I started off the lesson with a activity sheet with sentences. The students in each group had same sheet. They had to read each sentence and write if it’s a fact or opinion. Then a child from each group was asked to share their answers and other groups assessed them using a thumb rule like thumbs up for correct answer and thumbs down for wrong answer. Then we moved to development where each group was given different activity. Each of the group was provided with different topics and the students had to go back home and think about their opinion on the topic (Wieman 2014). They had to jot down certain sentences related to the topic and the next day the students would express their opinions on the topic within the group. In the final stage, the students had to analyse a newspaper article and point out which were the sentences were facts and which have been put forward as opinion. The structuring was done so that it can help the students in the accumulation of more knowledge by making use of a process (Christiansen and Weber 2017). The activity sheet helped in providing a simple exercise to the students that initially introduced the students to the concept. It can help the students in grasping the meaning of the terms and familiarize the students with the concept that can set the path for them in understanding different concepts (Richards and Rodgers 2014).
The teaching methods were interactive that helped the student to focus on the topic. The method of teaching can be called child-centric because it laid emphasis on the interests of the child. Emphasis was laid on creating the interest of the students by the usage of video in the class. It can help the students in focussing further and the audio-visual aid used can be of great help for the students. The high quality of the video can help in getting the attention of the students and the use of closed captioning can help the students can help the students in understanding the meaning of fact along with opinion. Research has shown that the attention span of students is very short and hence the video that was shown to them should be able to appeal to the students (Bradshaw and Hultquist 2016). It can help in the aspect of understanding of the topic and helped the students in understanding the difference between fact and opinion. The examples used in the sentences should be attractive for the students that can help the students in analysing the meaning of the topic. Before the video being introduced short synopsis should be provided to them regarding the content and the aim of watching the video (Tilya and Mafumiko 2018). This will help the students in focussing on the crucial aspects and help the student in focussing on the activity.
The learners learning was assessed initially by considering how many students were able to give the right answers when they were given the activity sheets. This can help in the process of gauging the intellectual level of the students and on the basis of which later on they will be divided into a group (Georgeson et al. 2015). The ones who are more intelligent will be grouped together that can help the students in understanding the concepts better. The activity sheets are provided with pictures that can help in retaining the interest of the students and can help in throwing a better light on the topic (Holmes et al. 2015). The learners learning was assessed in the end by providing to them a newspaper article and they had to point out whether the lines pertaining to an article were on the basis of some real facts or they were the opinion of some kind of journalist. This phase will require thorough understanding of the concept pertaining to fact and opinion and it should be the final stage that can help the teacher in understanding the efficacy of his teaching (Jerrim and Vignoles 2016).
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Evidence of reflection
The effectiveness of the lesson was on account of the fact that there was a steady progression in relation to the activities. The activity sheet in the initial phase helped the students in understanding the basic concepts regarding fact and opinion. The students were able to understand why is it important to understand the difference between the terms that will help them in their future (Borich 2016). Branding the opinion of someone as a real fact can pave the path for a lot of misunderstanding and hence any kind of ambiguity in relation to these two terms should be made clear to the students at the outset. The effective of the lesson can be attributed to the successful progression in relation to the structuring of the lesson. At the end of the session, almost 90 % of the students were able to deliver the right answer when the analysis of the newspaper was being done (Temple et al. 2018). This can help in suggesting the efficacy in relation to the teaching procedure that was child-centred. The students could rightly answer and point forward to the difference between fact and opinion that helped in suggesting the effectiveness of teaching. The aspects that went well was the initial part that was called Activity Sheet which helped in capturing the interest of the students and helped in introducing the students to the vital concepts. I think that it went well with the students because of the interesting activities that were created by the teachers. The activity that revolved around the video proved to be extremely effective in teaching essential concepts to the children (Theobald 2018). The video helped in throwing important light on the different facets of the topic and this aspect went well as after the session the students came forward to explain the sentences that were within the video that were facts and the part that were put forward by other people.
The existing teaching practice was centred around the child as it relied on a lot of interaction. The child was given supreme importance while carrying out the activities that helped the students in becoming clear about the concepts. In the initial phase, the students could not grasp the meaning of the concepts and the teacher often had to stop and discuss about the sentence to the students. Dialogue carried out with faculty along with peers can help me in developing my teaching style (Skinner 2016). The feedback can be collected from the students that can help in introducing the resources that can be of interest to the students. The aspects in relation to teaching that need further improvement is understanding the viewpoint of the children that can help in bringing changes to my teaching style. The ones whose IQ level is low can be teamed up with those whose IQ level is high that can help them in getting help from them. I can make a concept map in the class that can help the students in understanding difficult concepts with the help of a diagram. The using of diagrams in the class can help the students in better understanding of the topic. Online learning modules can be used in the classroom that can help the students in understanding the concepts. The students can be encouraged to understand the link between other concepts that can be of great help for them in understanding the relation between different words (Perren et al. 2017). Brainstorming should be encouraged in the class and the integration of these sessions into the classroom can activate the creative instincts in the students. These sessions can help the students in voicing their thoughts and they would not worry about whether they are being right or wrong. The classes can be taken outside that of the classroom and role play can prove to be another effective method that can help the students in understanding different point of view along with different kinds of social context.
References:
Please ensure that you reference a minimum of 3 sources. We advise you to use the Harvard reference system.
Borich, G. D. (2016). Observation skills for effective teaching: research-based practice. Routledge.
Bradshaw, M. and Hultquist, B.L., 2016. Innovative teaching strategies in nursing and related health professions. Jones & Bartlett Publishers.
Christiansen, M.A. and Weber, J.M., 2017. Preface. In Teaching and the Internet: The Application of Web Apps, Networking, and Online Tech for Chemistry Education (pp. ix-xi). American Chemical Society.
Georgeson, J., Campbell-Barr, V., Bakosi, É., Nemes, M., Pálfi, S. and Sorzio, P. (2015). Can we have an international approach to child-centred early childhood practice?. Early Child Development and Care, 185(11-12), 1862-1879.
Holmes, M.R., Tracy, E.M., Painter, L.L., Oestreich, T. and Park, H., 2015. Moving from flipcharts to the flipped classroom: using technology driven teaching methods to promote active learning in foundation and advanced masters social work courses. Clinical social work journal, 43(2), pp.215-224.
Jerrim, J. and Vignoles, A., 2016. The link between East Asian ‘mastery’teaching methods and English children’s mathematics skills. Economics of Education Review, 50, pp.29-44.
Perren, S., Herrmann, S., Iljuschin, I., Frei, D., Körner, C. and Sticca, F. (2017). Child-centred educational practice in different early education settings: Associations with professionals’ attitudes, self-efficacy, and professional background. Early Childhood Research Quarterly, 38, 137-148.
Richards, J.C. and Rodgers, T.S., 2014. Approaches and methods in language teaching. Cambridge university press.
Skinner, B.F., 2016. The technology of teaching. BF Skinner Foundation.
Temple, C.A., Ogle, D., Crawford, A. and Freppon, P.A., 2018. All children read: Teaching for literacy in today’s diverse classrooms. Pearson.
Theobald, P., 2018. Teaching the commons: Place, pride, and the renewal of community. Routledge.
Tilya, F. and Mafumiko, F., 2018. The compatibility between teaching methods and competence-based curriculum in Tanzania. Papers in Education and Development, (29).
Wieman, C.E., 2014. Large-scale comparison of science teaching methods sends clear message. Proceedings of the National Academy of Sciences, 111(23), pp.8319-8320.
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