Teaching practical skills assessment

Introduction to teaching

UP864065

INDEX

Introduce new knowledge

Plenary

Introduction

Learning outcomes

Starter

Activities

Share objectives

Assessment

References

lesson plan

3 minute

starter

• Welcome students to the class
• Get students to complete the starter activity to engage them with the lesson.
• After the starter is complete make sure everyone is ready to move on and begin learning.

starter

The class will work in pairs to discuss with each other what they think the definitions of both crime and deviance are.

“By giving our students practice in talking with others, we give them frames for thinking on their own.”

Lev S. Vygotsky, Mind in Society: The Development of Higher Psychological Processes

1 Minute

Learning Objectives: By the end of the lesson, students will be able to explain the difference between crime and deviance and have some understanding of social constructs.

5 minutes

introduce new knowledge

A powerpoint presentation created by the teacher will be shown to the class during the lesson.

Introduce new knowledge

The presentation will include the correct definitions for both crime and deviance with added examples which the students will be required to make a note of in their workbooks. Once the students have got a grasp on the simpler definitions, they will be provided with further definitions related to the topic. The students will be told what a social construct is and be tested on their knowledge of this as an activity later on in the lesson.

‘It is, for example, becoming increasingly clear that using spaced or distributed practice, where knowledge is rehearsed for short periods over a longer period of time, is more effective than socalled massed practice.’

Name Surname

Activities

Group work Students will be asked to work as a group to create a spider diagram of examples of situational, historical, or cross-cultural crime and deviance can you think of to show crime is a social construct?

activities

Fill in the blanks Students will be given a worksheet that has 2 sentences on and words at the bottom of the page, the class will need to work independently to use the words to fill in the blanks.

Activities

A teaching assistant will go round and offer help to those who need it by asking questions to prompt students who may need extra help. The teaching assistant can offer 1 to 1 help with individuals who may be struggling to keep up. Providing different levels of ability for the work will enable the class to work at their own pace and benefit more from the learning. Group work enables those who may be struggling to gain confidence and support from other members of the class.

a process "that enables a child or novice to solve a task or achieve a goal that would be beyond his unassisted efforts."

Wood et al. (1976, p. 90)

assessment

Students will be shown two GCSE style questions of different abilities on the board. Students will be given 10 mins to complete the questions in exam conditions to prepare them for their GCSE sociology exam.

assessment

Students will be given the option to complete either one of the questions depending on their understanding of the topic. If they finish one question and have enough time to complete the other, they can do so as further work. This helps the teacher gain an understanding of what has been learnt in the lesson and who may need extra help when moving on in the unit.

VIDEO

A YouTube video of a timer will be played on the screen so that the students know how much time they have left to complete the questions

“Formative assessment findings inform you of the content which needs to be covered and also the effectiveness of teaching and learning methods.”

(Machin, Hindmarch, Murray, & Richardson, 2016, p. 89)

references

Burke, A. (2011). Group work: How to use groups effectively. Journal of Effective Teaching, 11(2), 87-95. Davis, M. L., Witcraft, S. M., Baird, S. O., & Smits, J. A. (2017). Learning principles in CBT. In The science of cognitive behavioral therapy (pp. 51-76). Hughes, D. G. (2017, March 16). Ipsative assessment: motivating students through recording feedback and progress over time. James, M. (2006). Assessment, teaching and theories of learning. Assessment and learning. Machin, L., Hindmarch, D., Murray, S., & Richardson, T. (2016). A Complete Guide to the Level 5 Diploma in Education & Training. John Catt Educational.

references

Maybin, J., Mercer, N., & Stierer, B. (1992). Scaffolding learning in the classroom. Thinking voices: The work of the national oracy project.Pea, R. D. (2004). The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity. Plass, J. L., Moreno, R., & Brünken, R. (Eds.). (2010). Cognitive load theory. Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. Schreiber, L. M., & Valle, B. E. (2013). Social constructivist teaching strategies in the small group classroom. Small Group Research, 44(4), 395-411. Sherrington, T. (2020). Rosenshine's Principles in Action.

THANKS!