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Lesson Plan No. 3
Class:
Date:
Semester 1
Study Skills ED1162
11th October 2007
Course Title
Foundation Degree – Study Skills
Lesson aim:
To introduce strategies for effective time management
To discuss time demands as a new learner to HE and to identify these demands in different time scales
To identify barriers to successful time management
To introduce action planning for successful study skills
To continue to build individual and group confidence
Learning outcomes:
Complete a time management analysis
Outline barriers to successful time management
Describe strategies to help with effective time management
Undertake a SWOT analysis and share with tutors
Evaluate the session
Details of differentiation:
Time:
5.30
Place:
Telford SC027 and SB118
This is the third session with this group. 20 students, 19 women and 1 man, attended in week 2 and 1 student was absent. As far as the teaching team are aware all students will be
present this week. Many students will be attending following full-time work. All students are TAs or HLTAs in Telford and the Wrekin Primary and Secondary school settings. F2f
icebreakers (see FD blog images) and a structured blog activity in week 1 encouraged the students to make reference to their workplace settings and their aspirations for transferring their
learning across contexts. This second session will continue to operate in a loosely diagnostic format – through activity, observation and shared writing activities – to establish individual
student needs – general and specific, and levels of confidence. No learning needs/disabilities have been disclosed to the teaching team to date. Ground rules negotiated with the group
and uploaded to the module blog and will frame all future L and T episodes. In week 1 students identified, via the ground rules, (see blog) that they would like the sessions to be
interactive, supportive and fun. Non-threatening individual, small and whole group activities are planned across a range of learning modes – a metacognitive approach will be adopted to
encourage students to reflect upon the learning and teaching choices. Continuing ice breaking activities will be managed in a supportive manner working from paired to larger group
activities and culminating with individual blogged reflections. The 2 students absent last week will be supported to ‘catch up’ through revisiting last week activities and 1-1 support. Care
will be taken to support the less confident students to contribute. Confidence is a key concern for many of this group; development of confidence was discussed explicitly last week as a
key hope (see blog) for many students on this module. The observed linguistic diversity and range within the group is recognised. All students are fluent in the use of English and all have
shared written blogs with the tutors – no immediate issues with written English have been raised. Excessive turn taking during discussion will be discouraged through the use of prompts
and nominated questions. All verbal and written contributions will be valued and rewarded. The activities planned it is hoped will promote respect and reciprocity, listening and
communication skills within the group as identified as key components for learning in the ground rules activity in week 1. Group building is a vital part of the early sessions, as students are
required to work in small groups for component 1. The small group activities will also allow the less confident/quieter students a forum for discussion and debate. Tutor facilitation of
these activities will support mixed ability grouping and buddy building. Small group activity will also allow the tutors to monitor more easily the non-verbal communication of the
students.
In terms of the development of subject knowledge, the continuing formative assessment activities will indicate strengths and areas for improvement in terms of the Study Skills required
for HE. The group will be encouraged to problem solve and action plan, specifically this week through pebblepad asset creation, to manage their ongoing eportfolio building. Every week
copies of documents will be retained for those group members absent; also spare copies will be available at every class. The teaching webfolio has been shared with all students present
and registered for an IT account, it will also be shared with those students previously absent of not registered – this webfolio is customisable in terms of view and layout. In terms of the
content of the session, the pitch will be at HE L1, although care will be taken with any jargon or technical terms. During delivery the tutors will be aware of using a breadth of references
and will encourage the use of non-discriminatory language and images. The tutors/group will challenge non-acceptable or discriminatory language or behaviour appropriately. Students
will be encouraged to study at their own pace allowing for ‘reading ahead’ on the reading list or through the hyperlinks given on the webfolio. Care will be taken to support the use of
pebblepad as a writing frame and induction into academic reflective writing. Handouts and hands on sessions will be embedded in the weekly programme.
Feedback has been given on submitted weblogs.
Sensitivity will be demonstrated to students observing Ramadan.
T
Tutor activity
Student activity
5.20pm
Tutors to set up room to facilitate whole and small group activities.
Informal Q & A opportunity
Welcome early arrivals and deal with queries / questions. Students were
Settling down – name stickers – what I’d like to be called.
informed in week 1 that tutors would be available from 5pm
5.30
Hello and Welcome. Registration
Activity 1
What do we remember from last week? 3 weeks in, is there anything about the
Active listening and verbal contribution. Working with others on pbl activities
course we are confused about? (as I forgot to do this last week!) Group work with Dialogue with table group – nominate spokesperson to feedback to whole group. Group
flipchart
sharing activity.
Feedback to the group for similarities and clarification
Whole group reflective activity – call outs and nominated
5.35
Activity 2. Facilitate initial discussion – individual contributions – Why time
Individual identification of prior knowledge/experience in time management strategies
management? (slide 2)
Individual diagnostic activity.
5.40
Activity 3.
Individual engagement in task – sharing, prioritising and reflection
Individual self diagnostic assessment – time management questionnaire (slide 3)
Feedback to the group, how does this snapshot make you feel? In areas identified
for development, how would you prioritise them in terms of the most urgent?
Whole group reflective activity – call outs and nominated
Activity 4 - Facilitate discussion around time wasting and demands on a HE
5.50
students time – individual contributions (slide 4&5)
Individual activity supported by 1-1 tutor support as required
Activity 5 - Individual assessment of time management over a weekly period.
Nominated and random verbal contributions
6.00
Tutor to help clarify where needed (slide 6)
Active listening – Q & A opportunity
Activity 6 - Tutor led session identifying strategies for effective time management Note making
6.20
(slide 7 onwards)
6.40 –
7.30
Move to IT suite
Pebble activity 1. Tutors to introduce the action plan tool in Pebblepad . Students
introduced to group blog. I-I support for students less confident with IT.
- introduce action planning with structured prompts
- introduce group blog
Engage in action planning following handout
Q & A opportunity
Whole group interaction – adding to group blog/action plan
Weekly reading given
Invite evaluation in a round robin verbal form and thank group
Round Robin – something I’ve found out about myself this week
Tutors available for tutorials or Pebblepad support
7.30-8.30
2.10
Resources required
Students and tutor.
General classroom resources. Boards and pens, flipchart, post it notes, cards for personal details, name stickers.
Self evaluation
Learner feedback
Note this may be better handled by using this framework for personal development on an individual basis.
A02a Speaking and Listening
Understanding the factors that contribute to fluency and coherence in oral expression.
Presenting complex information clearly and articulately, and receiving and understanding complex information.
Understanding and demonstrating how to use suitable language, style, tone and delivery techniques effectively, and recognising their use by others.
Using a range of delivery techniques to establish a presence and to enhance the accessibility of information.
Appreciating the role of non-verbal communication when conveying and interpreting meaning, using it to enhance the effectiveness of oral communication exchanges, and recognising and
responding to its use by others.
Recognising and evaluating the information needs of different audiences, showing insight and understanding when responding to these needs
Showing the ability to listen critically and attentively, and to respond appropriately.
Producing well structured responses to oral communication challenges
A02b Reading
Applying a range of reading techniques and strategies to locate and interpret appropriate information.
Reading and using complex texts and other source materials critically
The ability to relate language, style and tone to purpose, audience and consequence and analyse the way this is achieved.
Recognising and evaluating writing techniques and devices used in the writing of others.
Applying a range of editorial skills sympathetically and skilfully to summarise, paraphrase and re-present material to suit specific purposes and audiences.
Making affective use of a range of note-taking techniques when recording information.
A02c Writing
Showing structure, coherence, clarity and fluency of expression
Applying the rules of grammar consistently and ensuring spelling and punctuation are used accurately, making meaning clear.
Relating language style and tone to purpose and consequence and showing an understanding of the linguistic features of different styles of writing.
Showing a discerning use of language (expression and vocabulary) , stlye, tone and presentation to enhance the effectiveness of written work.
Effective use of a range of writing techniques to enhance the power and increase the understanding of the message conveyed.
Producing written work that allows non-specialists to access specialist information.
Showing the ability to produce well structured responses in written communication challenges.