This week my colleagues and I learnt to critically consider about lesson plan. Here is my Week 3 (Introduction to Learning Design) reflection.
1. What have you learned this week about learning design and session planning?
Key concepts are: learning aims, learning outcomes (Los), students’ background and prior knowledge, differentiation, assessment and feedback strategies to see how far students achieve towards what intended to be achieved stated in LOs and student-centered learning.
2. How did you learn this?
Through the given materials (podcasts, additional reading and other resources) and activities such as reading other peers’ thoughts in forum. In addition, bounced some ideas with friends who have experience on HE teaching. This new knowledge is then inform my decision to carefully constructing a lesson plan, the first draft.
3. What supported you?
The Session Planning Form helped me to think through each considerations, serving as a framework. I found it very useful for somebody who is lacking in terms of teaching experience. Reading peers’ thoughts are also beneficial to put the reading I have done in the context.
4. What have you learned this week about the practice of supporting student learning in HE?
It is worth to spend time to consider the lesson plan and try to contextualise them in a bigger picture (the module, the course, etc) and on anticipated constraints (time, resources, etc). It is more likely that successful learning will be achieved this way.
5. How has your understanding of this changed from doing this week’s topic and activities?
We touched on factoring students’ individual learning styles and levels at the beginning of the course. This week I learned in depth about recognising, communicating and ways to address these different learning situations.
6. What has challenged you?
Planning the session and bearing in mind that it will be able to be executed according to plans. I think this is a growing practice and the more I teach, I will be more conversant on delivering sessions according to my plans.
7. What has surprised you?
Ideally wordings on LOs are more precise rather than vague. The clearer they are, the better they are to facilitate learning. They also need to be observable, measurable and directly relate to the assessment criteria.
Also, what we state in LOs is what requires to pass, not a high grade.
8. What has this taught you about your strengths in your practice in supporting student learning?
To be honest, very sparse. I have not thought about discussed important concepts in depth, although I tried to be putting students’ hat while creating materials and learning activities.
9. What actions can you identify from this that you could take to further develop your practice in the future?
• To obtain more pertinent data of my students
• Having a precise LOs to help me and my students
• Communicate how the LOs are in direct relation to assessment criteria to students
• To incorporate more formative assessments
• To incorporate ways in differentiations such as through the use of: content, process, expected product, and learning environment.