Lesson Plan Critique

Kuljinder Gill
University of British Columbia
ETEC 512- 66B
August 11, 2013

Word Count: 1106










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Introduction
The lesson I have chosen is one that I have taught in my classroom. However, I knew
that it needed modifications to better appeal to students. I found that the lesson was very
teacher-centered, with very little elements of student activity. Although the topics in the
lesson are key elements to cover when teaching government responsibilities, the methods
of delivery are ineffective. I have critiqued and modified the original lesson plan so that it is
closely aligned with the theoretical perspectives of constructivism, sociocultural theory,
information processing, and behaviorism.
Modifications
The activities in the original lesson plan cover fundamental elements but appear to
be been crammed into a single lesson. Modifications have been made to the methods of
delivery, and additional activities have been added to help solidify concepts. Thus, the
modified lesson plan has been broken down into two lessons.
Constructivism
The original lesson plan begins and ends with a very teacher-directed approach,
with the teacher introducing and delivering concepts. Glaserfeld (2008) states that
knowledge is not a transferable commodity, (p. 48) implying that knowledge cannot be
transferred to the learner. Therefore, the opening and closing sections of the original lesson
plan may not be very effective. The modified lesson plan attends to these discrepancies, by
engaging students in meaningful discussions. The modified lesson plan includes a placemat
and jigsaw activity, where students are actively engaged with the material. Constructivism
supports this alteration, as constructivists suggest that collaboration enlightens learners by
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allowing them to hear different points of view, which, in turn, results in learners forming
their own meaning which evidently leads to the creation of their own knowledge (Driscoll,
2005).
Some elements of the original lesson plan support a constructivist approach. For
example, the lesson is concluded by the students applying what they have learned
(government responsibilities) to their existing knowledge (school responsibilities)
(Anderson, 2008). This closing activity, that utilizes a compare/contrast approach, helps to
solidify concepts. Furthermore, Through the Red Tape Game in the original lesson plan
suggests dividing students into groups, which also supports a constructivism.
Sociocultural Theory
Vygotsky conceptualized development as the transformation of socially shared
activities into internalized processes (John-Steiner & Mahn, 1996, p.192). With this in
mind, the jigsaw activity is added to the modified lesson plan. The jigsaw activity
complements the notions of the More Knowledgeable Other (MKO), where the MKO refers
to anyone with a better understanding than the learner in a particular task (Bransford,
Brown, & Cocking, 2000). Through the jigsaw activity, the experts, discuss what they have
mastered, and share it with their group. However, each student in the smaller group takes
turns acting as the MKO, rather than a single person possessing this quality. Although the
original lesson plan includes group work, it does not make use of the MKO, rather, it simply
focuses on general group work (Through the Red Tape Game).

Vygotsky (1978) also suggests that whatever a child can do with support today,
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he/she will be able to do on their own the next day. Although Vygotsky did not explicitly
define this process, this phenomena is referred to as scaffolding (Wood, Bruner, & Ross,
1976). Where scaffolding is the process that enables a child or novice to solve a problem,
carry out a task or achieve a goal which would be beyond his unassisted efforts (Wood et
al, 1976, p.90). In the classroom setting, scaffolds include the use of images, prompts, clues,
and incomplete solutions (Hartman, 1997). Teachers utilize this technique so they are able
to make a shift from teacher instruction to student self-regulation (Hartman, 1997). The
original lesson plan consists of a couple scaffolding techniques, such as the visual aid used
in Through the Red Tape Game, and group work within this activity, where students
interact with their peers. The modified lesson plan takes it to another level by including
additional visual aids, guiding questions, thinking aloud (self-talk), and group work. These
additional scaffolds offer an environment that nurtures growth by providing students a
variety of supports to help them formulate an understanding of new concepts.
Information Processing
The information processing theory focuses on how information is processed rather
than learning (Orey, 2002). Information processing suggests that learners must be engaged
with what they are learning (Orey, 2002). In the original lesson plan, the learners are not
actively engaged with the material, since the teacher is simply sharing the new concepts
with the students. However, students are given the opportunity to view a picture
(Through the Red Tape Game) and apply the information that is being presented to them
(sensory register) (Orey, 2002).
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Orey (2002) argues that learners should be actively connecting new information to
things they already know. These connections allow the new information to be stored in
their long-term memory (Orey, 2002). Thus, the modified lesson plan begins with a
discussion of how the students utilize services in their everyday life. Later, students discuss
the level of government that is responsible for these services. Furthermore, the modified
lesson plan makes use of technology with the addition of the Jeopardy review game, which
is highly probable to hold the interest of students while actively engaging them through
play. This game forces students to acquire and apply knowledge from their short-term and
long-term memory.
Behaviorism
Behaviorism emphasizes the changes in a learners behavior, as a result from
stimulus-response associations (Standridge, 2000). In the classroom environment,
students work for things that bring them positive feelings, and for approval from people
they admire (Standridge, 2002, Classroom Importance, para 1). The original lesson plan
does not explicitly display any application of behaviorism. However, the modified lesson
plan integrates behaviorism with the Jeopardy review game. I felt that it was important to
include a fun review session, so it can help students recall information from their memory.
During this game, teams earn points when they answer questions correctly. These points
act as a form of positive reinforcement, where they encourage students to participate and
recall information accurately. Other aspects of behaviorism, such as negative reinforcement
or punishment, were not added to this game, as I felt that it may discourage students from
participating.

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Conclusion
Selecting and executing appropriate learning theories for classroom lessons can be
very challenging. Many factors must be considered, with the primary factor being the class
composition. Teachers must be able to decipher the learning theories and activities that
will work best for their students. I feel that it is important to note that although all learning
theories have their benefits, it is difficult to incorporate a range of theories into a single
lesson plan. However, it may be essential to incorporate the beliefs of these theories
throughout a unit.













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References
Anderson, T. (2008). Toward a theory of online learning. In T. Anderson & F. Elloumi
(Eds.) Theory and Practice of Online Learning, Chapter 2 (pp. 45-74).
Retrieved from http://www.aupress.ca/index.php/books/120146

Bransford, J., Brown, A., & Cocking, R. (2000). How People Learn: Brain, Mind, and
Experience & School. Washington, DC: National Academy Press.

Driscoll, M.P. (2005). Psychology of Learning for Instruction (pp. 384-407; Ch. 11
Constructivism). Toronto, ON: Pearson

Elections BC. Election tool kit: A guide to the election process in British Columbia.
Retrieved from http://www3.elections.bc.ca/docs/ElectionToolKit-806E.pdf

Hartman, H. (1997). Scaffolding & Cooperative Learning. Human Learning and Instruction.
New York: City College of City University of New York. Retrieved from
http://condor.admin.ccny.cuny.edu/~hhartman/c3clsc.html

John-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and development:
A Vygotskian Framework. Educational Psychologist, 31(3), 191-206.
doi:10.1207/s15326985ep3103&4_4

Orey, M. (2002). Information Processing. In M. Orey (Ed.), Emerging perspectives on
learning, teaching, and technology. Retrieved from
http://projects.coe.uga.edu/epltt/index.php?title=Information_processing

Standridge, M. (2002). Behaviourism. In M. Orey (Ed.), Emerging Perspectives on
Learning, Teaching, and Technology. Retrieved from
http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism

Von Glasersfeld, E. (2008). Learning as a Constructive Activity. AntiMatters, 2(3), 33-49.

Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of
Child Psychology and Child Psychiatry, 17, 89100. Retrieved from
http://isites.harvard.edu/fs/docs/icb.topic862383.files/Wood1976.pdf




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Original Lesson Plan


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Modified Lesson Plan
LESSON OBJECTIVE/STUDENTS WILL BE ABLE TO:
-Identify the responsibilities of each level of government
PRIOR LEARNING/STUDENTS ARE FAMILIAR WITH:
-The purpose of Canadian government and how Canada became a nation (Confederation)
-The three levels of government, and can identify the purpose of each level
MATERIALS / RESOURCES NEEDED:
- Students sitting in groups of 4-5 at tables
- Pictures with captions of services offered by each level of government
- Laptop, projector, Jeopardy game (using https://jeopardylabs.com/), buzzers
- Photocopies of Through the Red Tape Game
- Chart paper, markers
LESSON#1

Hook:
Teacher asks students to discuss with their table groups the services they use every day (i.e. when they wake
up to when they go to sleep: what resources do they use in their everyday lives? Guide students by suggesting
what service allows their house not to be full of garbage, how they receive water, where they go when they are
really sick, etc.)
Teacher then asks students to share, then records on board

Teacher asks questions around who is responsible for providing those services and then leads into the
question: What level of government is responsible for each service?

Activity:
Teacher picks up a picture (that belongs to one of the levels of government) and models how to place it into a
level of government, thinking out loud, asking questions such as: where does this belong? Why? Which level
would be in charge of maintaining this service? Teacher then places the picture under a level of government
(s)he thinks it belongs to. Then the teacher hands out pictures of services. Each group must determine the
level of government each service belongs and stick it to the board (under the heading of appropriate level of
government).

Closure:
Teacher and students go through each level of government and discuss why that service was placed there.
Teacher guides students when pictures are placed under the wrong level, by asking them questions around
why it would belong there and guiding them to the correct answer.

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LESSON#2

Hook:
Review: Teacher leads students through a Responsibilities: Which level of Government does the service fall
under? Jeopardy game. Students work in teams and take turns coming up to the front of the class and hitting a
buzzer. The first student to hit the buzzer, chooses a category and has 10 seconds to answer the question,
while having the option to consult their group during that 10 second time frame. Students rotate and take
turns in their groups. The team with the most points wins. Each question lists a service and the answer is a
level of government.

Activity:
Jigsaw activity:

1. Assign a number to each student, resetting at the cut off number. For example: if there are 27 students,
divide the number by 3 (levels of government). There should be 9 students in each group, thus the cut
off number is at 9, and so after you count your 9
th
student, you restart at 1. Repeat until all students
have a number. There should be a total of 3 large groups, 9 students each (according to a 27 student
class size, this number will vary depending on your class size).

2. Each large group is assigned a level of government. Where one group discusses federal, another
provincial and the last group municipal services in the Through the Red Tape Game picture. Remind
students to pay close attention, as they will be the experts when they return to their smaller groups.

3. After each group has discussed their level of governments responsibilities in the picture, they return
to their smaller numbered groups (i.e. the number they were assigned in the beginning of the lesson, so
all #1s come together, all #2s come together, etc. and discuss each level of governments
responsibility in the photo). The smaller groups should consist of three members, where each member
is an expert on knowing the services their assigned level of government is responsible for in the
photo. Each member takes turns sharing their knowledge.

*Teacher monitors groups and asks guiding questions when they are stuck*
Closure:
Placemat activity: A discussion of how the three levels of government are similar to the three levels that
function in a school is held. The class is divided in half, in a total of six table groups. One table on each side has
a placemat that states: principal (federal), teacher (provincial), students (municipal). Each group rotates
through each placemat on their half of the class, listing the responsibilities of each level. Once each group has
had a chance to go through each placemat on their half of the class, an entire class discussion is held and the
responses on the placemats are discussed.