Alix+Patterson

Descriptive title for lesson: Role-play of behaviours of a student in a classroom Subject: Family life Level: Prep 2 Instructional Goal: Prep two students by the end of the term will be able to differentiate acceptable and unacceptable classroom behaviour. Previous Knowledge: Prior to this lesson students will have discussed and analysed the behaviours that are expected and the behaviours that are unaccepted. Lesson Pre-Assessment //: //The teacher will review the behaviour through discussion of the prior lesson, where they analyse and compare the different behaviours, with the students. The teacher will show two different clips on the Smartboard and the students will choose which behaviour goes into acceptable and which goes into unacceptable behaviour.

Rationale for Teaching Strategies Selected: These strategies were selected Objectives Organized by Domain //(ABCD, Cognitive, Affective or Psychomotor) ////: // (Introduce the students to the objectives that will be learned. If this lesson continues from a previous lesson, how does it connect to what was taught) || Review and solidify the types of behaviours. || Smartboard, Discussions, Group work. || <span style="font-family: Calibri,sans-serif;">Teacher will operate the Smartboard and ask questions based on the type of behaviours to encourage recall of the previous lesson. <span style="font-family: Calibri,sans-serif;">Teacher will assign groups and give guidelines to the role play. || <span style="font-family: Calibri,sans-serif;">Students will view the video clips, will give their opinion on the different types of behaviour. || <span style="font-family: Calibri,sans-serif; font-size: 10pt;">(Describe the content knowledge and how it will be provided to students – e.g., lecture, discovery learning, textbook, video) |||||||| <span style="font-family: Calibri,sans-serif;">The content knowledge will be provided to the students through video and lecture as well as open discussion. ||
 * **<span style="font-family: Calibri,sans-serif;">Stages of Instruction ** || <span style="font-family: Calibri,sans-serif;">Objectives <span style="font-family: Calibri,sans-serif; font-size: 10pt;">(For each stage, identify when the objective is being addressed) || <span style="font-family: Calibri,sans-serif;"> Materials <span style="font-family: Calibri,sans-serif; font-size: 10pt;">(Identify the materials [including technology related] needed at each stage) || <span style="font-family: Calibri,sans-serif;">Teacher <span style="font-family: Calibri,sans-serif; font-size: 10pt;">(Describe what the teacher will be doing at each stage) || <span style="font-family: Calibri,sans-serif;">Student <span style="font-family: Calibri,sans-serif; font-size: 10pt;">(Describe what the student will be doing at each stage) ||
 * <span style="font-family: Calibri,sans-serif;">Set Induction
 * <span style="font-family: Calibri,sans-serif;">Content
 * <span style="font-family: Calibri,sans-serif;">Teaching & Learning Strategies

<span style="font-family: Calibri,sans-serif; font-size: 10pt;">(Describe, in detail, activities that will assist students in reaching the objectives. Also include practice activities, a plan for providing feedback, as well as examples to aid their understanding. || <span style="font-family: Calibri,sans-serif;">Create a scenario showing understanding of the types of behaviours and when one can use them. || <span style="font-family: Calibri,sans-serif;">Group work, prior knowledge, personal opinions. || <span style="font-family: Calibri,sans-serif;">Teacher will have placed the students into groups, ensuring their personalities and classroom behaviour differs in order to have differing points of view. <span style="font-family: Calibri,sans-serif;">Teacher will intervene if there are any complications. Teacher will question the students after each presentation. || <span style="font-family: Calibri,sans-serif;">Students will create, in groups, scenarios depicting different classroom behaviours. <span style="font-family: Calibri,sans-serif;">Students will perform their play in front of the class. Students will observe their peers’ play. || <span style="font-family: Calibri,sans-serif; font-size: 10pt;">(Describe how you will bring the lesson to a close. Review the objectives and how they will connect to the following lesson [if applicable]) || <span style="font-family: Calibri,sans-serif;">The lesson will be reviewed highlighting the common behaviours. || <span style="font-family: Calibri,sans-serif;">Discussion || <span style="font-family: Calibri,sans-serif;">The teacher will question the students on the similarities of the students’ presentations. || <span style="font-family: Calibri,sans-serif;">Students will link the presentations and explain when which behaviour is acceptable in which circumstance. ||
 * <span style="font-family: Calibri,sans-serif;">Closure

<span style="font-family: Calibri,sans-serif;">Summative Assessment: The teacher will assess the students through observing their input into the play and ensuring they use their pallet sticks to place their opinion in turn without conflict. Ensure that they have understood what is expected and completed the assignment. The teacher will ask the students what input they had in the group work. <span style="font-family: Calibri,sans-serif;">Contingency Plan: If the technology fails, the teacher can go straight into the discussion and omit the technology part. The teacher can also act out the different types of behaviour and the students can tell the teacher what type of behaviour she/he is displaying.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Goal:

<span style="color: black; font-family: 'Times New Roman',serif; font-size: 12pt;">Students by the end of the term will analyze their behaviour through discussion and modelling different types of behaviour.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Objectives

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Cognitive:

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will use their writing journal and record their opinion of suitable behaviour and justify through quick writes and illustrations.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Affective:

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Prep two students will enjoy, through laughing and smiling, role-play of behaviours of a student.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Psychomotor:

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will create posters depicting behaviours in class using paper, scissors and glue.

EDTL1720: Instructional Design – Instructional Problem and Curriculum Goal Form
==<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Use this form to present your instructional problem statement and related goal from the Ministry of Education’s (MOE’s) curriculum for your targeted learners. == ==Students will analyze their behaviour through discussion and modelling behaviour. The teacher will have a subtle and silent signal for the students to remind them of the behaviour that is expected of them. These goals will take a great period of time before it becomes automatic for the student**.**== ||
 * ==<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Your Name: Alix Patterson== || ==<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Date:31st May 2012 == ||
 * ==<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Instructional Problem Statement (at least two paragraphs giving a summary description of the instructional problem derived from your Instructional Problem Template) == ||
 * ==Children in a classroom setting, especially at the younger age groups, are very easily distracted. When students sit in groups throughout the day the teacher’s intention is for them to learn to work together and develop team work or group skills. Through observation there is approximately 35% of the class who have difficulty keeping their ideas to themselves until it is their turn to share. Some students get unruly due to excitement and not being able to wait their turn. It makes the student feel as if they are contributing to the class and are unaware of the distractions that they cause. Other students may have processing problems or attention problems. Both of these issues can cause the student with the problem to either try to process what the ‘disruptive’ student is saying or become totally distracted by the student who is shouting out on issues that are not related to the topic at hand. No matter the reason for the student shouting it out it reflects as the classroom needing some improvement in the class management. It has been my observation that students that are aware of the rules that the teacher has set stick to them. However, students are aware which teachers they can and cannot disrupt the class with. Because of the inconsistency between teachers, students in some classes have not adapted to proper classroom etiquette. Students and teachers alike become frustrated with the constant disruptions in the classroom. These disruptions lead to a lower academic achievement. It is my goal to have students take turns and respect each other’s opinion. I plan to achieve this through instruction over the period of a term.== ||
 * =**<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Related Instructional Goal (must be related to the MOE’s curriculum for your targeted learners) **= ||
 * ==Students will develop self control and keep the classroom noise at an acceptable volume by the end of the term.==

==.........................................................................................................................................................................................................................................................................................==

Use this form to give your peer feedback on their Instructional Goals during your tutorial session.
== Alix’s problem statement does in fact summarise and identify an existing behavioural/social problem. She outlines that at least 35% of her students often speak out of turn and it is difficult for them to stay focused and on task. The students tend to become unruly when excited, seem to be unaware of the classroom rules and their disruptive behaviour leads to low academic achievement. == ||
 * ==Your Name: Melanie Charles== || ==Your Partner’s Name: Alix Patterson== ||
 * ==Criterion – Does the instructional problem statement give a review of different factors in summarising and identifying the performance problem? Explain why or why not.==

Criterion – Will instruction solve the performance problem? Explain why or why not.
== The aforementioned behavioural/social problem can in fact be managed through the use of careful classroom management strategies delivered in an instructional manner. Instruction can help to teach the desired behaviors by breaking them down into smaller tasks or specific objectives. An example of this is teaching a desired replacement behaviour, such as , raising of hands to signal willingness to respond to a question , this action , will replace the inappropriate behavior of shouting out answers. == ||

Criterion – Is the performance problem linked to a goal in the Ministry of Education’s curriculum for the learners’ targeted? Explain why or why not.
== Perhaps if the performance problem is restated to focus on the importance of rules, one can say that it is directly linked to the Social – Studies curriculum which focuses on the importance of rules in the classroom, on the streets, at home and at school. However, as currently stated, the performance problem is too broad and there are several factors or components of indiscipline to be addressed. If left as is, I believe that it would be difficult to link the entire problem statement to the Ministry of Education’s curriculum. == ||

Criteria - Is the goal a broad statement of what is expected over time, not at the end of the lesson? If not, explain why not. If so, explain why it does.
== Instructional goals describe the outcomes of instruction, not the process, ways or means. It does not detail which teaching and learning activities the teachers and students will engage in. It does not describe how the teacher will help the students. On this premise, I will unfortunately say that the second goal stated is too specific because it states which teaching and learning activities the teacher and students will engage in. == || == Criteria - Does the goal describe the outcomes of instruction not the process, ways or means of instruction? If not, explain why not. If so, explain why it does. Goal number 1 focuses on the outcome of instruction.“Students will develop self control and keep the classroom noise at an acceptable volume by the end of the term”Goal number 2 focuses not only the outcome but also on the process, making it too specific. “Students will analyze their behaviour through discussion and modelling behaviour. The teacher will have a subtle and silent signal for the students to remind them of the behaviour that is expected of them. These goals will take a great period of time before it becomes automatic for the student. == || == Criteria - Is the goal written in terms of what is expected of the student (not the teacher or school)? If not, explain why not. If so, explain why it does. The goals are mainly written in terms of what is expected of the student. Students will : ==

The teacher will have a subtle and silent signal for the students to remind them of the behaviour that is expected of them.
||

Criteria - What changes would you recommend to your partner’s instructional goal?
== I will suggest rewriting the goal to target the specific behaviour to be changed. This would mean focusing on specifics in the problem statement. Once the behaviour to be changed is carefully targeted, then the general goal should suit that desired change in behaviour. ==

For instance: “Students will obey the classroom rules and display acceptable behaviour by the end of the term.”
||

** (Use this template as needed to guide you in identifying and summarizing your instructional problem statement.) **

 * == What observable behaviour (include frequency) indicate that learners have a performance problem? ==

**Students shout out answers or speak out of turn throughout the lesson, which causes other students to either parrot their answer or become distracted.**
|| ==**The environment impacts a learner’s performance, as the classroom needs to be comfortable and safe surroundings, because the classroom portrays this environment, these students feel free to express their opinion and forget to take turns or wait their turn. The effect of shouting out is that it causes distraction to other students and sometimes gives answer to everyone with allowing others to think it over.**== || ==**The classroom is equipped with a teacher and a teacher’s assistant; the students have interaction all day as they sit in groups of four or five on a table. They also interact during carpet and toy time.**== ||
 * == How does the environment impact on the learners’ performance problem? ==
 * == How do the availability and quality of required resources (human and physical) impact on the learners’ performance problem? ==
 * == What bona fide information or records indicate that a performance problem exists among learners? ==

**The only record of this issue is that the individual students have comments made in their reports that are given to parents each term.**
|| ==**The learners are aware of what the problem is, are constantly reminded of the rules. At times when they are reminded they do show signs of remorse, however, this does not last long. Learners who have processing problems or other learning issues suffer, as their peers do not give them a chance to analyze the question and come up with an answer.**== || ==**In school as the students share tables in this grade it is easier for the discussion to take place. In September they will be in their personal desks so this should ease the talking. Teachers do make the effort to explain why the shouting out is not needed. At home parents, after talking to the teacher, mostly encourage the child to wait their turn. But it is difficult to have control over the students who do not get the support at home or the student who has a difficult time waiting for their turn.**== ||
 * == What do learners think about their performance problem? ==
 * == What factors (school, work, or home) in the preparation of the learners impact on their performance problem? ==
 * == How does study or instructional time impact on learners’ performance problem? ==

**It impacts the learner’s performance as they cannot sit with out having written work to do and even then the students can still be distracting to each other.**
|| ==**The negative implication for the learner is if they continue their school life distracting others they will also eventually begin to distract themselves. I say eventually, as many of the students who shout out or constantly talk are strong academically. However, as the work get more difficult and faster they will have difficulty following causing their grades to suffer.**== ||
 * == What are any negative implications for learners in not addressing their performance problem? ==
 * == What performance standard or goal are learners not meeting that they are expected to meet? ==

**Because of the consistent shouting out and talking the weaker or slower workers are not able to complete the assigned task within the timeframe given.**
||
 * == How is this performance goal or standard linked to the Ministry of Education’s curriculum for these learners? ==

**This goal is linked, as the curriculum is a fixed one causing all students to need to be measured on the same level. The students that are distracted in the classroom are left behind.**
|| ==**Instruction will address this problem, as the students will know the rules, which will develop a more controlled classroom. Therefore, students will be able to express their ideas and receive feedback from their peers all while taking turns. Students who have the issues can have a reminder on their desk or a subtle clue that the teacher and that student share, this way it is a gentle silent reminder for the student.**== ||
 * == How will instruction address the learners’ performance problem? ==
 * == Name: **Alix Patterson**== ||
 * == Date: **25th May 2012**== ||

** Hi Alix, **** I enjoyed reading your answers to the questionnaire, I agree with what you spoke about. I also agree to your statement where you said the environment impacts a learners’ performance. I believe that a safe and comfortable classroom promotes students’ performance since they feel free to express their opinion and forget to take turns or wait their turn. Therefore teachers should try to create a safe and comfortable classroom of their students. Having an assistant teacher in the classroom along with the teacher can have a great impact on the learner’s performance problem since she can be there to continuously help students who may need extra attention. However most government schools and denominational schools do not have the privilege of this joy, hopefully in time to come our minister will introduce assistant teachers in every classroom or as they call them remedial teachers. **** Your Partner, **** Hema. **

Hi Hema,
==Thank you for your comments. I just want to clarify there is a major difference with remedial teachers and assistant teachers. It would be lovely to have remedial teachers in every class and hopefully that can happen. We can take small steps for now though and have an assistant in every class and it can be done in the government school as well.==

<span style="font-family: 'Garamond','serif';">Use this form to give your peer feedback on their objectives.

 * ==**<span style="font-family: 'Garamond','serif';">Your First & Surname: **==

**<span style="font-family: 'Garamond','serif';">Melanie Charles **
|| ==**<span style="font-family: 'Garamond','serif';">Your Partner’s First & Surname: **==

**<span style="font-family: 'Garamond','serif';">Alix Patterson **
||

**<span style="font-family: 'Garamond','serif';">Criteria – Do the objectives align with the instructional goal? If not, explain why not. If so, explain why it does. **
==<span style="color: #000000; font-family: 'Garamond','serif'; font-size: 16px;">Unfortunately the instructional goal stated does not align with the specific objectives because the instructional goal speaks of improving reading fluency while the specific objectives target the identification of suitable behaviour for a classroom. These objectives in NO WAY coincide with the stated instructional goal. I recall however, after my critique of Ms. Patterson’s Instructional Goal, her goal at that time read <span style="color: #984806; font-family: 'Garamond','serif'; font-size: 16px;">“Students will develop self control and keep the classroom noise at an acceptable volume by the end of the term.” **<span style="color: #000000; font-family: 'Garamond','serif'; font-size: 16px;">Now however, her instructional goal reads ****<span style="color: #984806; font-family: 'Garamond','serif'; font-size: 16px;">“ **<span style="color: #984806; font-family: 'Garamond','serif'; font-size: 16px;">Students will develop their oral reading fluency skills by moving from the frustration level to the instructional or independent level in a projected time frame of six weeks.” <span style="color: #000000; font-family: 'Garamond','serif'; font-size: 16px;"> I am a bit confused over the apparent discrepancy. ==

**<span style="font-family: 'Garamond','serif';">Criteria – Were the objectives placed in the correct domain? If not, explain why not. If so, explain why it does. **
==**<span style="font-family: 'Garamond','serif';">Prep 2 students will use their journal books and record their opinion of suitable behavior as well as justifying their choices through quick writes and illustrations. **== || == ==
 * ==**<span style="font-family: 'Garamond','serif';">Objective **== || ==**<span style="font-family: 'Garamond','serif';">My Critique **== ||
 * ==**<span style="font-family: 'Garamond','serif';">Cognitive **==

<span style="font-family: 'Garamond','serif';">Correct domain but should be grammatically restated.
|| ==**<span style="font-family: 'Garamond','serif';">Prep 2 students will by the end of the term be able to discuss and explain with the teacher’s guidance the appropriate behaviour that is expected of a student. **== || == ==
 * ==**<span style="font-family: 'Garamond','serif';">Affective **==

<span style="font-family: 'Garamond','serif';">Correct domain.
||
 * ==**<span style="font-family: 'Garamond','serif';">Psychomotor **==

**<span style="font-family: 'Garamond','serif';">Prep 2 students will be able to differentiate the characteristics of the classroom behavior that is acceptable and what is not acceptable. **
|| == == ==<span style="font-family: 'Garamond','serif';">This objective is incomplete. With the inclusion of appropriate verbs depicting the manual or physical skill to be used, it will be complete and acceptable. == ||

**<span style="font-family: 'Garamond','serif';">Criteria – Are the behaviours expected of the student clear? If not, explain why not. If so, explain why it does. **
==<span style="font-family: 'Garamond','serif';">The behaviour expected of the students is clearly stated in the cognitive and affective domains. The psychomotor objective should be re-examined to include specific verbs used in stating a psychomotor objective. ==

**<span style="font-family: 'Garamond','serif';">Criteria – Are the conditions under which the behaviours to be demonstrated clear? If not, explain why not. If so, explain why it does. **
==<span style="font-family: 'Garamond','serif';">The conditions identified for the cognitive objective was clearly stated. I will suggest the inclusion of a condition for the psychomotor objective and the restructuring of the condition identified for the affect domain. Stating the condition for the affective domain as “The teacher’s guidance” seems a bit ambiguous. Possibly, the objective can be further explained by clearly stating through what means will the teacher guide her students. Will she guide her students through the use of carefully constructed questions? Through the use of a questionnaire? ==

**<span style="font-family: 'Garamond','serif';">Criteria - What changes would you recommend to your partner’s objectives? **
==<span style="font-family: 'Garamond','serif';">1) Re-examine the grammatical structure of the objectives written to ensure that the same tense is maintained throughout the objective. One should not include different tenses in writing an objective. The future tense is usually what is required. ==

<span style="font-family: 'Garamond','serif';">Example : I will change ,
==**<span style="font-family: 'Garamond','serif';">Prep 2 students will use their journal books <span style="color: #984806; font-family: 'Garamond','serif';">and <span style="font-family: 'Garamond','serif';"> record their <span style="color: #984806; font-family: 'Garamond','serif';">opinion <span style="font-family: 'Garamond','serif';"> of suitable behavior as well as <span style="color: #984806; font-family: 'Garamond','serif';">justifying <span style="font-family: 'Garamond','serif';"> their choices through quick writes and illustrations. **== ==<span style="font-family: 'Garamond','serif';">My suggestion – Prep. two students will use their journals to record their perception of what is considered suitable behaviour and will justify their perceptions through the use of quick writes and illustrations. ==

==<span style="font-family: 'Garamond','serif';">2) Re-examine the psychomotor objective so that it reveals verbs which identify the manual or physical skills being used by the child in completing the task. Also what is the condition? == ==<span style="font-family: 'Garamond','serif';">Example **<span style="font-family: 'Garamond','serif';"> – I will restructure - “Prep 2 students will be able to differentiate the characteristics of the classroom behavior that is acceptable and what is not acceptable.” **== ==**<span style="font-family: 'Garamond','serif';">Possible Suggestion – Prep. 2 students will be able to differentiate the characteristics of acceptable classroom behaviour on a provided worksheet, by circling the desirable or acceptable behaviour. **==