Planning a 12 Week Scheme of Work

PGCE Assignment 2: Planning a 12 week scheme of work.

Introduction

This assignment has been designed to plan and produce a twelve week scheme of work in association with Unit 1: BTEC ND e-Media Production course. The course is designed to develop learners' skills and knowledge in reading, analysing and deconstructing of e-media.

Reece and Walker (2000) discuss, there are several building blocks to be considered when planning for effective learning. I will discuss the sections of the planning process that need to be considered planning for a lesson.

Ð'* Lesson content and building blocks of lesson planning.

Ð'* The methodology of Teaching and learning.

Ð'* The theories of learning and what influences planning.

Ð'* Assessment through the use of a self-evaluation pro-forma.

Ð'* Motivational and Equal Opportunities issues.

Ð'* Self Ð'-Evaluation.

Lesson content and building blocks of lesson planning

Benjamin Bloom developed an analysis of academic learning behaviours in the field of education, known as Bloom's Taxonomy. These behaviours were categorized into three interrelated and overlapping learning domains; Cognitive, Affective, and Psychomotor domains. In this section I will describes in point each of these three learning domains.

The Cognitive Domain

The Cognitive Domain is a person's intellectual ability. Cognitive learning behaviours are characterized by observable and unobservable skills such as comprehending information, organizing ideas, and evaluating information and actions. There are six levels of intellectual behaviour important in learning within the cognitive domain;

1. Knowledge is a starting point that includes both the acquisition of information and the ability to recall information when needed.

2. Comprehension is the basic level of understanding. It involves the ability to know what is being communicated in order to make use of the information.

3. Application is the ability to use a learned skill in a new situation.

4. Analysis separates information into part for better understanding.

5. Synthesis is the ability to combine existing elements in order to create something original.

6. Evaluation is the ability to make a judgement about the value by using a standard.

These categories are arranged on degree of difficulty, meaning that a learner, who is able to perform at the higher levels (Analysis, Synthesis, Evaluation), of the taxonomy, is demonstrating a more complex level of cognitive thinking.

The Psychomotor Domain

The psychomotor domain refers to the use of basic motor skills, coordination, and physical movement. Simpson (1972) developed seven psychomotor categories to support Bloom's domain.

1. Origination; a learner's ability to create new movement patterns

2. Adaptation; a learner's ability to modify motor skills to fit a new situation

3. Complex Overt Response; the intermediate stage of learning a complex skill

4. Mechanism; the ability to perform a complex motor skill

5. Guided Response; the early stage of learning a complex skill which includes imitation

6. Set; a learner's readiness to act

7. Perception; the ability to use sensory cues to guide physical activity

These physical behaviours are learned through repetitive practice. A learner's ability to perform these skills is based on precision, speed, distance, and technique. Learners' general objectives would be to writes smoothly and legibly; accurately reproduces a picture, operates a computer skilfully, within behavioural terms; Assembles, manipulates, uses.

The Affective Domain

The Affective Learning Domain addresses a learner's emotions towards learning experiences. A learner's attitudes, interest, attention, and values are demonstrated by affective behaviours.

1. Internalizing Values; Behaviour which is controlled by a value system

2. Organization; Organizing values into order of priority

3. Valuing; the value a person attaches to something

4. Responding to phenomena; Taking an active part in learning; participating

5. Receiving phenomena; An awareness; willingness to listen

These five categories can be thought of as building blocks, one must be learned in order to move onto the next category. (Reece &Walker, 2000), suggest the well rounded and fully functioning learner needs to develop in all three domains.

Session one makes use of psychomotor and cognitive learning with reference to the affective domain, where learners will understand, Comprehension and uses their perceptual abilities. Demonstrate a skill, e.g. areas for use are reading, handwriting. (Reece & Walker (2000) suggest the planning of a cognitive lesson where the emphasis is on Ð''understanding', student activities should be delivered in building blocks of information, (blocks of fifteen minutes), this is the analysis behind the session plans.

Session two, demonstrates an understanding of the three learning conditions, e.g. continuity, practice and feedback. Each session includes the three main components of a skill session; introduction, development and conclusion, giving students experience, enabling reflection, and increasing motivation.

Objectives

Lesson content depends upon the style of learning taking place (Huddelton & Unwin, 1997; Cohenet et al, 1996). When planning for the session, objectives need to be considered. Product objectives are concerned with what the learner will be able to produce at the end of the session.

Huddleston & Unwin (1997p.26) suggest process objectives Ð''are often connected with transferable skills' one of which is communication of information. Cohenet al (1996), suggest when the consideration discussed

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