ࡱ> #` "bjbjmm xxx8x,$y:$z$z$z$z$z|||$(h߁|{"|||߁$z$z|$z$z|$zz 0JUx} 0:;~0|)|7| C|X|||߁߁)d|||:||||>\Dd4\D  Certificate in Education & Professional Graduate Certificate in Education LESSON PLAN Teacher: Chris Savory Course title and year group:Cert Ed/Prof Grad Cert Ed Start Jan 08Module: Processes of Learning and TeachingSession date:11.11.08Session location and time:AC202 5:45 9:00Session topic: Sustainable ResourcesSyllabus and functional skills references: Learning outcomes 1, 2, 4, 6, 7, PTLLS assessment criteria 1.1, 1.4, 2.1, 2.2, 3.3, 4.2, 4.5, 5.2, PEL assessment criteria 2.1, 2.5, 3.1, 3.2, 3.3, 3.44.1, 4.2, 5.4, 6.1  Session Aim/s (a sentence making clear the broad statement of intent) Exploring the use of resources and considering their sustainability Learning Outcomes (by the end of the session students will be able to): Acknowledge the importance of sustainability in relation to resources Explore a range of resources for teaching and learning Recognise the importance of teaching and learning resources Identify areas of curriculum that can be enhanced by resources Consider ICT as a resource and its contribution to sustainability Minimum Core elements addressed from Part A or B: P49, P52, P53 Professional Standards addressed by Domain: AS2, AS3, AS5, AS6, AS7, AP2.2, BS1, BS3, BS5, BP1.3, BP2.6, BP3.1, BP3.3, BP5.1, BP5.2, DP1.2 Which of the 5 Every Child Matters Outcomes addressed: Making a positive contribution Achieving economic well-being  Differentiation (which individuals or sub-groups is it necessary to make particular provision for because there are additional learning needs, support needs, specific contexts or significant levels of prior learning - and how will you support these students?): Small group discussion and feedback, large group discussion, range of learning materials, PowerPoint presentation and handouts to allow own notetaking and linking of theory to own practice. TimeContent & ObjectivesTeacher activityLearner activityResourcesAssessment strategies 9.15 9.20 9.35 9.45 10.10 10.40 11.00 Register, learning outcomes, road signs Theme of sustainability Using visual resources Definition of resource Sharing and adapting resources ICT debate Welcome, give out road signs for group activity later Outline session outcomes Introduce theme of sustainabillty, explain work of co-op inquiry Give two definitions of resources put questions on slide 6 to group Explain we will be linking sustainability to most of todays activities and re-visiting in other modules Activity 1 Importance of visuals in resources Divide group into pairs sitting back to back, give one of each pair a picture allow 3 minutes to describe picture to partner What were the difficulties? Was the picture what you imagined as your partner described it? Relate to quote on slide 8 Relate to signs given out at start of session universal language but often visuals are one-way communication Activity 2 Ask groups to define teaching resource and learning resource ask for five examples and the learning domains they address remind of 3 domains. Ask for advantages/disadvantages, how sustainable are they? Summarise feedback write examples on flipchart to type up later do some resources fit into both categories Activity 3 Divide into pairs ask each pair to take 5 mins each to show and explain resource they use can they adapt their partners devise one new resource/aid you could enhance a session with give examples form previous group refer to list compiled in activity 2 BREAK Move furniture so two long tables opposite each other, divide into two groups using signs given out at beginning. Ask to think of as many ICT resources as possible Give each group 5 minutes to put across argument. Why do this in this way? Listen make notes Remind learners more info in blue handbook pp83-88 Define sustainability in small groups Ask open questions are they aware of SCATs work on sustainability? Sit back to back,one of pair describes picture to the other Feedback on the experience Discuss, take notes Work in 3s or 4s define and give examples, link to domains, link to sustainability Feedback to group record on smartboard Choose someone to work with who has brought in a resource which differs greatly from yours Discuss particular sessions they could enhance with resources, give examples, record in reflective diary BREAK Devise list of ICT resources write on flip chart Nominate representative Prepare argument, put argument across in 5 mins, listen to opposing argument Smart board, laptop, handouts, powerpoint presentation 1st 5 slides Slide 6 Pictures Slide 7 & 8 Flip chart and pen Slide 9 Resources brought in by group Slide 10 Slide 11 Discussion Micro teach Observation Feedback Group feedback Assignment Observation PPP Observations Pair feedback Reflective diary Group debate Written assignment Minimum core booklet 11.25 Considering the resources and human activity involved in its productionActivity 4 Divide into small groups consider a resource and the materials and human activity used in its production Give starting point if those chosen are too complex a handout,a dvd, a marker pen Rotate around groups and summarise feedback relate to slide 13 consider questions on slide 13 do we have to reach a compromise? Is there always a counter argument? Example of plastic and copper piping/light bulbs and low energy bulbs Groups of 3 and one 4 Analyse resource, record on flipchart Answer open questions Complete flipcharts as directed on slide 12 Discuss examples from own practice and experience  Slide 9, 10 and 11 Flip chart paper and pens Slide12 and 13 Slide 13 Group feedback Reflective diaries12.15Summary and review of session HomeworkSummarise session ask group to give ideas to record on blank slide relate to written assignment and observations Set directed study read Chapter 4 Reece and Walker and/or Chapter 5 Armitage and/or Chapter 35/ 36 Petty, Stephen Sterling. In reflective diary consider resources you use, are they sustainable, how could you improve them? 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