My first teaching allowed me to apply what I had learned; one of the difficulties was delivering a subject I had no expertise. How to introduce learning activities that allow the students to progress and make sure students learn the skill and knowledge required? My lesson plan was to engage the students to produce the outcomes needed. To engage students, my preparation includes using visual references such as photographs that portray the mood relevant to film productions.
The first teaching session went well; however, feedback on the following lessons suggested the lesson was more suitable for a higher level of study and on another occasion, I needed to organise my workload and let the student share the responsibilities. I focused on what do I want to teach and achieving the learning outcomes.
I focused on what I wanted to teach and how to achieve the learning outcomes. According to Race, any form of learning must answer four questions:
Who are the students?
Why do they learn? What makes them make the effort?
What do they learn?
How do they learn? (2020, p.5).
Understanding how the students put in their effort helps to plan lesson content and teaching activities. (Race, 2020).
Motivation
Instead of focusing on teaching strategies during planning, the attention switched to what I wanted them to do to prepare accessible learning for the students.
Setting clear and precise learning objectives helped me to implement teaching strategies and prepare learning materials to support the students. Consider the types of learning activities and tools that will interest the student, and their knowledge of the subject learned can be measured. I used photo images taken in Swansea to show the students to choose an ideal location during a session on location study in Swansea.
Curwin and Meddler's model:
Lesson planning to implement teaching strategies that:
involve students' activities in lessons; use of senses, moving around and discussions.
make the lesson enjoyable.
give students numerous opportunities to take the risk and make decisions without the fear of failure.
show your genuine energy and interest in the topic, and you enjoy working with the students.
each day do at least one activity that you love. Show pride in your knowledge and ability to convey it to your students. (Charles, 2005 p. 136-7)
Although Curwin and Mendler's theory on discipline through dignity aims at students with challenging behaviour; however. I applied some of the techniques and found their theory works generally. To summarise my experience with lesson planning and implementing teaching strategies, introducing the topic to create interest is necessary. If the students were excited, they will engage in the activities; it was amazing to see the students' work produced in each lesson.
Reference
Ashwin, P., Boud, D. and Calkins, S. (2020) Reflective Teaching in Higher Education. London. Bloomsbury Academic
Charles, C.M. (2005) Building Classroom Discipline. Boston: Pearson
Race, P. (2020) The Lecturer’s Toolkit: A Practical Guide to Assessment, Learning and Teaching. Vol Fifth edition. Routledge; 2020. Accessed September 27, 2022. https://search-ebscohost-com.ezproxy.uwtsd.ac.uk/login.aspx?direct=true&db=nlebk&AN=2269436&site=ehost-live
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