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Micro Lesson Plan Self Reflection

Info: 10851 words (43 pages) Dissertation
Published: 10th Dec 2019

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Tags: TeachingReflection

Introduction to teaching

30th October 2017

Tutor: Emily Jenkins

Contents                                                                           Page no.

Task 1:Rationale        3

Task 2:Self-reflection on the micro lesson

with action points        11

Task 3: Orientation Tasks      14

  1. Summary of legislation
  2. Induction and initial assessment
  3. Observation of an experienced teacher

References

Bibliography         19

Appendices

Appendix 1 Micro lesson plan      20

Appendix 2 Tutor feedback form from the micro lesson23

Appendix 3 Self Evaluation form       26

Appendix 4 Resources used in the micro lesson     28

Appendix 5 Peer feedback forms from the micro lesson 33

Introduction of Subject and Students:

In my current working situation, being an adult tutor, my learners come from various ages, abilities and backgrounds, motive behind my micro teach will be providing equality and diversity focused learning. I have selected a topic of ‘introduction to business’ to teach my adult learners on their first day in the classroom. I have prepared my micro teach rationale with similar approach which I use for my adult learners in 12 weeks course about setting Business Enterprise in UK.

I believe many of them are fully aware what business is in general terms; but it will be not easy for them to learn basic terminology and core concepts of the subject which I will be using over next 3 months of this course. When we teach 12 lesson of ‘how to become an entrepreneur’ or ‘ how to start my business’ to adult learners ; we have to teach keys or practical strategies to run or set up a small to medium sized business in UK. This topic will provide them a aim or motive behind their business which would be able to achieve in their life.

Main objective behind the lesson is to make students aware of business concepts and terms. They can think more entrepreneurial and ambitious after attending the course. They can understand ethical way of doing business in Oxford and become a role model citizens and active part of the growing economy. Some of the students probably have studied business studies at GCSE or A levels , some might have their own established businesses but some might have no idea at all about the Business Subject.

This lesson will help them to develop their key terms for the subject like difference between goods and services, manufacturing and service sector, customers and consumers. More able students will be divided in groups with peer with no prior knowledge of business and will be trying to work on activities together so everyone can get equal opportunity.

Lesson Objectives:

Fail to plan a lesson is plan to fail.(Petty, 2009, p. 422)

Lessons are normally a combination of the beginning- middle and end structures. (Petty, 2009, p. p443)

In beginning, links are made with prior knowledge and students are oriented to the lessons contents, the purpose of the lesson is made clear by showing clear lesson objectives by giving exact time to each task. ( lesson plan )

Middle, Students activity is introduced and teaching is focused on specific skills, then students obtain any necessary explanations and are made aware of the doing details. They discover what , why and how they are expected to be able to do but if the lesson is focused on contents rather than skills like my lesson, students are given activities requiring them to process or reason with this content.

In End, what has been learned is made clear, summarised and perhaps noted down which I will do with the help of ‘thought triangle’.

Objectives should always be SMART (Gravel, 2013, p. 72) to enable a teacher to deliver and assess learning effectively which is:

Specific: are the objectives clearly defined and stated to meet the required outcomes.

Measure able: They can be achieved at the right level.

Achievable: they can be met by all the learners.

Relevant: they do related to the aims, subjects and learners.

Time framed: can agreed target dates and times be met?

Being SMART is all about being clear and precise with what I can be expected by my learners to achieve. I should prepare just right level of the content for my learners and ensure the tasks are challenging and progressive. I will plan range of activities in my lesson with keeping aspects of SMART lesson objectives.

Resources and Activities:

Teaching strategy is a combinations of student activities supported by the use of appropriate resources. (Ian Reece, 2006, p. 155) Learning aids use all of the five senses. they use hearing through audio aids, sight through visual aids, touch through resources like specimens and models, taste and smell sometimes too specially in cookery. Usually there are range of resources available for teachers. I am impressed with resources for teaching and learning to use appropriately in the lessons and will use combination of resources for my micro teach. (Ian Reece, 2006, p. 155)

I have selected a range of activities including 2 videos clips; purpose of these video is relevant to lesson for using hearing, watching and writing skills at the same time and develop a connection in the class. A pair task; in which learners are meant to discuss aims and ambitions if they will start their business in future. This activity will help students to think beyond the one and only objective profit and my last task will be group task based on two products i-e, chocolates and coffee. Students will work in groups and explore the chain of production for two products from primary, secondary and territory sector. For example, for chocolates the process from growing and collecting cocoa beans, factory production to convert them into chocolate bars and tertiary sector when transporting chocolates from factory floor to retail outlets and various locations to be sold to final consumers. To challenge some students, they will be able to explore 4th sector of the production which is quaternary in which research and development is also involved. For inclusively, I will focus on 3rd sector only. Purpose of the last activity is applying their knowledge in the presentation and providing equal opportunity to present in the groups.

Lesson Planning and outcomes:

To identify learning outcome effectively, motive of lesson should be around Course Aim, Subject aim and Lesson aim. (Ian Reece, 2006, p. 11) I have tried to classify certain needs of learning around my subject before preparations of lesson plan. Psychomotor learning-e, : relates to the measurement of the students manual skills performances and therefore, the performance required will involve the manipulation of objects, tools, supplies or equipments. Cognitive approach: includes those leaning behaviours which require ‘thought process’ for specific information such as ‘define the terms’ , ‘select a suitable material’. all of those involve thought process. Affective: the behaviour required in this domain involves the demonstration of feelings, emotions or attitudes towards other people , ideas or things. Business subject revolves around more on cognitive and affective approach, however, sometimes teacher need to blend some Psychomotor skills at the same time.

While preparation of list of activities during my micro teach, I will focus on learning cycle at the same time to derive desired outcomes. (http://www.activatelearning.ac.uk/)

Image result for learning cycle

 

Connect:

My lessons starts with Introduction of the topic ‘ What is Business?’, from my learners. I will show them two images of famous TV serials including Dragons Den and Apprentice to build the connection between me, them and subject. Discussions will start and students will start sharing their own perceptions about the TV shows.

After reading Teaching Today, Geoff Petty; I extremely liked to approach planning cycle and will endeavour to apply the same approach in each activity of the lesson.

Planning cycle (Petty, 2009, p. 409)

Purpose behind this activity was to brainstorm and create the connection in the class, I would like to make my students relaxed and comfortable at the initial stage of the lesson because I have learnt that classroom environment is key to success to achieve the lesson objectives. By working on planning cycle, I intend to plan this action to make my students connected to each other and with me. What teaching style i should continue will depend of students reaction after this task.

Share:

Students will watch 1.45 min video and use the skills of watching, listening and writing at the same time. Contents of the video is to give a brief definition of Business from various famous entrepreneurs of the country. Students will watch the video and make their notes at the same time and again, share their learning after the video hence, applying CIA approach (Petty, 2009, p. 37)at the same time to focus on contents, idea and activities which is,

Content: Clarify the topic content to an appropriate depth and breadth.

Ideas: Determine the contents main: concepts, factors or circumstances, evidence or experiment, viewpoints or principles or theories.

Activities: Create questions and activities where students must reason with, process or apply the key ideas.

Key idea behind whole lesson is to teach ‘what is business?’, which is extremely easy by giving a definition on the board but by working on cognitive approach, I would be presenting evidence and create questions in students brains.

Present:

I will present knowledge of business and its objectives and students will apply them in pair activity to share their ambitious to start an enterprise. People start their businesses with various aims like profit, growth, self satisfaction and to satisfy their desire to invent but some people work on social enterprises to satisfy their inner instinct. I will show another video of 30 sec, which is a combination of innovation, revenues and keeping our planet safe and tidy.

I will try various informal assessment techniques to assure my learners, whatever their needs are and the environments I have created, will be positively responsive like minimizing authoritarian notices, instructions, and use of some humour. Positive gesture and smile, try to use students name as much as possible. encourage questioning and respond sincerely as a facilitator.

Application:

Group task based on sector of business to determine chain of production, designing a poster and giving 1 minute presentation will help students to apply their knowledge and show to whole classroom, it will also help me to record my notes for informal assessment.

Recall and Review:

My last task of the class is to work on a plenary called ‘thought triangle’. I found it extremely helpful as it provides to an opportunity to review the lesson and students to recall what they have learnt. It also helps me to prepare lesson objective for next lesson and strategies sought for differentiation.

Assessment methods – in theory and practice:

Other than all activities in place, I would like to focus on finding out if learning has taken place during the lesson, in other words assessment, it enables a teacher to ascertain if learners has gained the required skills, knowledge, and has ability to analyse and evaluate the relevant material.  there isn’t any isolated activity in the first lesson of business for a formal assessment but a general observation through range of activities can help in assessing the students.

Assessment cycle:(Gravel, 2013, p. 145)

Initial Assessment: To find out if learners has any previous knowledge and/or experience of the subject or any particular task. the information is usually obtained through the application forms and interviews at the time of admission. It’s usually doesn’t always taken by the teacher but information is always passed through, for example, CEM testing. (center for evaluation and monitoring) It help teachers by providing track able details of pupil’s performance and development, an overview of class performance and help identifying struggling pupils and areas to target.

CEM’s advanced profiling system analyses student responses and generates comprehensive, detailed and holistic learner profiles, enabling teachers and head teachers to: Understand their pupils’ strengths, weaknesses and underlying potential, tailor teaching and learning, Set realistic and inspirational targets and carefully monitor student progress.

CEM assessments generally focus on key cognitive and attitudinal aspects that research shows are linked to later academic outcomes, such as:

• Reading, vocabulary and spelling

• Mathematics and mental arithmetic

• Non-verbal ability

 

Assessment planning: Agreeing suitable types and methods of assessment with learners , setting appropriate targets dates, and following relevant organizational guideline’s

Assessment activity: Using relevant methods, approaches and activities for example, observation, questioning, assignments and gathering appropriate evidence of competence , it can be formative or summative , or both.

Assessments decisions and feedback: Making a judgement of success or otherwise. giving constructive feedback and agreeing any further action if required.

Review of the progress: Reviewing progress and achievements, discussing any other issues that may be relevant to the learning and assessment process.

There can be range of formal and informal assessments basis on this assessment cycle:

(Gravel, 2013, p. 153)

Diagnostic assessment: Relevant initial assessment like CEM testing can provide information regarding learners for example any specific assessment is required or needs they may have , or any further training and support they may require. for example BTEC Business Diploma ; Chosen by over 1 million learners every year, BTEC offers a range of professional qualifications for anyone taking their first steps into the world of work, progressing through their careers, planning to enter university, or starting an apprenticeship. After 30 years of proven success, more and more employers and Higher Education institutions across the globe are choosing BTEC-qualified candidates for their practical knowledge and employability skills.ESOL students are required to take functional classes to improve literacy and numeracy skills to continue studying BTEC course. (http://qualifications.pearson.com/en/qualifications/btec-nationals/business-2016.html)

Formative assessment: They take place usually by the teacher throughout the term or year and can carried out formally which I will take place during my lesson by effective group task an presentation skills.

Summative assessment: It usually occurs at the end of the session, programme, course, topic, unit and full qualification like AQA examination for Business studies. For example, given details shows how Business Studies students at A levels are assessed by AQA for final examination. (AQA Providers of academic qualifications UK) The AS specification is designed to be taken over one or two years with all assessments taken at the end of the course. The A-level specification is designed to be taken over two years with all assessments taken at the end of the course.

A-level Business includes questions that allow students to demonstrate their ability to:

  • draw together their knowledge, skills and understanding from across the full course of study
  • provide extended responses. For example questions in Section C of Paper 1 are extended response questions which require a student to draw together different areas of the specification. An extended response is evidence generated by a student which is of sufficient length to allow that student to demonstrate the ability to construct and develop a sustained line of reasoning which is coherent, relevant, substantiated and logically structured.

A-level

Component Maximum raw mark Scaling factor Maximum scaled mark
Paper 1 100 x1 100
Paper 2 100 x1 100
Paper 3 100 x1 100
Total scaled mark 300

At this stage or for this particular course, there will be no summative assessment but there will be formative assessment throughout the terms. All activities which I planned, will give me brief idea to make some notes for me which will be helpful in future to plan my lessons for inclusive teaching and measure breadth and depth of learning. Teachers are unable to manage learning objectives without assessments even though its widely criticised. Assessments can inspire, motivate and provide feedback which are essential for targeting prompt corrective help. (Petty, 2009, p. 479)

Task 2 : Reflection – evaluation of the micro teach

Without critical reflection, teaching will remain at best uninformed, and at worst ineffective, prejudiced and constraining. (Hillier, 2002)

We all think or reflect about things. It is one of the most natural parts of everyone’s lives. The learning wheel we have used to plan a lesson recognises the part reflection plays in learning, and reflection could help professionals to develop their practice. All practitioners encounter many problems, grey areas and uncertainties in their work, and use the evocative phrase ;swampy lowlands; to describe those areas. Our own watery metaphor of the deep end presents a similar picture, and teachers in PCE can sometimes be surrounded by swampy low- lands on all sides! Schon (1983) suggested professional practice could be developed through a spiral of action and reflection, whereby the practitioner acts, reflects on the action and plans new action, which is informed by the results of the reflection. The spiral is continuous, and can be interrupted and incomplete, and the reflection will not always solve problems. It could even cause problems. It does, however, help bring uncertainties to the surface, and provide a means of looking for solutions. This is the basis of critical reflection. (Crawley, 2011, p. 182)

DATA process (Crawley, 2011, p. 184) one of the most popular mean of helping critical reflection, and it is well worth trying out. DATA is a problem-solving approach whose initials stand for describe , analyse , theorise and act , and the stages are:

  • Describe the area of practice which you feel needs improvement or change.
  • Analyse the factors contributing to the problem area of practice. You should dig deep here, and consider the assumptions and underlying beliefs and motives involved.
  • Theorise possible ways to improve the practice, and suggest ways forward.
  • Act on your theory, by trying out the new practice to see how it works.

Being a reflective practitioner, I will try to work on similar theories and reach for a solution to become an effective teacher. Overall, If I analyse my micro teach, analysing feedbacks from tutor and peers gives a sense of contentment about my micro teach because many lesson objectives were met. As suggested CIPP Model on Teaching, Training and Learning (Ian Reece, 2006, p. 408);

Contest: setting the aim of the subject or lesson in line with the aim or course or curriculum. I believe I have been successful to set the aim of the lesson in line with the curriculum, my students were relaxed and shown full interest in the lesson.

Input: The resources I used to achieve the aim, I believe some of the resources were good but some can be improved if I intend to teach same lesson again. I might use more suggested interactive quizzes by James Kieft for plenary or summative assessment like Kahoot it

Process: This relates to the appropriateness of what happened in the lesson and how the elements are used to achieve the aims and objectives. I can visualise some elements of micro teach where I would like to bring some changes in the process like overall contents shortening and achieving blooms taxonomy step by step.

Product: this related to the outcomes; the students who have gone through the lesson, and what they have learnt. A final product after the whole process. Even though I achieved many lesson objectives but I will be highlighting some areas of improvements in next paragraphs.

There is always a chance to improve. I would like to become a specialist teacher who will be the resource person for his students and they will trust their resources person as best person when in need. In general, when I started my lesson I kept student on hold by involving them in different activities and presentation but I felt I could have given them more comprehensive instructions for the work. For example, when we started the activity of working in groups to research on three sectors of industry on coffee and chocolate. I missed out the instructions. Students were not sure about how much time they will be spending on finishing the task, either they are allowed to use the phone browsers for research or not and if one volunteer will be giving the presentation or whole group will be coming up together. After lesson observation , peer and tutor evaluation; I have reached on a conclusion to keep my instructions clear and simple. I will be using white board and overhead projector and display clear instructions at all the time, when an activity is taking place. I will also set timer for the tasks.

Good teachers are not born, nor are they made by the tutors, they make themselves. Research shows that there is no personality type that makes good teacher, you can teach effectively , but only if you know how to learn from your own mistakes and your successes.

I used learning cycle to develop my lesson plan, I would like to use reflective learning cycle (Petty, 2009, p. 517)to improve myself.

Concrete experience: This is the experience of teaching and can be developed by more and more classroom experiences only. I will highlight my weaker areas and put them forward in my forthcoming lessons as a challenge to address.

Reflect on experience: Evaluation of the teaching experience to discover in what areas you were effective or ineffective. I found my feedbacks that body language and environment of the class was very welcoming and students felts overwhelmed in the class but I need to work on time management in my next lessons; because it is extremely important aspect of the lesson. Wherever I teach, I will be given a limited time to teach some content, it’s worth preparing more content for the lesson but it should be covered in the time too. I should not be running late or ending up with a rush. I should give clear instructions about homework, next lesson objectives , work on recall and review of the lesson and dismiss my class with discipline.

Abstract conceptualization: Here is the time to ask question to myself, why did I fail to achieve last objectives of my lesson? to learn the nature and importance of concepts such as reinforcements, assessment and so on, find generalized reason for success or failure. I will also work on areas of content to be covered in the lesson, I have suggestions to cover limited topic in a good pace and I would like to make sure that only topic is covered with clear objectives in my mind which has been achieved. I should rather do not introduce the contents of next coming topics. I couldn’t work on last summative activity of ‘thought triangle’ which was extremely helpful for inclusive teaching in further lesson planning but due to long contents, I couldn’t go over it.

Plan active experimentation: What should I do differently if I teach same lesson again? new methods, styles and techniques to improve my teaching. If I do the same lesson again, I will try to use differentiation a bit more, even though I tried to focus on inclusive teaching but activities could have been designed to stretch some students and also motivate some students for whom it was a very new subject. Even though, there was limited time and limited activities during micro teach and I made a visual assessments on their learning but I would like to plan a plenary, in which I should plan a more structural assessment in a form of a very quick worksheet or quick on some interactive software like quizziz or socrative to recall and review the lesson and conducting a more formal assessment.

Orientation Task 1

Summary of Legislation:

Our vision is to provide the best training, education & teaching, transforming lives and securing futures. Mission Statement  (abingdon and witney college)

 

College Background:

Abingdon and Witney college is one of the state sector well renowned organizations which offer range of courses from students 14 + to adult learners. It is one in the top 10% of colleges nationally and is officially Oxfordshire’s most successful college. It have been graded “good” with “outstanding” leadership and management by Ofsted.

College offers range of courses including vocational course, apprenticeships, 14-16 horizons i-e, GCSE, Oxfordshire adult education, AS/A levels, future pathways, life and work skills learning program and higher education including honour and foundation degrees in collaborations of Oxford Brookes University. There are around 8000 students enrolled, more than 800 staff members, recent investments include £38 million commons leys  state  of the art facilities and annual turnover of £22 million. There are 3 main campuses and 5 other sites where college operates its Oxfordshire Adult Learning programs.

Hence, College has comprehensive policies in place in all areas and I would like to highlight some of the most important ones.

Health and Safety:

According to UK data, there are 14000 annual accidents attributed to work related activities and 99% of them are health related. That’s why college assures they do not compromise on health risk now or in future. It manages to reduce the risk of injuries to the accepted level. College operates new online Accidents and Incident reporting system from Sep2017 and its not risk averse, especially after the incident of fire in toilet at Witney Campus in 2010 by a student with severe depression. It believe in ensuring every possible aspect to consider and reduce risk to an acceptance level. College makes sure that students are ready for the life of work and try to manage risk accordingly .In order to achieve it; risk assessment is completed by the staff.

Task based risk assessment: Either the curriculum or the business teams are carrying out a task that has a risk, assessment are filled in by them are stored in the shared area.

COSHH & DSEAR risk assessment: All hazardous materials and processes that produce hazardous material i-e, dusts/fumes must be assess and the results recorded and communicated, all assessments are stored in the shared area.

Overall, all staff must compete the individual staff risk assessment on Smart log, it is also completed by new staff in the first week of the employment and eventually managers will review and  take actions, if needed.

For emergency responses, there are fire wardens, fire marshals, EvacChair operators (to deal with staff and students with mobility issues) and first aiders, who volunteer to be trained so that they can carry out first aid, assess injuries and summon emergency service.

Equality and Diversity:

The College is attempting to address the issues of collecting relevant data concerning the protected characteristics (Protected characteristics are: age; disability; gender reassignment; marriage and civil partnership; pregnancy and maternity; race; religion or belief; sex; sexual orientation.) of staff and students with a view to engaging better with these groups so that any discrimination, harassment or victimisation can be better identified and so that good relations can be fostered between different groups.

From July 2016, staff has been encouraged to input their data via the self-service module on the HR Database (iTrent), with confidentiality assured and follow up conversations with staff who “prefer not to say” to understand this. The College ensures that the admissions team are gathering data on race, disability, gender and age of students via the enrolment process. The College also seek an indication of the likely representation on sexual orientation and religion/belief, and of any challenges or barriers experienced by transgender students. The College recognises that students may not want to disclose this information on their arrival at the College, so opportunities are provided during 1-1 sessions with tutors and performance managers at the start of the academic year for these conversations to take place. These systems reviewed before each academic year starts in September. As part of the core tutorial programme sessions covering British Values provide students with the opportunity to discuss freely equality and diversity within society. Overall, there are students advisors, counsellors, change your mind program, autism support, financial and study support available, if required.

Safeguarding:

Abingdon & Witney College takes seriously its responsibility under section 175 of the Education Act 2002 to safeguard and promote the welfare of young people; and to work together with other agencies to ensure adequate arrangements within college to identify, assess, and support those students who are suffering harm.

College recognise that all staff and Governors have a full and active part to play in protecting our students and staff members from harm, and that the everyone’ welfare is  paramount concern. All the staff members are enhanced DBS checked procedures for safeguarding young people is in line with Oxfordshire Local Authority (the LA) and Oxfordshire Safeguarding Children Board Child Protection Procedures, and “Working Together to Safeguard Children 2010”. There is a governing body to understand and fulfil its safeguarding responsibility, Designated Member of the Senior Management Team who has undertaken appropriate training for the role, as recommended by the LA, within the past two years.

All adults, (including volunteers) new to Abingdon & Witney College will be made aware of the college’s policy and procedures for safeguarding and the name and contact details of the Designated Person, as part of their induction training. All members of staff are provided with opportunities at least every three years to receive training in order to develop their understanding of the signs and indicators of abuse, how to respond to a student who discloses abuse and the procedure to be followed in appropriately sharing a concern of possible abuse or a disclosure of abuse.

The name of any member of staff considered not suitable to work with young people will be notified to the OSCB. All procedures are annually reviewed and up-dated. The names of the safeguarding team will be clearly circulated in the college, in relation to the college’s role in referring and monitoring cases of suspected abuse.

College provides support to staff by providing an opportunity to talk through their anxieties with the Safeguarding Team and to seek further support. This could be provided by the Principal or another trusted colleague, Occupational Health, and/or a representative of a professional body or trade union, as appropriate.

All staff should be aware of the college’s behaviour/discipline policy and understand that a student may make an allegation against a member of staff. If such an allegation is made, the member of staff receiving the allegation will immediately inform the Principal or designated person.

Orientation Task 2:

Induction and Initial assessment:

Abingdon and Witney College is committed to increasing and widening participation in education and training. Applications to attend college courses are encouraged from all interested individuals. The college is committed to providing impartial advice and guidance as part of the admissions process to help applicants to choose the course which is right for them. Students who are not sure about the level or type of course they want to do are referred to the careers team or to other organisations as appropriate.

The college is committed to providing accurate, comprehensive and timely course information. This information is made available via course leaflets, the college prospectus and the college website. Applications for most HE courses should be made via UCAS. Some part-time HE courses require direct application to the college. There is an interview procedure for most of the students to adhere initial assessment and offering the course matches to their aspiration and potential. Abingdon and Witney College is an inclusive organisation and do its best to ensure that applicants are offered a place on their course of choice. If an applicant’s prior knowledge, skills or experience would make successful completion of their preferred course unlikely, college will make every effort to identify a suitable alternative e-g, offer to attend GCSE Maths, English or Science for higher education courses. There are separate policies in place for applicants with learning disabilities, prior convictions, international students and applications to work with children and young people i-e, enhanced DBS requirement.

Orientation Task 3: Observation of a experiences teacher

General information

Programme and level: BTEC Extended Diploma L3

Subject: Business Studies

Topic of the session: Marketing Mix- 4P’s including Distribution Channels, Supply Chains and Promotional Mix

Date and time of lesson: 17th Oct 2017  9:00 am – 10:30 am

Venue: D302 The City of Oxford College

Brief description of class (number in class, gender, age, ethnic origin): There were 22 students in the class with mixed ability, age range 16-19 with diverse backgrounds around 13 boys and 9 girls.

Brief description of the environment:

1. The institution (size, state of repair, public areas, classrooms)

I observed lesson of a senior teacher at The City of Oxford College where I teach same course once a week. Overall, class sizes are big and fully equipped with resources including Hardware, software and VLE mentioned in my rationale. Teacher used whiteboard and overhead projectors along with flip boards for description. Students were appreciated to make their notes on Google classroom and share login provided by activate learning.

2. The classroom (size, state of repair, furniture, furniture arrangement, displays) How did the layout affect the way the session went?

Classroom was quite big and seating arrangement was well planned. There were 8 desks joined together and 8 students were sitting in a group with personal PC access to take their notes. There were good space between each row for teacher to walk around in the classroom to access on each screen ensuring everyone is focused.

3. The atmosphere – do teacher and students appear relaxed? How would you describe the atmosphere between teacher and students and between students?

Overall, there was a relaxed environment in the class. Teacher has excellent rapport among her students and was approachable. She made every endeavour  throughout the lesson to ensure that classroom temperature was right for the students and if everyone has their lanyards on too.

Specific areas in this session

  1. Can you detect any rules about?:
  • noise
  • movement
  • timekeeping
  • eating/drinking
  • mobile phones
  • general behaviour
  • use of language

Classroom rules were made and obeyed by the students even though they were not displayed due to frequent change in rooms over the term. Students were well disciplined and focused throughout the lesson. There was excellent time keeping and teachers instructions were very clear about each task. Eating and hot drinks were not allowed in the classroom due to health and safety with water bottle exceptions. Mobiles phones were also not allowed as students had access to personal computers for any research tasks and notes taking. hence, made general environments of the class exceptionally disciplined.

  1. What teaching methods have you observed?

Class discussion which were contributed by everyone. Active learning and research based taks.

  1. What did the students do – on and off task?

Students were on the task in the class by general discussions in the class and made their notes. Students were given some research tasks for homework with clear instructions and deadline to apply.

  1. What resources/ teaching materials did the teacher use?

Combinations of power points, whiteboards, floorboards, overhead projectors, and PC for each student and teacher.

Reflections and action planning

What have you learnt from this session?

I learnt that teachers instructions were very clear about each tasks, she made very clear about class and home work task to avoid any confusion. There was a good use of technology and avoid use of mobile phones distractions by offering personal access to computer. There was also a good pace of lesson to cover reasonable contents in the specific lesson time and meet the objectives.

Reflect on the observation and write 3 things you would take from this session to apply to your own teaching

1. Clear instructions for each task. Bring reflective practitioner , I learnt after my micro lesson and this observation, clear instructions are key to success for a lesson. To be a good teacher, I need to pass the instructions to the learners very carefully and repeating them few times or/and with clear display on boards so students can understand, what exactly they should be doing.

2. Time based task – each tasks was time based and I would like to adopt this approach too for example, when teacher asked students to write their notes, she gave them 5 minutes for this task as well and timer was set on screen, as soon 5 minutes were over, she started the next task. Students were very focused and didn’t waste any moment because they were aware, if they will not use the time effectively, they can end up without notes of the lesson and face difficulty in home assignments and examinations.

3. Reasonable content of the lesson – the quantity which was covered in 1 and half an hour was just right. Learning cycle approach was applied with blooms’ taxonomy and students learned each phase of distribution and promotional mix very well; therefore were clearly able to apply , analyse and evaluate the concepts in real business.

 

 

 

 

Bibliography:

 

abingdon and witney college. (n.d.). Retrieved from http://www.abingdon-witney.ac.uk/

AQA Providers of academic qualifications UK. (n.d.). Retrieved from AQA: http://www.aqa.org.uk/

Armitage, A. (2007). Teaching and training in post-compulsory education. Maidenhead: Open University Press.

center for evaluation and monitoring. (n.d.). Retrieved from cem: http://www.cem.org/

Cowley, S. (2010). Getting the Buggers to behave. London: Continuum International Publishing Group.

Cowley, S. (2009). Teaching skills for Dummies. West Sussex: John Wiley & Sons.

Crawley, J. (2011). In at the deep end;a survival guide for teachers in poast compulsory education. Abingdon, Oxfordshire: Routledge.

Gravel, A. (2013). The award in Education and Training. London: Learning Matters.

Hillier, Y. (2002). Reflective teaching in further and adult education. London: Continuum.

http://qualifications.pearson.com/en/qualifications/btec-nationals/business-2016.html. (n.d.). Retrieved from PEARSONS BTEC: http://qualifications.pearson.com/en/qualifications/btec-nationals/business-2016.html

http://www.activatelearning.ac.uk/. (n.d.). Retrieved from http://www.activatelearning.ac.uk/: http://www.activatelearning.ac.uk/

Ian Reece, S. W. (2006). Teaching, Training and learning. Tyne and Wear: Business Education Publishers.

Minton, D. (2005). Teaching Skills and Further and Adult education. London: Thomson Learning.

Petty, G. (2009). Teaching Today. Cheltenham: Nelson Thornes.

Race, P. (2014). Making Learning Happen: a guide for post compulsory education. London: SAGE.

Schon, D. A. (1985). The reflective practitoner.

Simpson, A. G. (2014). The Certificate in Education and Training. London: SAGE Publishers.

 

 

 

 

Lesson Plan – Micro Teach

Session details:     Micro Teach                                   Date: 12/10/2017
Course: Introduction to Business Studies / How to set up and run a Business in UK?
Learners: My learners consists of mixed ability adult learners, coming from diverse backgrounds. some have some understanding about the business and its objectives, but it’s entirely  a new topic for some of them. This lesson will focus on both of them and bringing range of interactive learning to keep them active, participative and motivated to take initiatives.
Aims:

To focus on existence of business enterprises and reasons of their existence.

Learning outcomes/ objectives – students should be able to understand:

What is Business?

Basic terminology of business terms like needs and wants, customers and consumers.

Differentiate between 3 sectors of business with examples i-e, primary, secondary and tertiary sector of business.

Aims and objectives of business like profit, survival, growth.

Time Content Teaching/learning method Resources Assessment
2 mins Introduction of the subject with help of pictures from famous TV shows. ( 2-4 min ) Discussion, It will be develop a connection in the class from learning cycle and students would be able to connect their prior knowledge into it. Pictures from show of Apprentice and Dragons Den on projector. Participation from students to differentiate. Initial stage
5 min Students will be introduced with the topic ‘Business’ and encouraged to  participate actively.

( 5 min )

They will watch a video to understand what is Business? Students will be asked to write down important/key terms they have gained from video. Some students will come up with few important terms only but some students will be able to understand definition of Business.

Brainstorming / Students will take notes from the video so watching, listening and writing skills will applied at the same time. Hence, we will share the knowledge with each other from our learning cycle. Video clip from BBC Bite size and PowerPoint Presentation Individual participation to diagnose the students ability to take notes from video and add their ideas to interpret.
5 mins Students will be asked to work in pairs and discuss if they have their own business ambitions, what they would like to achieve from their Business. (10 min ) Discussion is pairs and then class discussion. Students will present their Business ideas after discussion and we will derive a list of business objectives. Papers and coloured pens Ability to learn in pairs/peers and participate with outcomes.
10 mins Types of Business Sectors

Primary, Secondary and Territory sector

With the help of example of Chocolates, discuss the life stages of formation of chocolates.

Students will apply their knowledge to make a small presentation and will present in front of class.

Chocolates

Coffee

Flip papers and pens

Small Presentations in groups of 3.

Students will be encouraged to give presentation and equal chance will be given to all.

5 min Differentiate between needs and wants.

Small activity based on needs and wants.

General class discussion, majority students will know it already which will give opportunity to students to recall and review the contents of the lesson. Worksheets. Based on the answers of students. Purpose of the activity is to reinforce the knowledge.
3 min Plenary – Learning Triangle Recall and review, overall a recap of the lesson. what they have learnt and what they would like to learn more. Learning Triangle Diagram. If some students need additional help on same topic, it will be reviewed with the help of triangle. Help to make learning objectives for next lesson.
Evaluation of the session

(continue overleaf or use a separate sheet/form)

Micro Lesson Tutor Observation Sheet

 

 

Student name…Ambreen Asif…………Tutor name ..Sian Cabrera……………………….

   

Date ……12/10/17…………….Start time …4:00pm.. Finish time ….4:30pm……………

Planning
Is there a lesson plan with clear and measurable objectives?

You included a verbal overview of the following along with a slide. ‘What is business ‘, Purpose of business, sector of business, chains of production and difference between needs and wants.’

Is the level of detail on the plan appropriate to support the delivery of this session?

Remember to write down what the students will do as well as what the teachers will do.

To what extent does the lesson rationale justify the choice of methods and resources to be used in the session? Does the rationale show awareness of issues relating to inclusion, equality and diversity so that the lesson would meet individual needs?

N/A Emily will mark the rationale upon submission for unit assessment.

To what extent is the setup of the room conducive to learning?

The room was in a hook shape which was conducive to learning

Beginning the lesson
How effectively were the objectives of the lesson communicated to the learners? What methods were used?

You verbally discussed the purpose of the session. Consider condensing the amount of objectives you have for the session.

The middle of the lesson
What teaching and learning methods and activities were used in the lesson?

Picture discussion of purpose of dragon’s den and the apprentices. Watching a video  , differentiated Q/A, general Q/A to the group about what a business is, pair activity discuss a business aim (goal you have or would like to have for your own business). Next learners worked in 2 groups and spent time researching primary, secondary and tertiary sector of chocolate and coffee.

How relevant were they for the topic and content?  How effective were they in enabling students to understand and/or practise the content? Were they suitably student-centred?

The topic was relevant to learners as it introduced business and got learners to think of businesses they may wish to pursue you also covered primary tertiary sector business, needs and wants. However this was a lot to pack in this session, consider having less objectives and more focus.

How well were the activities managed by the teacher? E.g. instructions, time, pace, supporting students, dealing with student questions

You covered a considerable amount in this session, consider how you can cover less and allow more time for learners to apply, review and consolidate learning.

What resources were used? How effective were they in supporting teaching and learning?

2 short video’s 1 about what a business is, another showed a recycling. Two video’s was a lot to show in this short session along with all your other resources. Consider how you can still use inclusive resources but use less resources, more focused topic and allow more time for checking learning after having used a resource. E.g more differentiated Q/A after the video may have been better than to show another video as the point is not just to engage learners it’s to support learning which requires more time to review learning.

Did the teacher communicate appropriately and effectively with the learners?

The teacher communicated clearly some of the time. E.g clearly when discussing TV programmes and purpose of a business. Effective body language, upbeat communication used to create a positive atmosphere. However consider how you could give, clearer advance task instructions and time limits for the tasks.

Did the lesson engage the learners?                           Did the lesson motivate the learners?

Most learners were largely engaged throughout the session. You included relevant inclusive activities which used a mixture of teacher and learner centred methods well considered.

Ending the lesson
How effective was the ending of the lesson in reviewing learning?

You did not have time to review learning at the end of the session. Consider covering less and allowing more time for a session review in future sessions.

What methods of assessment were used to judge overall learning from the session?

How appropriate were they?

You used discussion, peer presentation, some differentiated Q/A these methods were appropriate for learners. You did not have time for your final assessment task a handout.

Overall
Areas of good practice

Some use of differentiated relevant questioning to stretch and challenge confident learners e.g business teacher Ian asked about the difference between primary sector, secondary, and tertiary research

Variety of inclusive activities and resources to appeal to different learning preferences, e.g students used mobile phones and coffee, chocolate to help learners research primary, secondary and tertiary.

Approachable upbeat demeanours, learners felt comfortable and at ease and you created a positive class climate.

Areas for improvement

Avoid providing judgements in the session e.g money is the most important objective. You later went onto show a clip though to show learners

Ensure before the task you brief people clear instruction about what they are doing e.g one group told a presentation, other group presentation with one person, no times were given until the time you decided they were ready to present.

This was a considerable amount to cover for a session.Try to condense the amount of objectives and use Bloom/Anderson command verbs or questions and a session aim using generic command verbs e.g investigate etc.

 

 

 

 

General comments

Thank you Ambreen you used upbeat communication to make your learners feel comfortable asking for help and support. You used a variety of inclusive activities and resources in the session to help learners to meet some of your objectives. However this was considerable objectives to cover. Consider condensing your content, and allowing more time for learners to review and consolidate their learning before moving on and more time at the end to allow learners to consolidate learning.  Also ensure you provide time limits to ensure learners are focused and aware of how long they have to complete tasks.

Observer signature  …..Scabrera…………………………………..Date  ..16/10/17…………………..

Appendix 3: Self-evaluation of the micro lesson

Name……Ambreen Asif………………………………          Date…12.10. 2017…………………

Micro-teach subject ……Introduction to Business Studies……………………………………………..

Use these questions to support you in evaluating your micro lesson after you have taught.

 

How effective was your planning of learning? e.g. the lesson plan, the structure of the session, making the session inclusive. What impact did this have on the learners / learning?

I prepared well for my micro teach and carefully select the resources for engaging beginners and challenging advanced level students. I observed that my students felt confident in the lesson and actively participated.

How well did you manage the learning? e.g. groupings, instructions, engagement. What impact did this have on the learning?

I stated my lesson with individual questions, my second activity was in pairs and third activity was in groups for inclusiveness. Hence. I spread the lessons on various types of tasks and abilities. I felt students needs more clear instructions for third task and were not sure about presentation. Most of the lesson objectives were met during the micro teach but due to time barriers, I couldn’t complete my last assessment based activity hence, have me an idea that I should reduce the lesson contents.

How were the trainer/trainee relationships and how effective was the communication between them? What impact did this have on the learners/learning?

My learners were very relaxed during the micro teach. My strength which is my subject knowledge and 15 years teaching experience, has given me privilege to build up rapport with students at very initial stage so they can build trust in me and avail every moment of the lesson fully.

How effective were your resources in promoting learning? Were they inclusive? In what way?

overall, I carefully selected the resources and there was inclusiveness in all of them. resources provided an opportunity to learners to work extent and beyond to their abilities but I would like to increase the range of resources further in next lessons.

Were you able to effectively judge attainment and achievement through the assessment methods you chose? How?

I could make some judgements for students attainments and achievements with the resources but if I could have reduced the contents of the lesson and added another worksheet or interactive quiz, it could have been in better position to assess all the learners.

How could you develop the session further? This will help form the basis of an action plan for development

I would like to increase the range of inclusive activities, better time management and focusing on quality rather than quantity.

Signature:……Ambreen Asif……………     Date:…12/10/2017……….

 

Appendix 5- Resources used in Micro Teach

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Appendix 5- Feedback forms by peers – Micro Teach

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