Hii there! It is already the end of week 8. How has everyone been doing? With all the submissions I assume everyone is rightfully exhausted, we are almost done guys let's keep pushing! Dr. Lina told us to construct objectives for the lesson plan for our upcoming micro-teaching. Our group members had decided on teaching Biology, more specifically body anatomy. To be completely transparent, I have never taken the biology subject and had no clue what it was about. So I had to do a lot more research than my other group mates on this particular subject to be completely equipped with enough knowledge to proceed with the micro-teaching. My group mate Luanne and I were assigned to dissect and teach the classroom about the human brain. I did some research on the Brain function and the significance of the brain.
To start of the discussion, we collectively understood the definition of learning objective to be able to curate some. From my understanding, it is an explanation of what students should learn is provided in learning objectives or targets. The purpose of Learning objectives is to tell students what they can expect to learn and/or achieve during the course of the lesson. It is also to make it easier for instructors or trainers to comprehend what should be covered in a lesson or course. Assign them a quantifiable goal so they can assess their progress. furthermore provide a simple and transparent evaluation procedure.
Dr. Lina also went into in-dept explanation about the requirements of the assignment and we must include in the teaching demo and slides. Also explained on how to do and individual presentation video and taped about the marking rubric. Dr. Lina introduced us to the SMART goals which was first introduced by Doran in 1981 for writing effective management goals. It is to ensure specific set of criteria is attained within a certain time frame.
S : Specific
M : Measurable
A : Attainable
R : Relevant
T : Time-bound
This was our group's learning objectives that we wrote down during the lesson.
We also did guided reading and as demonstration Dr. Lina told us to read the paragraphs displayed in front and I read a paragraph to participate in this activity. After that Dr. Lina Introduced us to the topic questions in classroom as a teaching tool that has been used by educators for decades. Well-written questions spark conversation, provide fresh perspectives, and encourage a thorough investigation of the subject. Intimidating students, generating uncertainty, and restricting original thought are all effects of poorly written questions that can hinder learning. Instead than asking higher-order, divergent questions that encourage deep thought and force students to analyse and evaluate topics, teachers most frequently ask lower-order, convergent questions that rely on students' factual recollection of prior knowledge.
Using a range of these question kinds promotes student participation, accommodates diverse learning styles, and creates a lively and engaging learning environment in the classroom.
Dr. Lina also introduced question circles a teaching method that is intended to promote student participation and cooperative learning. With this approach, the classroom is divided into a number of concentric circles, each including pupils who have a designated role in relation to asking and responding to questions. This method works especially well for encouraging student participation, discussion, and critical thinking. This method has many benefits. For instance, Inquiry and involvement are encouraged since students actively participate in both asking and responding to questions. Students will be able to formulate questions and answer those of their peers, putting their excellent communication abilities into practice. As a quiet student I feel like I should be more active and vocal in asking questions as it has many benefits.
References
Doran, G. T. (1981). There’sa SMART way to write management’s goals and objectives. Management review, 70(11), 35-36.
Les MacLeod EdD, M. P. H. (2012). Making SMART goals smarter. Physician executive, 38(2), 68.
Pillai, A. (2023). Strategies to Improve Teachers’ Questioning Skills. Www.suraasa.com. https://www.suraasa.com/blog/questioning-skill
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