Reflective teaching assignment

a. Learning outcomes :Expected Learning Outcome (definition) An expected learning outcome is a formal statement of what students are expected to learn in a course. Expected learning outcome statements refer to specific knowledge, practical skills, areas of professional development, attitudes, higher-order thinking skills, etc. that faculty members expect students to develop, learn, or master during a lesson.

Reflective learning outcomes :Teacher began each outcome with an action verb. For example: measure, recall, state, compare, differentiate. Each learning outcome contains an action verb followed by the object of the verb followed by a phrase that gives the context.For example, the objective is Measure the length correctly . The learning outcome may also contain a more specific condition of performance, e.g. Measure length of objects using the standard units correctly. However, specifying detailed conditions of performance in learning outcomes is not always necessary, and may restrict flexible, responsive approaches to teaching a particular subject. It is therefore more appropriate to give that level of detail in the assessment questions. Teacher avoids terms like to know, understand, learn, be exposed to , and appreciate. Furthermore, we observe that learning outcomes describe four aspects: Do able: expected learning outcomestatements describe what the teacherwants students to able to do at the end of the lesson. Observable : teacher specify an action by the students/learners that is observable. For example : - Differentiate between measurable and non-measurable object. -Comparing length of two different objects -Measurable : Teacher specify an action by the students/learners that is measurable. Accessibility : clearly defined outcomes enable learners to demonstrate achievement of those outcomes through prior learning assessment processes.

Domains of Learning : Learning outcomes can specify behaviour in one of three domains: cognitive, affective or psychomotor. (1) The Cognitive Domain Benjamin Bloom (19131999) developed a classification of levels of thinking in the cognitive domain. The system, known as Blooms Taxonomy, classifies thinking behaviours during the learning process. The taxonomy builds on the simple knowledge of the facts at the lowest level to evaluation at the highest level. In this lesson Teacher include learning outcomes across the range of levels of Blooms Taxonomy When teacher writing, learning outcomes in the cognitive domain, he need to decide which level of thinking, behavior he want his students to be able to demonstrate as a result of learning.here some examples for each level that the teacher apply in learning outcomes in this lesson.Knowledge: Knowledge may be defined as the ability to recall facts without necessarily understanding them.The examples of knowledgebased learning outcomes: Record the length taken. State the reason why an object is measurable and non-measurable.In the above statements , the ability to record the length taken and state the reason that the students has the requisite knowledge to do so.

Comprehension :Comprehension may be defined as the ability to understand and interpret learned information.In this lesson there is no example of comprehensionbased learning outcomes.

Application : Application may be defined as the ability to use learned material in new situations, e.g. put ideas and concepts to work in solving problems.The examples of applicationbased learning outcomes:-Measure length of object using the standard units correctly.In this level teacher uses a new material to apply standard units . Answer 4 out of 4 questions correctly. In the statement, students will put their ideas to solve these questions.

Analysis :Analysis may be defined as the ability to break down information into its component parts, e.g. look for interrelationships, patterns, trends, ideas; understand organisational structure; make inferences; find evidence to support generalisations. The examples of analysisbased learning outcomes: Differentiate between measurable and non-measurable object.Here students will make inferences to support the difference between measurable and non-measurable object while they measure length of different objects.

Evaluation : Evaluation may be defined as the ability to judge the value of material for a given purpose, e.g. present and defend opinions; identify strengths/weaknesses; make convincing arguments.The examples of evaluationbased learning outcomes: Comparing length of two different objects. Students identify strengths/weaknesses for a length of two different objects.2- The Affective Domain The affective domain is concerned with issues relating to the emotional component of learning and ranges from the basic willingness to receive information to the integration of beliefs, values, ideas and attitudes.The examples of learning outcomes in the affective.Differentiate between measurable and non-measurable object. Answer 4 out of 4 questions correctly.When students work in groups , they will learn cooperative work and they will be willingness to receive information togother.

3- The Psychomotor Domain The psychomotor domain mainly emphasises physical skills involving coordination of the brain and muscular activity. The psychomotor domain is commonly used in areas like laboratory science subjects, health sciences, art, music, engineering, drama, physical education and sport sciences.The examples of learning outcomes in the psychomotor domain: Differentiate(by touch) between measurable and non-measurable object. Measure length of object using the standard units correctly.In these outcomes students must refer to their information about standard units and use muscle activity when they measure length of objects.

b) The strategies in lesson planning :

Selection strategy is determined bythe skill ofthe teacherinteaching.Where that choice is not random, but rather depends on the nature ofthe lesson and whether this strategy selected will achieve the objectives ofthe lesson and deliver information to students in an optimal way. So there isa strategic fit lesson may not suit another lesson, and no single method of delivery will suit all learners.. Here, the teacher chose three strategies appropriate for the lesson and was best strategies to deliver information to students.Using Video in Teaching :Audiovisual material provides a rich medium for teaching and learning. Video can effectively communicate complex information to a student and, if used creatively, can become a powerful expressive tool. In this lesson video materials was core elements of a lesson plan, consider also providing transcripts or audio descriptions to allow all students to access the materials equally (address accessibility requirements to know how to measure). Teacher began his lesson by show picture of KLCC for students , then show video about how they can measure the things.It was the a good method in introduction because the picture close to their attention , so they attracted to the lesson. The video was the best alternative for the teacher to explain how to measure the objects, because the video keep focus for a long time.In order to keep focus more, teacher asked students to measure length in picture as they see in the video.Also the teacher used small group teaching method and discussion . Traditionally small groups consist of 8-12 participants( in this class 5 students) . Small groups can take ona variety of different tasks, including problem solving, role play, discussion, brainstorming,debate,workshops and presentations. Generally students prefer small group learning to otherinstructional methods. In order to create a spirit of cooperation between students, teacher used this method two times: to measure length in a picture and to measure the length of different objects and comparingbetween them. After they finished their work,the teacherdiscussedevery group about their findings with feedback. For example : teacher asked his students these questions :Could you read the measurement ?Can you tell me what the reading is?Compare the reading and tell me which one is longer?Teacher address all the content, but he set a short time for each step. He completed the steps without assessment for each step.

Teaching and learning activities When we examine classroom interaction closely, a number of characteristics would be identified. These can provide important clues to the views of learning being expressed as well as the nature and quality of the teaching learning processes being observed. If, for example, a teacher sees knowledge as content (as existing, prescribed subject-matter which pupils are required to accept), then the communication will be mainly transmission and assessment will also predominate. However, if the teacher takes a social constructivist view and sees knowledge as existing in the learners ability to interpret, then communication will be interactive, and there will be negotiations between the teachers knowledge and the pupils knowledge. Talk and writing will be collaborative and exploratory, and will support the struggle to understand as new knowledge is related to the learners action knowledge. In this lesson , the teacher arranged the activities correctly according to learning objectives.He explained the knowledge about measuring length by video and him self . When he confirmed that students got the knowledge , he began to apply activities like, measure length of some materials(stapler, eraser, skewers, scissor, colour pen, bottle of water) in team work . So Teacher used different materials from the environment to apply measured by standard units, and he was efficient ways of delivering information.Because good lectures can introducenew material or synthesize concepts students have through text-, web-, or field-based activities.It is good when students apply the lesson with materials that they use it every time. They felt this lesson related to their life. So he had done this part of lesson differently.Another activity is, explores that students used the measuring tape, the instruction paper and the worksheet to explore the length. The answers for each station checked together. It was an interesting way to share students in conclusion.

The strength and weakness of teaching strategies

Strength of teaching strategies :First strategy : Team work(cooperative learning)Strengths: The main advantages of cooperative learning are that it encourages activelearning and develops communication and teamwork skills. Among the educational objectivesthat can be best achieved through the use of small group teaching methods are thedevelopment of higher-level intellectual skills such as reasoning and problem-solving(e.g, teacher asked students why the objects can be measured and cannot be measured?), the development of attitudes and the acquisition of interpersonal skills such as physical skills , speaking,arguing, and group leadership. Small groups encourage deeper level of learning compared with teachers , as students are encouraged to discuss and interpret meaning.Second strategy :Discussion : Strengths: With thoughtful and well-designed discussion tasks, learners can practice criticalinquiry and reflection, developing their individual thinking, considering alternatives andnegotiating meaning with other discussants to arrive at a shared understanding of the issues athand.

Third strategy :Video and lesson structuringA lesson plan that involves video material might be thought of in terms of three distinct phases:1. Pre-viewing : Before viewing it is important to prepare students for what they are about to see and to introduce the broad topic.Teacher prepared his students by showing picture ofKLCC 2. Viewing: Continuous interruptions during viewing risk breaking concentration and should be avoided. However, in this lesson , the viewing was continuous without interruptions.teacher could keep students active because the viewing was in short time ( 5 minutes).3. Post-viewing: Many different types of activity might follow on from watching a video.Here , Content was used to begin a discussion, team work to apply measurement as they saw in video. Strength in procedure : -In introduction Teacher attracts the attention of students by showing video. Then in lesson development ( step 1),application units of measurement in class with students, according to video, for example : teacher asked students to take out their exercise book or any measurable abject and ruler then measure it just like the video does.During measuring , stuents achieved some moral values like, honest and build up confidence. In lesson development ( step 2,3) Teacher used environmental samples in class to application standard units, for example : (stapler, eraser, skewers, scissor, color pen, bottle of water. Lesson development ( step4) Teacher used cooperation learning to compare between items, so this activity is appropriate in this step. Finally teacher assessed the achievement and understanding by using four questions in different high level . Generally the arrangement ideas were clearly and appropriately.

Weakness of teaching strategies In this lesson plan there is some weakness in procedures. For example, in the introduction ,teacherwrotesome of the valuesthat he wantsto achieve inthe lesson. But these values was not clear, for example:spiritedness of nationality in watching video, because the teacher didnt mention any relationship between it and this part of lesson. In lesson development step(1), Teacher identified a short time to measure the length only(10 minutes ) but student needed more time to understand what they do. Also he didt assess all students in this part, espiaslly they made group, so may be there are students in each group didn get the concept. Similarly , teacher wrote about Carefulness(moral values) in lesson planningstep(3,4) but it was not clearin classroom,for example , theacher should writea list of safety rules while using samples. In step(4) , time was short to apply measurement. It was jst a round (20 minuts), but this strategy need time more than 20 minutes. In the end of lesson . teacher didnt give his students assignement to applyinformationthat they learnedin the classroom. Generally, time was short for each step.A teaching strategy was most effective for students Watching and discussing video was a effective method because it can create motivating, memorable and inclusive learning experiences. Also, its unique ability to capture the richness and complexity of classrooms for later analysis .Video allows one to enter the world of theclassroom without having to be in the position of teaching in-the-moment. Video records can highlight aspects of classroom life that a teacher might not notice in the midst of carrying out a lesson, and can capture the social fabric of a classroom . Furthermore, with the aid of externalmicrophones, it is possible to record small-groupinteractions and teachers convers ations with individual students that are not typically available to an observer in the classroom. Used in these ways, video can support collaborative learning focused on reflection, analysis, and consideration of alternative pedagogical strategies in the context of a shared common experience