analyse the key differences between majoritarian and proportional electoral systems. - To identify the different electoral systems used in different levels of government in the United Kingdom.

Key Vocabulary Majoritarian, Proportional, First Past the Post (FPTP), Additional Member System (AMS), Single Transferable Vote (STV), Closed Party List, Alternative Vote (AV), Supplementary Vote (SV), AV+

Maths/Numeracy Focus

English/Literacy Focus

Relating to the previous section of work completed by students, turnout statistics will be used to showcase differing levels of turnout in parts of the United Kingdom which use different electoral systems.

Throughout the lesson, students will be discussing the pros and cons of the different electoral systems that are discussed, which they will be asked to write down. This will help develop essay writing skills, by encouraging them to provide evidence and explanations for points they make.

Also, seat and vote share will be compared to showcase discrepancies

Role of Additional T & L Support (if any) N/A

3

between both in the formation of parliament. Students will be asked to calculate this. Technology Enhanced Learning Focus Various links and websites will be referred to in order to help facilitate independent study amongst students during the main task. They will also be required to research and prepare presentations, which will be delivered to the rest of the class.

Extension Activities

SEND Focus (if any)

For students who complete their given tasks early, they will be asked to score each electoral system out of 10, in order to determine which system, they feel is the best for next week’s lesson. This task will also be given as homework to other students.

In compliance with the SEND 0-25 Code of Conduct, students with Specific Learning Difficulties will be assisted in reaching the standards set out during the lesson in the learning outcomes by providing extra assistance where needed and positive encouragement.

Wider Skills (Links to the workplace/employment and/or continuing studies) How are the lesson activities relevant to the students’ aspirations? Besides the usage of the extension/independent study task to aid in constructing answers for essays, this lesson introduces and encourages discussion and helps in decision making skills, in the context of discussing which electoral system is the strongest. Decision making is a key skill that students will need when they are entering workplace environments, as it is an aspect in leadership skills.

Lesson Plan Time Learnin Either g : start – Outcom stop or e length of time

Identify which LO is being addressed by the remaining column headings

7 Minute s

LO2

Teacher Activity

Student Activity

Teaching Activities, Revisiting Outcomes, Consolidation

Identify the strategies used to differentiate for ALL learners

The teacher will hand out plastic bags containing a selection of coins for each group, with each bag containing different amounts of

Using the quote, and their own existing knowledge, students will create a flipchart sharing the strengths and weaknesses

Assessment Identify the strategies used to ensure Progress for ALL learners/Identify what records will indicate participation/progre ss

After completing the register and finding out which class members are present or absent. I will circulate around the class during the group discussion activity while delivering an

Resource s What you will use in the delivery of your lesson

Register PowerPoint YouTube Coins Plastic sandwich Bags

4

coins. The teacher will then display a discussion topic on the board, and will disagree with everything that the students say, as the teacher will have another bag with the most coins

3 Minute s

LO1+ LO2

20-30 Minute s

LO2

During this activity, the register will also be completed. I will then display on the PowerPoint a series of slides talking about First Past the Post, showcasing percentages , vote and seat share disparities in order to illustrate and explain the deficiencies of First Past the Post. Students will be shown the Electoral reform society website, as a prelude to

of First past the post, which will be discussed after completion.

informal diagnostic assessment. I will use this to understand student.

Students will be asked to listen and take notes of key statistics and facts, and will be encouraged to ask questions.

I will assess students during this session with directed paraphrasing, which can be used to assess learner intake, and allow students to rationalise key concepts.

PowerPoint

After the task has been explained by the teacher, students will have 20 minutes to

During this task, I will circulate around the class and use directed paraphrasing as a way of assessing the

Online Resources (Phones, Computers, Tablets) PowerPoint Pen and 5

10-20 Minute s

LO2

5-10 Minute s

LO1

30 minutes to research their given electoral system, using online and written resources, in preparation for a 5minute presentation.

formative knowledge of students, and ensuring that they are on task.

Paper (if needed)

Students will be asked to deliver their presentation s, based on their research. Students not delivering presentation s will be expected to listen and take notes, as well as ask any questions. Once the Students will presentation discuss, with s are the rest of delivered, I the class the will ask differences students to between consider the majoritarian differences and between the proportional systems that electoral have been systems presented.

Student presentations will be assessed based on their work process, including content, work share, and delivery.

Posters PowerPoint

Discussion. Question and Answers.

None Needed

their main task, which is to research and create a short presentation about an electoral system. I will instruct students to each contribute to the research and delivering the presentation . Once the main task has been completed, students will be asked by myself to deliver their presentation to the class.

6

Independent Study (to enhance prior, existing or potential knowledge and skills) For students who have not completed the extension task, they will be asked to further research the electoral systems covered in the lesson and rank them out of 10, to determine which electoral system they believe is the most well rounded in terms of proportionality. Students will also be asked to create a table displaying the key differences between majoritarian and proportional systems

Lesson Evaluation Student Learning and Progress – Did all the students achieve the intended learning outcomes? How do you know? Students who would have completed the full lesson would have met all the intended learning outcomes, and this would have been examined through the PowerPoints that they would have produced during the lesson. During the peer teach, the first outcome was met through the use of classroom discussion and group work.

Teaching & Classroom Management – How has your planning and teaching ensured positive behaviours that are highly conducive to learning? Lesson timing was used to manage the lesson, with tasks being given a specific amount of time to be completed by students. Long periods of lecturing were avoided by breaking up the lesson with several tasks to keep attention and autonomous learning active. While further education is expected to have a higher level of discipline than secondary school, classroom management was kept by having the teacher circulate around the classroom, and monitoring discussion. This allowed students to remain on task.

Planning & Subject Knowledge Did the Lesson Plan ‘work’? The lesson plan delivered worked in the sense that the lesson was delivered as initially planned. All the tasks translated into the lesson delivery, and students completed tasks knowing what they were asked to do. How could you further develop pedagogy to improve your planning for future learning? Government and Politics in A Level is built heavily on debate and written critiques of aspects of the UK Political system, for example criticising the electoral system. Pedagogy could be developed so that politics is taught through other manners than just debating and critical writing, which often requires a vast amount of prior knowledge in the topic to fully take part. 7

How could you further develop imaginative and creative approaches to ensure individual needs and interests are supported? The coin activity used in the lesson plan visualised the composition of Parliament seat share, and how unfair that the system could potentially be. The use of resources to visualise concepts and ideas might be another avenue to create new processes of teaching politics to students of all abilities, especially students with specific learning disabilities such as dyslexia or dyspraxia.

What will you take forward to your next lesson? Strengths -

The lesson was delivered confidently, with clear and vivid diction. The usage of innovative activities kept the topic interesting for students. The embedding of English and Mathematics was kept to a high standard.

Targets for development -

Some tasks could be condensed to allow more time for class discussion. Ensuring that all students understand the statistics. Diversifying activities throughout the entire lesson.

8

Further Education and Training Rationale and Critical Self Evaluation for Observed Sessions and Identification of Professional Standards 2017 - 18 Trainee Name: Date: MONDAY 15TH OCTOBER 2018 Observation number: N/A Week Number in SoW: 7 Cohort Analysis: Identify the key features of the cohort discussed in this Rationale Award Body Curriculum Level (QCF LEVEL 3 AQA Level) Duration of Course Duration of 6 WEEKS 2 YEARS module/Unit and end and End Date JUNE 2020 NOVEMBER 2018 date Entry Requirements Formal assessment 5 GCSE’S Due to changes in the (Qualifications or requirements & dates INCLUDING National Curriculum, experience)

A GRADE 4 OR ABOVE ENGLISH

summative assessments will not be completed until the end of the second year of this course.

Student cohort: Number

20

Access/Participation factors

Student Cohort: Age / Gender

N/A

Study support requirements?

Specific Learning Needs identified?

Dyslexia, Autism, Cerebral Palsy

Several Specific Learning Difficulties have been identified, which could potentially have an adverse effect on participation. The tasks and lessons have been designed, to counter these difficulties where they may arise A computer must be provided to students suffering from Cerebral Palsy, to aid in the completion of note taking, and in practice exam questions.

In this section you should write under each of the bullet points below to identify and justify what has shaped your choices for this lesson. Observer Targets: Transfer targets identified by Observer because of previous observation report(s) (if applicable). Justify your strategy for addressing the targets



To ensure that the starter activity has a clear purpose and relation to the lesson. This has been done by using a numerical prompt to add an extra dimension to the starter task, by using the coins as a metaphor for seat share in a 9



parliament and using them to describe how parliamentary representation works in the United Kingdom under a majoritarian system. To provide praise to students when good answers are given that are relevant to the work. I will do this by interacting with those answers, noting elements which are good, and providing explanations and expansions to the answer given.

Trainee Targets: Note any targets identified by you because of previous observation reports / self-evaluation / any aspect of the lesson you particularly want feedback or guidance on.





To more actively embed English and Maths throughout the lesson, instead of confining these requirements to single tasks. I have done this by ensuring that both English and Mathematics are included in all tasks. To deliver more praise to my students, where needed. As this lesson will include a lot of discussion, praise will be given based on work ethic and work output delivered throughout the scheduled lesson.

Learning Outcomes: List your outcomes for this session (these should match the ones in your lesson plan) and justify your choice by reference to the cohort analysis (learners needs/programme requirements) the Scheme of Work/Scheme Documentation and the Assessment Schedule.

o To identify the key differences between majoritarian and proportional electoral systems. This follows AQA’s syllabus (2018) in which the strengths and weaknesses of both types of electoral system must be identified and discussed. o To analyse the different electoral systems used in different levels of government in the United Kingdom. This complies with AQA’s syllabus (2018) which identifies the key differences of majoritarian and proportional electoral systems as a key concept, as well as the impact of electoral as a required piece of content for amplification for this section of the unit.

Professional Standards - The standards have been grouped into four categories: Planning, Teaching and Learning, Assessment and Feedback, and Reflection and Evaluation.

Discuss and explain, with reference to appropriate theoretical perspectives, which standards you intend to demonstrate in the observed session. You should aim to address each of the highlighted Standards (highlighted and in

10

bold) in every observed session, plus one or two others. Note: You must achieve all Standards by the end of the programme. The highlighted Standards will determine your overall grade for Teaching and this grade will inform your final Reference. Professional Standards

Planning

4. Be creative and innovative in selecting and adapting strategies to help learners to learn

Articulation: Explain and justify what you will be doing to meet the standards, using examples and references as appropriate The Starter Activity for my lesson demonstrates the strengths and weaknesses of a majoritarian electoral system, using bags of coins. As the teacher, I will have the bag with the most coins. Between the students, they will have more coins, but the coins will be split between tables. This task will share both strengths and weaknesses of a Majoritarian electoral system. While these systems create strong governments (with one person, or party holding the single largest amount of coins, or seats) this does not mean they represent most of the people (as the students, representing other parties, have more votes, but split between them). This is an example of directed paraphrasing (CARNEGIE MELLON UNIVERSITY, 2016) whereby important concepts are taught or discussed through analogy and metaphor, rather than providing a textbook definition. I hope to use this to introduce the concept of majoritarian systems to students.

Critical Reflection on the Standards articulated, with reference to observer feedback, wider reading and strategies for improvement, referenced as appropriate During the peer teach, the starter activity I had created was used and went as planned. The coins were used to explain how seat share and vote share in Parliament had some disparities, and this was done by showing that both my bag of coins, and the collective amount of coins given to my students were exactly the same amount but split differently. Most of the students who did this task with me responded positively to the way I explained the disparities of vote and seat share, through their written comments. Most of the students who had commented on this called this an innovative and clever way of showing this, though a minority of students did state that they did not understand the use of the coins. The positive comments shared by my peers were echoed by the professional observer, who liked how I matched the task with the fourth professional teaching standard. The starter task was an example of directed paraphrasing towards students, as s...