FEX2162 FE and Professional Learning Portfolio I
Topic: Applying Problem-solving Skills to Lesson Planning and Teaching
Design target: To engage students in problem-solving through a simulated teaching practice
👩🏫 Online
⏰ 2 hours ⨉ 2 lessons
🎓 20 students
ANALYSIS
Intended learning outcomes:
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To reflect on their use of problem-solving skills to improve the effectiveness of their planning, teaching and assessment strategies in supporting students’ learning and catering for learner diversity
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To apply learned theories to address challenging issues identified in teaching
Challenges:
Pedagogy - The change of lesson delivery mode is unexpected, the instructor has no time to comprehensively redesign the learning activities.
Space - Fully-online learning activities generally take more time due to the lack of non-verbal cues. Space-and-time consideration is needed to accommodate for interactions and feedback from the instructor and peers, which are crucial for micro-teaching.
CO-DESIGN AND DEVELOPMENT
Our solution:
“Flipped” approach: students video-record their simulated teaching before class. In this way, valuable lesson time can be spent on group discussion and peer review, as well as teacher feedback and formative assessment.
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IMPLEMENTATION (Click to enlarge)
Pre-module
Designing and creating teaching videos
⏰ 60 min (asynchronous)
📖 Productive learning
🤝 S (individual task)
Students identify their design problems, write their lesson designs and create videos of their simulated teaching.
Technology:
Student-created videos
EVALUATION
Instructor’s reflective comments:
The course wanted to involve students to go through a practical process of problem-solving to
1) identify issues of teaching/learning during the planning stage;
2) devise a direction of appropriate solutions from the learned knowledge;
3) develop a teaching plan based on the chosen solutions;
4) try out the plan in the microteaching;
5) engage in peer learning for reflection in broader perspectives.
The limited class time was a challenge to the design and the use of class time would be critical to the success of the process. To maximize class time for peer learning and to help students benefit from the instructor’s feedback, I encouraged students to do the individual parts, e.g., recording the micro-teaching before class, and share in the group to strengthen the peer review in the class. The outcomes showed a high motivation of students for group peer learning.
Dr Theodore LEE [EPL], course instructor
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