ESEG5053 TEACHING METHODOLOGY

Assignment Guidelines and Rubrics

Assignment (Planning and Evaluate a Lesson) – 30%

Start: Week 1

Due Dates: Week 7

Learning outcome/s:

• Demonstrate effective teaching methodologies for appropriate teaching contexts and in subject matters.

Instructions:

You probably, already, know about teaching methodology that comprises of approaches, methods, strategies and techniques. For this
assignment, you will plan a lesson and implement it. You are required to:

1. Firstly, form a group 4 members and plan to teach a topic that engage students with 21st century skills. You might want to use “Planning
to Teach” template to guide you in planning your lesson.
2. Secondly, choose a subtopic, prepare your own individual lesson plan based on the planning that you have discussed in your group,
implement it in your respective classroom, demonstrate and record the teaching process with specific focus at one (1) core teaching skill
(e.g., Explanation skill, Questioning, Reinforcement, Stimulus Variation, etc.). The video should not be less than 3 minutes.
3. Next, watch the video (that you have recorded) and analyze your own methods and skill using Microteaching Evaluation form (Appendix
1).
4. Prepare, individually, 500 words reflection on your own practices focusing on:
a. Weaknesses
b. Strengths
c. Your actions for improvement

Deliverables (Final Submission of this Assignment):

a. A planned lesson of related subject using “Planning to Teach” template. (5 Marks)

b. A complete individual Lesson Plan that includes teaching methods used in your classroom. (5 Marks).

1
 c. A 3-minute video of your best practices that shows you are using at least ONE teaching skill in the classroom. (5 Marks)
d. Evaluation form which transcribed from the recorded video. (5 Marks).
e. An individual 500-word reflection on the teaching methods you have used as to improve your teaching practices. (10 Marks)
Rubrics (See how you will be graded):
Components/ Ineffective
Marks
(1 mark)
Demonstrating • Teacher’s plans and
knowledge of practice display little
content and knowledge of the content,
pedagogy prerequisite relationships
between different aspects
A Planned Lesson (5 %)
of the content, or of the
instructional practices
specific to that discipline.
• Teacher demonstrates little
or no knowledge of
students’ backgrounds,
cultures, skills, language
proficiency, interests, and
special needs, and does
not seek such
understanding.
Lesson Plan
(5 %)
Learning • The purpose of the lesson
Outcome (instructional goal) and/or
Developing
(2 marks)
• Teacher’s plans and
practice reflect some
awareness of the important
concepts in the discipline,
prerequisite relations
between them and of the
instructional practices
specific to that discipline.
• Teacher indicates the
importance of
understanding students’
backgrounds, cultures, skills,
language proficiency,
interests, and special
needs, and attains this
knowledge for the class as
a whole, using one method
of information-gathering.
• The purpose of the lesson
(instructional goal) and/or
Skilled Accomplished
(3 marks) (4-5 marks)
• Teacher’s plans and • Teacher’s plans and practice
practice reflect solid reflect extensive knowledge
knowledge of the of the content and of the
content, prerequisite structure of the discipline.
relations between Teacher actively builds on
important concepts and knowledge of prerequisites
of the instructional and misconceptions when
practices specific to describing instruction or
that discipline. seeking causes for student
misunderstanding.
• Teacher actively seeks
knowledge of students’ • Teacher actively seeks
backgrounds, cultures, knowledge of students’
skills, language backgrounds, cultures, skills,
proficiency, interests, language proficiency,
and special needs, and interests, and special needs
attains this knowledge from a variety of sources,
for groups of students. and attains this knowledge
for individual students.
• The purpose of the • The purpose of the lesson
lesson (instructional (instructional goal) and/or
2
 the learning outcomes
were missing or did not
define what students would
be able to do.
• A single strategy is used
that may not allow for
independent or collective
construction of knowledge
accurately.
Demonstrates a below
average ability to
Communication communicate and share with
and Teaching the class/audience, and the
Skills/Clarity presenter/teacher is not easily
understood.
Video
(5 %)
Volume/Clarity Volume was not clear to be
heard by the audience
throughout the entire
presentation.
the learning outcomes for
the students are unclear
and developmentally
inappropriate.
• A single, effective strategy
is employed in a way that
ensures that students are
able to construct accurate
understanding of concepts.
Demonstrates an
adequate/average ability to
communicate and share with
the class/audience, and the
presenter/teacher is
understood.
Volume was loud enough to be
heard by the audience during
some of the presentation.
goal) and/or the the learning outcomes are
learning outcomes are both clear and
either unclear or developmentally
developmentally appropriate.
inappropriate. • Multiple strategies used to
• Suitable strategy or -ies engage individuals and
used to promote active groups to high performance
learning and that allow and mastery through active
for variation in activity, learning. Strategies not only
including independent lead to knowledge of
and collective content but problem-solving
exploration of content. skills development.
More than one
representation of
concept included.
Demonstrates an above Demonstrates a superior ability to
average ability to communicate and share with
communicate and share the class/audience, and the
with the class/audience, presenter/teacher is clearly and
and the presenter/teacher easily understood.
is clearly and easily
understood.
Volume was loud enough to Volume was loud enough to be
be heard by the audience heard by the audience
during most of the throughout the entire
presentation. presentation.
3
 A limited analysis of the audio
tape was provided, with a few
Evaluation form
Reflections on comments about the lesson.
Recorded Mention was made about
(5 %)
Video personal strengths.
Reflective The reflection does not address
Thinking the student’s thinking and/or
learning.
Reflection (10 %)
The reflection does not move
beyond a description of the
Analysis learning experience.
Written reflections provided a
satisfactory analysis of the
lesson, and interaction with the
students. Some personal
strengths and some areas for
improvement were also
identified.
The reflection attempts to
demonstrate thinking about
learning but is vague and/or
unclear about the personal
learning process.
The reflection attempts to
analyze the learning
experience but the value of
the learning to the student or
others is vague and/or unclear.
- End of Assignment –
Written reflections Written reflections contained a
contained a good analysis thorough and detailed analysis
of the lesson, and of all aspects of lesson, and
interaction with the interaction with the students.
students. Personal strengths Personal strengths and areas for
and some areas for improvement were also
improvement were also identified.
identified.
The reflection explains the The reflection explains the
student’s thinking about student’s own thinking and
his/her own learning learning processes, as well as
processes. implications for future learning.
The reflection is an analysis The reflection is an in-depth
of the learning experience analysis of the learning
and the value of the experience, the value of the
derived learning to self or derived learning to self or others,
others. and the enhancement of the
student’s appreciation for the
discipline.