Lesson Plan Critique

Lesson Plan Critique Troy Moore University of British Columbia

Lesson Plan Critique

Lesson Plan Critique The original lesson plan (Appendix A) was one I have used in the past and it has worked quite well. Each time it is used, I reflect on it and change it accordingly (different materials, questions, etc.). However, when the plan is changed, it is usually a non-learning element which is examined. The interest of the critique will be to critically analyse the plan for some of the more common learning theories, including constructivism, behaviourism, information processing, situated learning, and distributed cognition. The critique will examine what elements of each theory already exist, which elements the plan may be missing, and how to incorporate the elements into the plan. At the end, a second lesson plan will be submitted (Appendix B) which should be reflective of changes to the plan regarding various learning theories. Background The lesson plan is based on Harrison Bergeron, a dystopian short story by Kurt Vonnegut. The concept presented is that in the year 2081, through constitutional amendment everyone is equal. However, in order to create equality they government was forced to handicap the strong, smart, beautiful, athletic, etc. To be equal, people are lowered to the lowest common denominator. The story is brilliant. I use the lesson as my second lesson of the year and my first in the short story. I use it as an ice breaker and to get students used to writing and thinking about themselves. I also use to start the creative thinking process in students. It can also be used to establish class rules and expectations. However, I must freely admit not a great deal of thought went in to different learning theories.

Lesson Plan Critique

Theories Behaviourism Behaviourists believe that changes in behaviour can be observed through a process of stimuli/response. The idea is that behaviour is learned and bad behaviours can be replaced by good ones. This has far reaches in education as advocators believe that behaviourism can be used to create an environment that is conducive to learning. I do not struggle with classroom management; however, given the timeline of the lesson it would be prudent to see where behaviourism fits in and where the plan could use some improvement. The idea of operant conditioning weighs heavily in behaviourism. That is the idea that reward following a certain behaviour encourages it, while a punisher discourages said behaviour. I am a firm believer in positive reinforcement as it pertains to praise and expectations. I will praise students for correct or thought-provoking responses or questions. This encourages speaking in class. I also use it with motivation. I have high standards as it pertains to school work and I tell students although high, they are all capable of achieving those standards. I tell them I believe they are capable. That is not necessarily reflected in the plan, but is reflected in the class. I do not know how much I buy into the punishment principle of behaviourism. Especially when it pertains to assessment. I do not penalize for late or missing assignments as they do not accurately measure assessment. However, if something is not handed in or is late I will ask the students for it and if I still do not receive will contact home, so I guess I use my own structure of punishment. In addition, for class discussions I use the speaker ball. The concept is quite simple, whoever holds the ball can speak. This behaviourism technique follows negative reinforcement as only the person who holds the ball can speak. This

Lesson Plan Critique

technique is conducive to a strong learning environment, which is often the goal of behaviourism. Another behaviourism element I try to employ, which is reflected in the plan, is modelling. One of the exemplars in the lessons is a handicap list I have created, as well as a poster I created in past years for a continuation of the lesson. Students perform better and assessment is more valid when students are aware of expectations and can visually see examples of good work. However, the lesson plan is not perfect as it pertains to behaviourism. Given the proximity to the beginning of the semester, more focus needs to be focus on expectations of behaviour. It is also believed that students will take more ownership of behaviour if they help create the reinforcements and behaviour. I usually do something like this during the first class, but a reminder would be helpful. Information Processing Information Processing (IP) is a theory which focuses in on cognitive function. It looks to examine how the mind works. It is based on the idea of the computer, input devices register and that information is store in short term or long term memory. This has real practical applications for the classroom. Sensory registers (SR) are typical seeing and hearing, very little is known about the other senses. This is particularly applicable to my assignment because the assignment forces the students to think about all their sense, not just the two main ones. Short term memory (STM) is where thinking occurs. It is the area where thought is processed and moved to long term memory (LTM) or discarded. LTM is what we know and how we know and is made up of

Lesson Plan Critique

declarative knowledge (knowing that), procedural knowledge (knowing how to), and episodic knowledge (remembering). Another thing IP is known for is metacognitive strategies. This one area the lesson plan is weak in. In order to make the plan better, I could introduce some IP metacognitive strategies. I could introduce a planner for thinking about handicaps within each person. Mind maps, venn diagrams, kwls, etc. are example of graphic organizers I could use to help organize students thoughts. Another metacognitive strategy which could work is socioaffective strategies, where peers could work together to help discover strengths and weaknesses with each other. Factors of information processing which already exist in the plan are accessing prior knowledge from LTM. I do this by asking the students to define equality at the start of the lesson. Another way I could this is through goal setting. A great strategy is to lay out the goals for the lesson or the unit and then through repetition, they are brought into the LTM. I will factor this into the new lesson plan. Constructivism Constructivism is a theory of education in which knowledge is affected by the pre-existing knowledge within a person and is wholly shaped by their surroundings. Piaget - Constructivism Jean Piaget, swiss philosopher, is regarded as a father of constructivism. He is best known for his stages of cognitive development and the idea of different types of knowledge. For this lesson plan critique the first step would be to ensure it is age

Lesson Plan Critique

appropriate. According to Piagets theory, these English 10 students should be in the formal operations stage. At this level students should be able to think both logically and abstractedly. They can formulate and understand complex thoughts like equality. The stage of development is well suited for this class. With the cognitive level matching up, next the type of knowledge, or genetic epistemology, should be examined. The idea of handicaps and equality they create touch on the types of knowledge as well. Physical knowledge is related to objects in the world. Students will understand how handicaps influence things around the world. Logical-mathematical is abstract and students need to think abstract on equality and how they would meet that abstract thought. Social knowledge is one that is missing from the plan. Some form of social learning must be incorporated into the plan to make sure students learn from one another as well. Vygotsky Constructivism Lev Vygotsky, born in Russia, is a psychologist who believed, like Piaget and other constructivists, that knowledge is better learned in individuals when past knowledge interacts with learning. However, Vygotsky believed that the acquisition of knowledge was almost exclusively a social event. Language especially is gained this way. Language is the cornerstone to all writing so it is imperative that I use Vygotskys theories to assist with language development. That will be done, to an extent, through the definition process of equality. In addition, class discussion could be a manner of social learning. However, that is an area of glaring weakness in the lesson plan. I am slightly concerned about the introduction of social/group work so early in the semester, but it could potentially work, especially considering Vygotskys zone of proximinal development. The zone states that independently, students can reach a certain level,

Lesson Plan Critique

however, to rise above that, instruction must occur. This instruction comes through scaffolding. Ideally to make this work in the lesson plan, I would need to know the students in order to ensure any group work contains students of various levels, so higher learners can assist lower-level learners. This change will not be possible for this lesson plan, but social work will need to be factored in. Situated Learning Situation cognition essentially honours that knowledge is situational in which it is learned and how it is to be applied. This basically means tradition look learning is very limited in its reach. In order for learning to really occur, it must be authentic. This is why learning vocabulary from a dictionary would not necessarily work but discussion a word or using a word works so much better. Given the fact that the lesson is on a dystopian future, authenticity may be difficult. However, the part of the lesson in which the students experiment with handicaps makes the activity more authentic. In order to try and further this, I could include making handicaps in the lesson series. I had a student do this a couple of years ago and it was awesome. This may not have practical applications in the world outside of school, but self-reflection and critical thinking could help. The critique showed me that not enough thought went into my lessons about how students learned. Instead focus has been placed on content (which, granted, needs to be there). It is important to challenge learners, but not over reach. Based on what I discovered in my critique, my lesson does a few things well. Behaviour is addressed through the speaker ball. Existing knowledge is activated through the anticipatory set.

Lesson Plan Critique

However, some glaring weaknesses have also come to light. It really lacks any form of social learning. Group work could be included to help that. Moreover, behaviour is not reinforced, so a brief review might need to take place to ensure a place of learning. Also, authenticity will be helpful for the goal of critical thinking, so students will be given options on assignments, because learning is individualized and option will make it more authentic for different students. Finally, some goals early in the lesson would help clarify things for students, as would metacognition strategies to help the students organize.

Lesson Plan Critique

Appendix A LESSON PLAN

Lesson Title: Name: Harrison Bergeron Lesson # Subject: English 1 Date: Sept. 2012 Grade(s): 10

Troy Moore

Rationale: This is the first lesson from the 3 week short story unit. The purpose of the unit is to expose the students to literature and to enable them to think beyond the words. It will strengthen reading comprehension and enact creative, critical thinking. Prescribed Learning Outcome(s): It is expected students will: B1 Read, both collaboratively and independently, to comprehend a variety of literary texts including: literature reflecting a variety of times, places, and perspectives. B8 Explain and support personal responses to text by: explaining opinions using reason and evidence. C4 Create thoughtful representations that communicate ideas and information to: explain and respond. Instructional Objective(s): By the end of the lesson students will be familiar with the class setup for discussion. Much of the course is based on not only analyzing text, but discussing it as well. This lesson is designed to not only start the short story unit, but to begin the establishment of classroom trust. In addition, students will begin to think critically and learn that their opinion counts, not just what I want them to think. Prerequisite Concepts and Skills: As this is the first lesson, scaffolding or prerequisite review is not a necessity. However, rules for discussion will be reviewed including the use of the speaking ball (a stress ball whose holder is the one entitled to speak). Materials and Resources: Teacher Class set of Grade 10 short story book Inside Stories II (as well as photocopies of Harrison Bergeron, for student who may want to take the text home because there is only one class set of books) Weights in various denominations, rope, headphones, MP3 players (many students may already possess), 3D glasses, sunglasses, old prescription glasses, balance board, snowshoes, football helmets, oversized gloves including boxing gloves, chains, buckets, other objects to

Students Pen, paper, imagination

Use MP3 players if they have them.

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serve as handicaps. Scrap paper Assignment sheet. Movie 2081 Poster paper Data projector Exemplars of previous classes work, including my handicaps

Lesson Activities: Teacher Activities Introduction (anticipatory set): One word is written on the whiteboard in capital letters: EQUALITY Students will be asked to define equality on a scrap sheet of paper, I will collect sheets. Volunteers will be asked to define word, if no volunteers (it is first class of unit and second class of the semester) I will read some definitions at random. We will discuss is equality? Does it exist? Why or why not? Is Canada more equitable than other countries? Why and how are some ways people are discriminated against? What does an equal world look like? This one is key! Student Activities Time

Define equality hand sheet in

5 mins

Discussion surrounding equality students will answer in various ways

20 mins

Body: As a class we will read Harrison Bergeron. As it is the first class, I will read, but in future classes students will read as well. After the story we will discuss if the students

Read along with teacher

20 mins.

Discussion

20 mins.

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ideas of equality has changed? How was equality handled in 2081? What was the purpose of handicaps? Did they work? What is the problem of handicapping this way? They need to recognize that this form of handicapping lowers us, rather that elevating us. This is crucial. Why didnt Glampers wear a handicap? Is the story tragic? Why or why not? Next I will ask what their handicaps would be? Strength? Good looks? Singing voices? Volunteers I will stand next to the handicap pile and ask for a brave volunteer. They pick one handicap for example they are strong, so I make them hold a bunch of weight. Then another volunteer. They may sing well, so I put a bucket on their head. One more volunteer. 20/20 vision? Not in my glasses. When students return to their seats they will be asked to really think about their strengths and weaknesses. For the remainder of the class (minus closure) they will list their handicaps students may have time with the handicap pile. 10 mins.

10 mins. List of strengths and weaknesses

Closure: Brief discussion of next lesson - watch movie 2081 (a short film based on Harrison Bergeron). They will also receive a copy of first assignment as they head out the door.

5 mins.

Organizational and/or Behavioural Management Strategies: Use of speakers ball outlined in first class. Only the person with the ball speaks. Seats arranged in parliamentary set up, so students face each other with spot in middle for me. Assignments sheets in stack near door

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Assessment and Evaluation: Nothing to be assessed in this lesson, outside of subjective observation. Rubric with assignment sheet?

Extensions: This is first of three-four lessons on Harrison Bergeron. Future classes include creating poster of weaknesses on poster paper for hanging in the classroom. Student faces will be on them, so artistic skill isnt unfairly rewarded. Differentiated Instruction (Universal Design for Learning UDL): None Consider group work?

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Appendix B New Plan LESSON PLAN

Lesson Title: Name: Harrison Bergeron Lesson # Subject: English 1 Date: Sept. 2012 Grade(s): 10

Troy Moore

Rationale: This is the first lesson from the 3 week short story unit. The purpose of the unit is to expose the students to literature and to enable them to think beyond the words. It will strengthen reading comprehension and enact creative, critical thinking. Prescribed Learning Outcome(s): It is expected students will: B1 Read, both collaboratively and independently, to comprehend a variety of literary texts including: literature reflecting a variety of times, places, and perspectives. B8 Explain and support personal responses to text by: explaining opinions using reason and evidence. C4 Create thoughtful representations that communicate ideas and information to: explain and respond. Instructional Objective(s): By the end of the lesson students will be familiar with the class setup for discussion. Much of the course is based on not only analyzing text, but discussing it as well. This lesson is designed to not only start the short story unit, but to begin the establishment of classroom trust. In addition, students will begin to think critically and learn that their opinion counts, not just what I want them to think. Prerequisite Concepts and Skills: As this is the first lesson, scaffolding or prerequisite review is not a necessity. However, rules for discussion will be reviewed including the use of the speaking ball (a stress ball whose holder is the one entitled to speak). Behaviour discussion Review of yesterdays behavior discussion. By having students create rules, it will reinforce behavior in the class. Materials and Resources: Teacher Class set of Grade 10 short story book Inside Stories II (as well as photocopies of Harrison Bergeron, for student who may want to take the text home because there is only one class set of books) Weights in various denominations, rope, headphones, MP3 players (many students may already possess), 3D glasses, sunglasses, old prescription glasses, balance board, snowshoes,

Students Pen, paper, imagination

Use MP3 players if they have them.

Lesson Plan Critique

14

football helmets, oversized gloves including boxing gloves, chains, buckets, other objects to serve as handicaps. Scrap paper Assignment sheet. Movie 2081 Poster paper Data projector Exemplars of previous classes work, including my handicaps

Lesson Activities: Teacher Activities Introduction (anticipatory set): One word is written on the whiteboard in capital letters: EQUALITY Students will be asked to define equality on a scrap sheet of paper, I will collect sheets. Volunteers will be asked to define word, if no volunteers (it is first class of unit and second class of the semester) I will read some definitions at random. We will discuss is equality? Does it exist? Why or why not? Is Canada more equitable than other countries? Why and how are some ways people are discriminated against? What does an equal world look like? This one is key! A think-pair-share could be inserted here to create a more social atmosphere. Student Activities Time

Define equality hand sheet in

5 mins

Discussion surrounding equality students will answer in various ways

20 mins

Body: As a class we will read Harrison Bergeron. As

Read along with teacher

20 mins.

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it is the first class, I will read, but in future classes students will read as well. Discussion After the story we will discuss if the students ideas of equality has changed? How was equality handled in 2081? What was the purpose of handicaps? Did they work? What is the problem of handicapping this way? They need to recognize that this form of handicapping lowers us, rather that elevating us. This is crucial. In order to accomplish this, I will divide the class into groups to discuss problems on society as a result of handicapping. Groups will be responsible for reporting out. Why didnt Glampers wear a handicap? Is the story tragic? Why or why not? Next I will ask what their handicaps would be? Strength? Good looks? Singing voices? I will stand next to the handicap pile and ask for a brave volunteer. They pick one handicap for example they are strong, so I make them hold a bunch of weight. Then another volunteer. They may sing well, so I put a bucket on their head. One more volunteer. 20/20 vision? Not in my glasses. This will be an authentic activity. I may want to remind students they will have an opportunity to work with handicaps in future classes. When students return to their seats they will be asked to really think about their strengths and weaknesses. For the remainder of the class (minus closure) they will list their handicaps students may have time with the handicap pile. Have students work with graphic organizers to make their learning more concrete. Closure: Brief discussion of next lesson - watch movie

20 mins.

10 mins.

10 mins.

Volunteers

5 mins. List of strengths and weaknesses

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2081 (a short film based on Harrison Bergeron). They will also receive a copy of first assignment as they head out the door.

Organizational and/or Behavioural Management Strategies: Use of speakers ball outlined in first class. Only the person with the ball speaks. Seats arranged in parliamentary set up, so students face each other with spot in middle for me. Assignments sheets in stack near door Behaviour will be reinforced in review portion at the start of the class. The prior class would have articulated the rules and this will be positive reinforcement of that.

Assessment and Evaluation: Nothing to be assessed in this lesson, outside of subjective observation. Rubric with assignment sheet? A rubric will be incuded with assignment sheet in order to keep in line with exemplars and goalsetting. The assignment will also be changed to incorporate physical handicaps in the assignment as an alternate activity. This will make the assignment more authentic for some students.

Extensions: This is first of three-four lessons on Harrison Bergeron. Future classes include creating poster of weaknesses on poster paper for hanging in the classroom. Student faces will be on them, so artistic skill isnt unfairly rewarded. Students will also have the option of making the physical or mental handicaps. Differentiated Instruction (Universal Design for Learning UDL): Group work.