A lesson plan was written up for a Year 5 Humanities and Social Science lesson covering the curriculum content, why people work in groups to achieve their aims, and how they can express their shared beliefs and values and exercise influence (ACHCK027) (Australian Curriculum, n.d.). The completed lesson plan was then emailed to three peers and the unit tutor. The peers and tutor were to review and provide constructive feedback on how the lesson plan could be improved. Through the process of receiving peer and tutor feedback a number of areas were highlighted that need to be worked on.
The Australian Curriculum content descriptor, prior knowledge and assessment areas were noted as well written, though further information would make these areas …show more content…
Peer 1 and Peer 3 both thought the objectives needed to be more specific. Peer 1 suggested using the SMART acronym, Specific, Measureable, Attainable, Realistic and Timely. Following the SMART acronym when planning lesson objectives will help to keep objectives simple and meet the criteria. Peer 2’s comment highlighted an indiscretion. One of the objectives was that by the end of the lesson students would be able to use social media to promote ideas and beliefs. Peer 2 questioned, “Was social media actually used or just in proposal?” In the lesson social media was only in the proposal and was not actually used by the students. It is important that all objectives outlined attainable within the lesson. To prevent issues like this happening in the future Peer 1’s SMART acronym would be effective to keep objectives specific and in line with the lesson …show more content…
The body of the lesson was unclear to Peer 2 and Peer 3. Peer 2 again questioned, “Is social media used?” and “What values and beliefs?” Peer 3 added, “Objectives of activity two are unclear.” Due to the objectives not being more specific there was some confusion to what the activities are and how they are aiding the students in meeting the objectives. The Tutor feedback mentioned lesson stages should involve clear, concise stages with sequenced transition. Providing more specific objectives and clear, concise stages of the lesson would clear up the confusion surrounding the body of the lesson plan. Peer 1 suggested adding an overall discussion to the conclusion, as it is short and sweet. While Peer 3 raised concerns about the timing of the conclusion, “How long is each presentation?” The Tutor feedback suggests not to overcrowd the lesson and to keep it simple. With the feedback in mind the conclusion will be more effective if kept to one activity, with the guidance of one to two minutes per presentation included to ensure the allocated time is
The Australian Curriculum content descriptor, prior knowledge and assessment areas were noted as well written, though further information would make these areas …show more content…
Peer 1 and Peer 3 both thought the objectives needed to be more specific. Peer 1 suggested using the SMART acronym, Specific, Measureable, Attainable, Realistic and Timely. Following the SMART acronym when planning lesson objectives will help to keep objectives simple and meet the criteria. Peer 2’s comment highlighted an indiscretion. One of the objectives was that by the end of the lesson students would be able to use social media to promote ideas and beliefs. Peer 2 questioned, “Was social media actually used or just in proposal?” In the lesson social media was only in the proposal and was not actually used by the students. It is important that all objectives outlined attainable within the lesson. To prevent issues like this happening in the future Peer 1’s SMART acronym would be effective to keep objectives specific and in line with the lesson …show more content…
The body of the lesson was unclear to Peer 2 and Peer 3. Peer 2 again questioned, “Is social media used?” and “What values and beliefs?” Peer 3 added, “Objectives of activity two are unclear.” Due to the objectives not being more specific there was some confusion to what the activities are and how they are aiding the students in meeting the objectives. The Tutor feedback mentioned lesson stages should involve clear, concise stages with sequenced transition. Providing more specific objectives and clear, concise stages of the lesson would clear up the confusion surrounding the body of the lesson plan. Peer 1 suggested adding an overall discussion to the conclusion, as it is short and sweet. While Peer 3 raised concerns about the timing of the conclusion, “How long is each presentation?” The Tutor feedback suggests not to overcrowd the lesson and to keep it simple. With the feedback in mind the conclusion will be more effective if kept to one activity, with the guidance of one to two minutes per presentation included to ensure the allocated time is