Student ID: 2016201172 Module Code: EDU503

Title of the Assignment

A lesson Plan Critique

Assignment Type
Research Critique

Module Code:
EDU 502

Module Name:
Teaching and Learning

Module Coordinator:
Dr. John McKenny- john.mckenny@buid.ac.ae
Student ID:
2016201172

Date of Submission:
28 October 2017
Word Count:
1076

Ahmed Kamal Ibrahim | [SCHOOL]

 Student ID: 2016201172 Module Code: EDU503

Contents
Introduction ............................................................................................................................................ 3
Lesson Plan Review: ................................................................................................................................ 4
First Section Review (Context-Big Picture/Prior Learning & Cross-curricular links): .......................... 4
Second Section Review (Learning Objectives): ................................................................................... 4
Third Section Review (Personalised Learning): ................................................................................... 4
Fourth Section Review (Assessment & Questioning): ........................................................................ 4
Fifth Section Review (Inspiration & motivation):................................................................................ 5
Sixth Section Review (Communication): ............................................................................................. 5
Seventh Section Review (DESC Learner Skills): ................................................................................... 5
Eighth Section Review (Lesson Structure): ......................................................................................... 5
Conclusion ............................................................................................................................................... 6
References ............................................................................................... Error! Bookmark not defined.

Ahmed Kamal Ibrahim | [SCHOOL]

 Student ID: 2016201172 Module Code: EDU503

Lesson Plan

Ahmed Kamal Ibrahim | [SCHOOL]

 Student ID: 2016201172 Module Code: EDU503

Introduction
The aim of this critique is to study a lesson plan prepared by a colleague who with me at the same
college (DESC). The objective of this critique is to highlight major elements related to the quality of
learning, suitability of and effectiveness of strategies of teaching, quality and level of assessments
approaches sought by the teacher, degree of the lesson plan design as well as best practices in the
same regard.

Lesson Plan Review:

This lesson plan is from a colleague of mine whom I worked with in my current school within
the Islamic Education department. This lesson plan which was for Y11 (UK system) designed
to cover several elements of the lesson to be taught; it consists of eight sections including the
lesson structure section providing a detailed description of what is happening with students
in the class; (1. Context-Big Picture/Prior Learning & Cross-curricular links, 2. Learning
Objectives, 3. Personalised Learning, 4. Assessment & Questioning, 5. Inspiration &
motivation, 6. Communication, 7. DESC Learner Skills, 8. Lesson Structure).

First Section Review (Context-Big Picture/Prior Learning & Cross-curricular links):

A good overview on prior learning was given with good links to another subject which is
'Science'.

Second Section Review (Learning Objectives):

Objectives of the lesson are divided and planned according to three levels where all students
must achieve the first objective, most of them should achieve the second objective and some
of them could achieve the third objective. I think they are appropriately designed as per the
abilities with a good ladder of learning, however each objective should be explicitly stated
within the plan how it is going to be assessed as this is essential for the good progress
achieving. The assessment of the objectives could be direct (e.g. focus groups) or indirect (e.g.
rubrics). This lesson LO is a direct approach as per (E. Roberts 2017).

Third Section Review (Personalised Learning):

The personalised learning is not clearly planned across lesson. This section should identify the
needs of a particular student as well as some of the ways/strategies would help him/her
achieve their goal/learning outcome. The starting point for each student, upon which the
progress within the lesson is going to be dependent, is not also clearly mentioned in the
lesson. More support to students to evaluate their learning needs allowing them to direct
their learning towards their specific personalised objectives. Personalised and
differentiation in this lesson could have done better if we thought about it while selecting the
topic/unit, delivering the instructions as well as following-up with unsuccessful students and
adding challenge to successful students (Marshall 2016).

Fourth Section Review (Assessment & Questioning):

Not enough detailed with no reference to the learning objectives nor the different types of
assessments; formative, summative, assessment for learning, as learning & of learning (AFL, AOL, AAL).
Should relate a particular assessment strategy to a certain part of the lesson/task and should be

Ahmed Kamal Ibrahim | [SCHOOL]

 Student ID: 2016201172 Module Code: EDU503

evident in the lesson plan. The assessment methods should be correlated and integrated within the
lesson instruction (Cheung 1994).

Fifth Section Review (Inspiration & motivation):

Good selection of the starter of the topic as well as the topic that is relevant to the modern
world and students' lives. As been discussed thoroughly proven in Suo & Hou (2017) that
Learners do not have the same levels of competency or attainment. It been proven that
without a strong motivation, learners will not be able to reach higher rates and proficiency.
There internal and external motivation factors. Both dimensions do correlate and interact
with one another. Self-concept, confidence, interest are among the internal factors were
seen in this section of the lesson plan while learning environment, learners interaction with
peers, teachers are included in the external (Williams and Burden 1997).

Sixth Section Review (Communication):

Effective use of the iPad and the internet to enable better opportunities for independent learning
having a variety of resources and games. Could be further developed by enabling further challenges
for students. Good time management was set by the teacher in the LP to guarantee actual learning
happening to students.

Seventh Section Review (DESC Learner Skills):

This is to show how deep the students tasks are. It allows students to think the process of learning.
Moments of reflection were created but not specified to tasks. Using modern learner higher skills as
well as the 21st-century skills are crucial and essential to be explicitly mentioned/demonstrated in the
lesson. Students nowadays need to acquire and develop such skills in order for them to be properly
equipped and qualified with the capability to face future challenges at different levels. There were no
satisfactory mention in the LP to critical, creative and social thinking skill as part of the 21st-century
skills (UAE School Inspection Framework 2017). The future learning step was not clearly mentioned in
details in the LP yet it should have been shown as a personalised strategy planned and well designed
for each student, example for further development of this particular element is the (321) exit
1
card.
Eighth Section Review (Lesson Structure):
The segments and pace of the lesson are well designed according to the school policy in order
to achieve the learning objectives.
A very good analytical activity was given to students at the beginning followed by
an investigative task using iPads or help sheet was an alternative plan in case technology went
down during the lesson. That was a good approach from the teacher to make sure the
students are really learning at all times and cases. The main task needs to be personalised and
levelled with more instructions. The task lacks the challenge and the enrichment too. The
main task is a student-centred activity. Plenary is useful as it uses an outcome triangle which
I assume to a self-evaluation task which has not been detailed enough in the LP.

1
The strategy of (321) exit card is very useful to measure progression within lessons; students would reflect on
their learning and write down three (3) things they learnt in the lesson, two (2) things they found interesting
and one (1) question for future learning.
Ahmed Kamal Ibrahim | [SCHOOL]
 Student ID: 2016201172 Module Code: EDU503

Conclusion
This critique evaluated and criticised the LP of the same subject as the reviewer. Some good practices
were shown as well as some suggestions and advices were given to make this a better learning
experience to students at all areas of the LP. Good use of technology, strategies of assessment, starters
and plenary. Teacher is advised to set more challenge, personalised and higher skills based tasks for
his students.

References

1. DESC Lesson Plan. (2015). [Accessed 24 October 2017]. Available at: https://dessc-
my.sharepoint.com/personal/akamal_descdubai_com/_layouts/15/onedrive.aspx?id=%2Fperson
al%2Fakamal_descdubai_com%2FDocuments%2FIslamic%2F_Islamic%20Ed_2015_2016%2FCurri
culum%2F_Inspection%202015%2F_Lesson%20plans%20by%20year%20group%202015%2FIslami
c%20B%2FY11%20IE%20B
2. E. Roberts, D. (2017). "Methods of Assessing Student Learning
Outcomes". https://www.nvcc.edu [online]. [Accessed 26 October 2017]. Available at:
https://www.nvcc.edu/assessment/_docs/PS4.methodsforassessingSLOs1009.pdf
3. Marshall, K. (2016). Rethinking differentiation Using teachers time most effectively. Phi Delta
Kappan [online]. Vol. 98 (1), pp. 8-13. Available at:
http://web.a.ebscohost.com/ehost/detail/detail?vid=0&sid=8f41ef9f-6732-430a-bf3b-
494eb27b95f7%40sessionmgr4010&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=117794102
&db=tfh
4. Cheung, K. (1994). Assessing Quality of Learning in Higher Education: Methods, Models and
Perspectives. [online]., pp. 1-13. [Accessed 28 October 2017]. Available at:
https://eric.ed.gov/?id=ED381088
5. Suo, J. & Hou, X. (2017). A Study on the Motivational Strategies in College English Flipped
Classroom. English Language Teaching, vol. 10 (5), p. 62.
6. Williams, M. & Burden, R. (1997). Psychology for language teachers. Cambridge:Cambridge
University Press.
7. UAE School Inspection Framework. (2017). [Accessed 28 October 2017]. Available at:
https://www.moe.gov.ae/Ar/ImportantLinks/Inspection/PublishingImages/frameworkbookar.pdf

Ahmed Kamal Ibrahim | [SCHOOL]