Unit 2

Evidence of Learning

Explain why a lesson plan must have clear aims and objectives and a coherent structure.

A lesson plan should have clear aims and objectives along with a coherent structure to ensure
effective teaching and learning. Clear aims and objectives provide a roadmap for the lesson,
guiding both teachers and learners to achieve specific learning outcomes. Aims represent the
broad goals of the lesson, while objectives define specific, measurable, and time-bound targets.
By incorporating Bloom's taxonomy, I designed the objectives to align with different levels of
thinking, ensuring a comprehensive learning experience (Bloom, B. S., 1956). Smooth
transitions were planned to maintain a seamless flow between different parts of the lesson,
enabling a logical progression of activities and minimizing disruptions (Moss, 2013). The
beginning phase of the lesson plan aligned with constructivism, emphasizing active participation
and the construction of knowledge by learners (Vygotsky, 1978). Through think pair share
activity, students' prior knowledge was activated, generating interest and fostering a
constructivist learning environment. The middle phase aligned with active learning, promoting
student engagement in hands-on activities, problem-solving, and critical thinking (Kolb, 2005).
Using a cell analogy with different parts of a school, students actively involved in understanding
the subject matter. The end phase aligned with metacognition and reflection, focusing on
students' awareness and regulation of their thinking processes (Flavell, 1979). The traffic light
strategy was employed to encourage students to reflect on their learning and evaluate their
understanding.

Explain why new learning should be built on students’ existing learning.

New learning should be built on students' existing learning because it serves as a foundation for
further knowledge acquisition and promotes meaningful understanding. When new information
is connected to what students already know, it helps them make sense of the new content,
establish relevant connections, and construct a more comprehensive understanding of the topic.
In accordance with Bruner, the lesson plan I designed facilitated learners in building upon their
existing knowledge. I introduced the topic of cells at a foundational level and progressively
deepened comprehension by revisiting concepts with increasing complexity (Bruner, J., 1960).
Following Bransford's assertion that connecting new information to learners' prior knowledge
enhances effectiveness, I established associations between cell organelles and different parts of
a school (Bransford et. al., 2000). Furthermore, I embraced Geoff Petty's emphasis on active
learning and student engagement through a hands-on task of making an edible cell. This activity
engaged students in exploring and comprehending cell structures and functions (Petty, G.,
2009). In line with Watkins' ideas on metacognition and student autonomy, I encouraged
students to reflect on their learning by utilizing metacognitive techniques like employing a
traffic light plenary (Watkins, C., 2001).

Identify the assessment methods used during the lesson and explain why they were used.
Assessing students’ progress at various stages of a lesson helps to determine their level of
advancement and evaluate the effectiveness of instruction. In my lesson, I utilized a variety of
formative assessment methods, including observation, questioning, hands-on activities, guided
worksheets, self-assessment and peer assessment (Wiliam, D., 2012). The opportunities given to
learners to show their thinking and progress in learning are an integral part of the learning
process. The questions I use, can have a huge impact on learners in linking ideas, advancing
their thinking and developing cognitively (Petty, 2009). To ensure a progressive approach, I
utilized the Pose, Pause, Pounce, Bounce strategy, starting with lower-order questions and
gradually moving to higher-order questions. Engaging students in hands-on activities such as
making an edible cell model and completing guided worksheets helped them to broaden their
understanding (Kolb, 2005). Observing students’ work during these activities enabled me to
provide necessary support or scaffolding when they encountered challenges. To ensure timely
feedback, I utilized the "traffic light" formative assessment method, enabling students to self-
assess their understanding and progress. Additionally, I incorporated peer-assessment for the
edible cell presentation, encouraging students to provide constructive feedback to their peers
(Black, P., & Wiliam, D., 2009).

Words: 610

References:

Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational
Assessment, Evaluation and Accountability, 21(1), 5-31. https://doi.org/10.1007/s11092-008-
9068-5

Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of

educational goals. Handbook I: Cognitive domain. David McKay Company.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How People Learn: Brain,
Mind, Experience, and School. National Academies Press.

Bruner, J. (1960). The process of education. Cambridge, MA: Harvard University Press.

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-

developmental inquiry. American Psychologist, 34(10), 906-911.

Kolb, A. Y., & Kolb, D. A. (2005). Learning Styles and Learning Spaces: Enhancing
Experiential Learning in Higher Education. Academy of Management Learning & Education,
4(2), 193-212.

Moss, C., 2013. SAGE Handbook of Research on Classroom Assessment. Thousand Oaks, CA:
SAGE Publications.

Petty, G. (2009). Evidence-Based Teaching: A Practical Approach. Nelson Thornes.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes.
Cambridge, MA: Harvard University Press.

Watkins, C. (2001). Learning about Learning enhances Performance. London: Institute of

Education School Improvement Network (Research Matters series No 13).

Wiliam, D. (2012). Embedded Formative Assessment [Video file]. Retrieved from

https://www.youtube.com/watch?v=B3HRvFsZHoo [Accessed 25 September 2021].