Weeks 4 and 5: Lesson Design and Project-Based Learning
One of the best ways to grow as a teacher is to engage in reflective practice and professional dialogue regarding best practices in classroom instruction.
For these next two weeks, teams will post (upload) a recent lesson plan or lesson activity that they have designed or taught. If they have not written or taught a lesson plan, student teams can detail what a typical lesson looks like in their respective country or what typical classroom instruction would look like for a given content area (select the content area for which you are most comfortable).
Once teams have submitted their lessons, comment on each other’s lesson designs, looking for differences/similarities in pedagogy, content instructional methods, and the role of the teacher and the students in the lesson. In the US class, there is a project-based learning protocol known as “critical friends” that is used for instructors and peers to provide feedback using the sentence stems “I like…..” (to provide positive feedback) and “I wonder (or have you considered)….” (to provide suggestions for improvement). Feel free to use this protocol during your discussion.
Because it will take some time to review each other’s lesson designs, two weeks have been given for review and thoughtful discussion.
*Note: The US teams have just completed writing and teaching a 3-day (50 minutes each day) lesson using the project-based learning (PBL) format in either a mathematics or science class in middle school and high school classrooms. The US teams will submit these, along with their ancillary materials and commentary on what their experience was like teaching this lesson to students.
One of the best ways to grow as a teacher is to engage in reflective practice and professional dialogue regarding best practices in classroom instruction.
For these next two weeks, teams will post (upload) a recent lesson plan or lesson activity that they have designed or taught. If they have not written or taught a lesson plan, student teams can detail what a typical lesson looks like in their respective country or what typical classroom instruction would look like for a given content area (select the content area for which you are most comfortable).
Once teams have submitted their lessons, comment on each other’s lesson designs, looking for differences/similarities in pedagogy, content instructional methods, and the role of the teacher and the students in the lesson. In the US class, there is a project-based learning protocol known as “critical friends” that is used for instructors and peers to provide feedback using the sentence stems “I like…..” (to provide positive feedback) and “I wonder (or have you considered)….” (to provide suggestions for improvement). Feel free to use this protocol during your discussion.
Because it will take some time to review each other’s lesson designs, two weeks have been given for review and thoughtful discussion.
*Note: The US teams have just completed writing and teaching a 3-day (50 minutes each day) lesson using the project-based learning (PBL) format in either a mathematics or science class in middle school and high school classrooms. The US teams will submit these, along with their ancillary materials and commentary on what their experience was like teaching this lesson to students.