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Students will also exercise skills in group work, reading, writing, critical thinking,
and comprehension throughout this lesson. Co-operation in groups will be
necessary to create a role play. They will need to research and read some
information on their own to explore what life metaphor speaks to them
personally. They will need to write down their assessments of the mental schema
simulation presented by myself and the partner teacher. Students will critically
think about how they construct, interpret, and are influenced by social schemas.
They will develop comprehension skills through the creation of flow-chart and
mind maps as they apply the concepts learned.
d) Professional Growth Portfolio Goal(s):
3.2 The ability to use a wide variety of responsive instructional strategies and
methodologies to accommodate learning styles of individual learners and support
their growth as social, intellectual, physical, and spiritual beings.
- This lesson will demonstrate, foster, and assist students in becoming aware
of their own and others social schemas, and critically think about how schemas
are constructed and interpreted. Students will explore how expectations and
behaviours are closely linked within social schemas through various instructional
a) Students
(consider the students you will be teaching and anything that will affect their learning or your teaching strategies (e.g.,
include cognitive, social/emotional, physical and diversity needs,+ provide accommodations/modifications - how you will
differentiate learning for each student and/or type of need N.B. use initials of students rather than full names)
Preassessment:
Accommodation/Modification:
b)
Learning Environment:
(describe the learning environment such as the set up/location of desks, where audio-visual equipment will
be, where the teacher stands, where the students are working etc. you may wish to include a map/layout of
the classroom on a separate sheet and reference it with modifications if lesson changes)
This lesson will take place in a regular classroom, with a traditional direct
instruction layout: desks in single rows facing the front of the classroom, where
teacher and white board are front and centre. A projector is available for
multi-media use and power-point presentations for lesson content. The
teacher will address students from the front of the room during instruction; for
individual work and class discussion students will remain in their desks; and for
small group work role-play task students will be allowed to organize in the
hallway, just outside of the classroom.
4. Required Resources
(list ALL resources required to conduct this lesson with detailed specifics such as textbook titles, chapters, page
numbers, author/publishers, website URLs, resources like paper, pencils, protractors, chalk, rulers, paint, specimens,
books, maps, videos, posters, lab materials, handouts include name of handout and number of copies, etc.)
-Students will need pens/pencils, erasers, and paper to take additional notes, and
draft mind map.
- Adler, R. B., Towne, N., & Rolls, J. A. (2001). Looking out, looking in. Forth Worth, TX
: Harcourt College Publishers, 1st Canadian ed, p.96.
-30 Mind Map templates will be handed out for class mind map activity.
-30 Sequence-of-Events flow charts will be disbursed to students for take-home
activity.
-cell phones or electronic devices may be used (optional) during discussion of lifes
metaphors, and to research ideas for role-play demonstration.
-Power-point lecture notes will be provided in print form containing chapter content
and definitions.
d)
Consolidation
(indicate how you will review concepts taught, wrap up lesson, confirm students know what next tasks are e.g.,
having class to give you feedback on what was taught, review key application of concepts this is important in
terms of assessing the effectiveness of the lesson)
Use this chart to put events in chronological sequence. Start by writing the first event in the first box.
Include as much information as you can about when it occurred. Add boxes if needed.
First Event
-Get out popcorn machine (round dome
type), plug into outlet, turn on to heat
up
References
Sethna, M. (2011). Literacy Skills and Strategies for Content Area Teachers:
Comprehension and
Vocabulary. Retrieved from
http://www.valrc.org/resources/docs/MHS_Literacy_Strategy_Book.pdf
Saskatchewan Curriculum (2003). Psychology 20: Social Psychology A Curriculum
Guide for the
Secondary Level. Retrieved from
https://www.edonline.sk.ca/bbcswebdav/library/curricula/English/Social_Studi
es/Psychology_20_2002.pdf
Stewart Resources Centre (2003). Psychology 20, 30: A Bibliography of Resources.
Saskatchewan
Teachers Federation. Retrieved from https://www.stf.sk.ca/portal.jsp?
Sy3uQUnbK9L2RmSZs02CjV6+6OHjzI2FdXYJRbYJ3xpE=F