A reflective journal in which you comment critically on the lesson design components:

Question

Context, Learners, Aims/Objective, SMART task, Assessment, Learning Activities and
Teaching Activities

Answer 1

Context: The lesson was designed to be delivered in a remote setting, utilizing online learning tools and resources. This would require learners to have access to a reliable internet connection, a device (computer, tablet, smartphone), and familiarity with online communication platforms such as Zoom or Skype. The context was very relevant to the current pandemic situation where face-to-face learning is not always possible.

Learners: The target audience for the lesson is mixed learners of different backgrounds, ages, and levels of proficiency. Their diverse needs and learning styles were addressed through differentiated instructions, multi-sensory materials, and varied groupings. The teacher also created a supportive learning environment where learners feel valued, respected, and confident to participate.

Aims/Objectives: The lesson objectives were specific, measurable, achievable, realistic, and time-bound (SMART). They were aligned with the learning outcomes, the curriculum standards, and the learners’ needs. The objectives were communicated effectively to the learners and integrated throughout the lesson.

SMART Task: The task was also SMART. It was designed to be engaging, challenging, and relevant to the learners’ interests and experiences. It required learners to collaborate, communicate, think critically, and apply their knowledge and skills. The task also provided opportunities for learners to receive feedback, reflect, and evaluate their own learning.

Assessment: The assessment was formative and summative, teacher and peer-assessment. It was designed to be fair, reliable, valid, and transparent. It used a variety of assessment methods and tools, such as rubrics, checklists, self-assessment, and peer feedback. The assessment criteria were aligned with the objectives and communicated clearly to the learners.

Learning Activities: The learning activities were well-structured, engaging, and varied. They catered to different learning styles, preferences, and needs. The teacher utilized a range of approaches and techniques, such as direct instruction, inquiry-based learning, and gamification. The activities provided opportunities for learners to practice, apply and transfer their learning.

Teaching Activities: The teaching activities were also well-planned, organized, and purposeful. The teacher demonstrated effective instructional strategies, such as questioning, scaffolding, and feedback. The teacher also encouraged learner engagement, participation, and collaboration. The teacher was flexible and adaptive to the learners’ interests, needs, and feedback.

Overall, the lesson design components were well-thought-out, integrated, and aligned with each other. The teacher demonstrated a deep understanding of the learners, the context, the curriculum, and the learning experiences. The teacher also created a positive learning environment and established positive relationships with the learners.