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Who is your learner?

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Pinup - Sticky notes, corkboards, collaboration

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Pinup.com is quick and easy to take sticky notes and share with your friends. It's Simple to use.

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Pinup - Sticky notes, corkboards, collaboration

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Pinup.com is quick and easy to take sticky notes and share with your friends. It's Simple to use.

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Pinup - Sticky notes, corkboards, collaboration

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Pinup.com is quick and easy to take sticky notes and share with your friends. It's Simple to use.

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Pinup - Sticky notes, corkboards, collaboration

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Pinup.com is quick and easy to take sticky notes and share with your friends. It's Simple to use.

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Sorry, but this online flipbook is unavailable at the moment.

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Persona- The persona I have selected for my lesson are students of the History class in the High School, aged between 14 & 18 years. The group consists girls who are high achievers, average and SEN students born and educated in the Middle East.
Define- The challenge in delivering this lesson is to make the students understand the strategies used in the west during World War II and how it affected the rest of the world. The challenge is to help them identify and relate the events to current situation and thus predict the outcome or solutions to avoid escalation of events.
Prototype: Role Playing to understand and evaluate Historical decisions.
Pedagogy: Students will be given copies of the correspondences between Chamberlain, Hitler and other officials. A video on the speeches during the event will be shown. Students will then be asked to do role play.
Ideate: Each will select a personality to portray, based on their own understanding of the personality.. The high achievers create the script, the average students act , the SEN students chose how they want to participate as per their interest and comfort zone. The students team up to plan the role play together, each one contributing in her own way. Some students offer to direct the skit. Each one participates as per her own ability.
The role play is recorded and played back and ask if they would like to improvise.
Testing: the question - answer session begins. The teacher puts up some critical thinking questions. Students discuss their learning experiences and their responses. Then the one good i communication skills, presents a summary of the opinions and recommendations.
It the teacher finds some critical points missed out, she rephrases the questions or asks them to refer back to the resources.
Outcome: The result is that students do not just accept information thrown at them, they learn to critically analyse, research, verify and produce alternative solutions that can be applicable to the current real world.

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A draft of the lesson.
The challenge is to teach practical skills to adults with different backgrounds and motivations in order to be more effective professionally.
The lesson adress leadership and social influence skills; active learning as well as critical thinking and analysis.
Delivery: face to face (once the virus is out of the question :) )

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Thank you Alex, this is an interesting topic.
Do you think there are any 'hidden' 21st Century Skills that are being developed here... critical thinking for example?
I like the incorporation of active learning activities such as role play and discussions. Do all the group get an opportunity to role-play and do the participants get a structured, constructive debrief following each role-play?

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Thank you Tasneem.
This is a very detailed outline and I can see a very nice learner-centred approach here. I like your differentiation, considering learner levels.
You've clearly identified developing 21st Cent. skills related to critical thinking and communication through active learning activities. Are there any other skills covered in this session?
I mentioned outside the forum about including the students in the design of the session and you told me they have been involved. This is a great approach to ensure student engagement as they feel empowered and therefore take more responsibility for their learning.
Good luck with the implementation of this session :D

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I think you have a very thoughtfully designed session here that will elicit critical thinking, 'active' application of the Arabic language and a creation activity that for me is one of the most effective approaches to learning.
I really like this project and believe you could actually apply the Design Thinking framework in the delivery of it.
For example:

Empathise:
Do some light research on the issues, Poverty, Homelessness & Hunger

Define:
The challenge How might we... each group takes a different area, Poverty, Homelessness & Hunger

Ideate: Brainstorm idea's for solutions

Prototype:
Try and create their proposed solution, this could be a video explaining or something more

Test:
Present to the rest of of the group and get feedback.

Good luck with this, it looks like a great session.

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This is a great step into the learning design approach, you've identified 21st century skills and identified the skills needed by the educator.
You identified that that TED talks could be used to showcase some approaches. I think I'd like to see a little more detail on the how this could be implemented. Remember learning design is an iterative approach and can always be redeveloped and built upon, the main thing is to approach education or training as something that needs to be design and can consist of learning sequences.

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Thank you Chris ,for the informative course and useful feedback.

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Thank you Chris ,for the informative course and useful feedback.