Purpose Statement

Letter to Self

Initial Philosophy of Teaching

 

Sample Unit of Instruction

Sample of Instructional Objectives for a Lesson

Two lesson Plans

Instructional Scaffolding

Task Analysis

 

Discussion with Peer

Lessons making use of Technology

 

Sample Task and Rubric

Principles of Classroom Assessment

 

Curriculum Integration

Agent of Change

 

 

 

This portfolio depicts my journey throughout the Post Graduate Diploma of Education Programme 2018 – 2019. My portfolio is simply a “compilation of student work gathered over time that furnishes evidence of a student’s understandings, skills, and even dispositions to act in particular ways” (Ornstein & Hunkins, 1998). Within my portfolio contains aspects of my developmental growth as a teacher, through the completion of tasks, assignments, and an accumulation of reflective pieces based on my experiences about lessons that I have taught, as well as, observed by fellow teachers.  It shows my personal growth from being a teacher, well- versed in delivering the curriculum, towards becoming a more ‘transformational’ teacher, one that is more effective, creative, and understanding of the importance of the ‘hidden curriculum’.

 A. P. J. Abdul Kalam states, “Teaching is a very noble profession that shapes the character, calibre and future of an individual. If the people remember me as a good teacher that will be the biggest honour for me”. This quote has impacted me during my journey as I see myself using the skills and applying the foundational knowledge and theories, in my classroom. By doing this portfolio, it not only enables me to recognize the stages of which my personal growth and development have taken place, but, it also allows me to consciously make an effort to become a more effective and efficient  teacher in my pedagogical field, as well as, adopting the necessary principles to becoming a “ lifelong learner” in my profession.

 

 

 

Dear Melisa, 

From as far back as I can remember, I have always wanted to become a teacher. When I was six years old I was obsessed with my ‘miss’. I was the child who brought flowers for the teacher, rushed to help erase the board and collected all the broken bits of chalk, to go home and ‘teach’ my pretend class. Apart from wearing high heels and pink nail polish, she was the kind of teacher that brought snacks for the class, helped with reading, and played games with us on Friday evenings. This teacher had an impression on me, then, till this very day, which encouraged me to pursue my dream of teaching.  When I was younger, if anyone asked, I always said “I want to be a teacher”. She was the teacher I am inspired to become.  I have been blessed with many great teachers in my lifetime who have all contributed in some way, shape or form, into who I am today. I have also had a few ‘not so great’ teachers that I remember who made me feel uninspired, unaccomplished and belittled. These few teachers in my past are constant reminders of how I treat my students, what I should say to my students, and who I strive not to become as a teacher.

Honestly speaking, I’ve never wanted to pursue this Diploma of Education Programme. My past HOD and colleagues have tried to encourage me to apply for years but I’ve made so many excuses for not doing so. I have heard persons complaining about how difficult it is and how much work there is to accomplish in such a short space of time, which resonated with me. This year however, I finally made up my mind to apply as I realized that younger, less experienced teachers were applying and I felt as though I am holding myself back from being promoted or placed in the school’s seniority listing because of fear. 

“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires” (William Arthur Ward). After completion of this programme, I hope to not only become better at teaching my students, but truly inspire them to be great individuals. Even though I see myself as being a qualified and experienced teacher, this programme has enabled me to strive to become more. I have learnt thus far that teaching is in fact a learning experience. This journey has been challenging and overwhelming at times, however, I do hope that I continue to learn new skills and measures to help my students, so that indirectly they can help me become a better teacher as a result. Hope you enjoy the journey and have become all that you wanted to be.

 

Yours sincerely, 

Melisa.

 

 

 

I believe that each individual student has the potential to be successful, well- mannered, responsible, conscientious, law- abiding citizens of our country, if they are given the necessary support, provision of tools, and equal opportunity for learning. It is my opinion that teachers are the ones who hold the power to make a difference in a student’s life. According to Malala Yousafzai, “one book, one pen, one child, and one teacher can change the world”. My personal philosophy of teaching utilises the metaphor of the teacher as a gardener. By using this metaphor as my initial philosophy, it allows me to view each student as a unique individual, create an open, safe space for learning, and it enables me to form close bonds with my students.

I see myself as being a gardener of education, where the seeds of thoughts, ideas, concepts, or wisdom, are carefully planted within the student, which enables them to grow and experience life through the joys of learning. There are many different species of plants and flowers, each with their own unique attributes, requiring special, individual care. In much the same way, students in a classroom each hold their own unique characteristics which set them apart from others. Because our student population are so diverse, I believe that there is a need to adopt new measures or strategies for reaching this diverse array of students. I consider Howard Gardner’s theory on Multiple Intelligences to be very appropriate as each student has different aptitudes and abilities.  For example, a student may excel in art but may struggle in writing and comprehension. I often try to identify the strengths and weaknesses of each student and manipulate my lessons to meet these needs. 

Maintaining a safe and secure classroom environment is critical for student learning to take place. Sometimes in a class it is necessary for me to weed out the distractions, indiscipline or bad attitudes, before it spreads, in order for some students to flourish and thrive. Just like a gardener needs to tend to his crops, in the same way I need to care, nurture, and offer guidance and support for my students. I try to encourage students to ask questions in class as it helps to stimulate thinking skills and reinforces the notion that there are no ‘stupid’ questions.

I believe that it is important to create a good rapport among students so that they would know you are invested in their well- being and have their best interest at heart. It is necessary to form bonds, get to know your students, and develop meaningful relationships with them, not only in terms of academics, but personally as well. 

Comparing myself to a gardener may seem daunting to some, however, being a gardener takes on the responsibility of cultivating fruit for the future.  Gardening, like teaching, is hard work and exhausting at times, but it is my privilege as a teacher to watch the student grow and blossom to their full potential.   

 

 

This unit focuses on the different groups existing in society today and concluding with forms of interaction between and among each social group. By the end of this unit, students should become aware of the different types of groups, its characteristics and functions, as well as develop critical thinking and problem-solving skills of improving relationships and cohesiveness within social groups. As future leaders, students must approach social interactions with positive values and attitudes. During development of this unit, I have gained new insights gleaned from the various instructional strategies that can be used to execute this and any other units.

 

 

 

 

 

 

School:      South East Port of Spain Secondary

Teacher:   Ms. Melisa Beharry

Subject:    Social Studies

Term:       II                                                Form: 4

Goal (of the Unit): The general goals of this unit are Aesthetic Expression, Citizenship, Communication, Personal Development and Problem-Solving. Values and attitudes of acceptance, respect, patience and cooperation will be encouraged, as well as, the development of language skills and the ability to understand and use language correctly.

Rationale (for sequencing the main ideas in the Unit): This unit seeks to ensure that Social Studies students develop the necessary skills and values which would make them conscientious, law abiding citizens of society. Through the use of this unit, students will become sensitive to values, be informed about various issues affecting groups in society, increase their personal and social awareness and strengthen their interpersonal relationships.

 | CONTENT | KEY CONCEPTS | LEARNING OUTCOMES: Students should be able to: | VALUES AND ATTITUDES | RESOURCES | TEACHING/ LEARNING STRATEGIES | ASSESSMENT STRATEGIES
| TOPIC: GROUPS  Types of Groups: -          Primary -          Secondary -          Formal -          Informal -          Voluntary -          Involuntary -          Peer group -          In group -          Out group   |   Interaction  Freedom  Choice  Cooperation  Relationship   |   1)      Differentiate between and among each type of group 2)      Describe the characteristics/ features of each type of group -          Identify the various types/ forms of groups in society to which students belong |   Identity  Cooperation  Understanding  Belonging  Acceptance  Tolerance      |   Social Studies Essentials (With SBA Study Guide and Exercise) by Sandy & Grayson, 2000 |    -          Class discussion -          Brainstorming -          Research -          Identify and examine the different groups to which students belong |     | -          Oral questioning -          Small group discussions about types of groups in which students belong -          Students make a list of groups to which they belong and classify the type of group
 | Characteristics of Groups: -          Size -          Structure -          Goals -          Marks of identity -          Sanctions -          Patterns of behaviour -          Membership |   Identity  Freedom  Choice |   3)      Differentiate between the structures of formal and informal groups 4)      Compare and contrast primary and secondary groups 5)      Examine the forms of sanctions practiced by different groups in society |   Belonging  Self- Discipline  Respect  Loyalty  Commitment  Precision  Patience |   |   -          Group Work (students do a comparative study of selected formal and informal groups; and primary and secondary groups in society) |   -          Individual student’s presentations on a comparative study on formal/ informal groups; and primary/ secondary groups -          Students construct a table showing the similarities and differences between each type of group
 | Functions of Groups: -          Achievement of specific goals -          Companionship -          Sense of belonging and identity -          Opportunities for leadership -          Opportunities to learn new skills | Interaction  Cooperation  Identity  Belonging  Acceptance | 6)      Describe the functions of all groups -          Examine the functions of groups in society by using examples of groups to which students belong | Purposefulness  Commitment  Happiness  Humility  Identity  Cooperation  Respect | CSEC Social Studies, 2^nd Edition by Waterman & Fisher, 2007 | -          Class discussion -          Brainstorming -          Students examine the groups to which they belong and determine the similarities and differences | -          Students identify the functions of specific groups -          Oral presentation -          Students identify similarities and differences in groups to which they belong
| Requirements for Group Cohesion: -          Leadership -          Control -          Cooperation -          Authority -          Commitment -          Loyalty   | Identity  Cooperation  Interaction  Justice   | 7)      Understand the concept of group cohesion -          Discuss the factors that support group cohesion -          Outline the requirements needed for group cohesion 8)      Discuss the factors that hinder group cohesion -          Evaluate ways in which groups are kept together | Appreciation  Commitment  Loyalty  Fairness  Respect  Responsibility  Choice  Understanding  Tolerance  | Modules in Social Studies (with SBA Guide and CXC Questions) 4^th Edition by Rampersad Ramsawak & Ralph R. Umraw, 2005 | -          Class discussion -          Real life experiences -          Video clip -          Group work- Case Studies ( students examine case studies of successful groups, as well as groups that failed to stay together) -          Group Work (choose one group and examine the roles and responsibilities of individual members) | -          case studies  -          Oral presentations
| Types of Interaction within and among  Social Groups | Competition  Conflict  Conflict Resolution  Cooperation  Compromise      | 9)      Understand that interactions within groups may not always be positive  -          Discuss the need for referees and umpires in sports  -          Devise strategies for coping with issues that may affect the cooperation and existence of groups | Appreciation  Understanding  Compromise  Acceptance  Respect  Humility  Cooperation    |   | -          Class discussion  -          Group work ( students are asked to role play various situations, showing different group dynamics) | -          Oral Questioning  -          Students present a plan to deal with a specific negative group issue

2.        SAMPLE OF INSTRUCTIONAL OBJECTIVES FOR A LESSON

                                                                                                 CAPTION:

 

 

According to http://edglossary.org/learning-objectives/, learning objectives are “the interim academic goals that teachers establish for students who are working toward meeting more comprehensive learning standards”. In this case, the learning objectives are given for a lesson in a unit of work for Social Studies on Groups. It is important to identify the learning objectives at the start of a lesson as I believe that this is the foundation of the thought process for students. It helps develop students’ knowledge and improve higher order thinking skills.

 

 

 

 

a)      Lesson #3 from Unit Plan

Sub- Topic:  Formal and Informal Groups

 | b)      INSTRUCTIONAL OBJECTIVES | c)      DOMAIN, LEVEL
 | (i)                 Students should be able to exhibit an appreciation for the various types of groups found in society  |        Affective - Receiving
 | (ii)              Students should be able to experience Personal Development and Growth as they become more knowledgeable about the characteristics of the various types of groups found in society |        Cognitive - Knowledge
 | (iii)            Students should be able to differentiate between formal and informal groups |       Cognitive - Knowledge
 | (iv)             The values of precision and patience will be encouraged via construction of a table, to show the similarities and differences between formal and informal groups  |       Psychomotor - Precision

 

b) The instructional objectives in this lesson are a subset of the goals and objectives listed at the beginning of this Unit Plan.

 

 

 

 

 

 

 

 

 

 

 

 

3.      TWO LESSON PLANS

 

 

                                                                                                 CAPTION

 

Several instructional strategies were used in the following lessons. The first lesson included the use of Questioning, Read- Aloud, Pictures/Images, and a Graphic Organizer. These strategies were chosen, as Questioning and Read- Aloud, allowed students to express themselves verbally, and then present points visually, in a Graphic Organizer. The second lesson utilised Brainstorming and Summarizing, which allowed students to put their thoughts into words, in cases where students may have difficulty in expressing themselves. Both lessons incorporated multi- media (pictures and video clip), which catered for students with Multiple Intelligences.

Teacher: Ms, Melisa Beharry

School: South East Port of Spain Secondary

Form: 4                                No. in Class: 30                                   Time: 35mins                            No. of period: One

 

UNIT PLAN:  GROUPS

TOPIC:  Characteristics of Primary and Secondary Groups (Lesson # 4 in Unit)

CONCEPT MAP: See attached

 

CURRICULUM INTEGRATION AREAS:

English Language (Oral Communication, Expression, Writing Skills)

H.F.L.E. (Valuing the opinion of others, Working cooperatively with others, Learning life skills)

 

Planning For Inclusiveness: Audio and visuals clear for all students, Repetition of words and terms

Planning for Literacy Improvement: Oral communication skills, Use of Vocabulary in lesson

Planning For Technology Integration: Use of laptop and projector to show pictures/ images.

 

Instructional Strategies to be used: The teacher will use Questioning to encourage students to apply what they have learnt to create meaning. A Graphic Organizer in the form of a table will be constructed to compare and contrast groups. Students will read aloud the notes taken, so that weak readers will be assisted. The use of pictures/images via the projector, caters for students with Multiple Intelligences.

PRE- KNOWLEDGE: 

Students have an understanding of the various types of groups that exist in our society today. Students also belong to different social groups.

OBJECTIVES:

At the end of this lesson, students should be able to:

 

 | OBJECTIVES Students should be able to: | CLASSIFICATION OF OBJECTIVES | DOMAIN
 | 1)      Appreciate the characteristics of various groups found in society | Valuing | Affective
 | 2)      Compare and contrast primary and secondary groups | Problem- solving | Cognitive
 | 3)      Construct a table showing the similarities and differences between primary and secondary groups | Application | Psychomotor    

 

SET INDUCTION: Time allotted (4mins)

Use of projector to show pictures/images of various groups in society

 

SECTION 1: Time allotted (8mins)

Teaching Points: The characteristics of groups are discussed, namely, the size and structure, goals, marks of identity, patterns of behaviour, membership and sanctions.

METHOD:

 | Teaching Strategy | Student Activity | Resources
 | -          The teacher will elicit from students their thoughts and feelings about the pictures/images seen | Students will respond orally | Laptop, projector, speakers, whiteboard, whiteboard markers
 | -          The teacher will encourage students to identify differences or similarities between and among photos/images presented | Students will respond orally |  

 

SECTIONAL REVIEW: Time allotted (4mins)

Teacher randomly questions students about the various characteristics of groups.

 

SECTION 2: Time allotted (10mins)

Teaching Points: Similarities and differences of primary and secondary groups will be identified and categorized, according to the characteristics of groups previously mentioned.

METHOD:

 | Teaching Strategy | Student Activity | Resources
 | -          The teacher will lead discussion on the  similarities and differences between primary and secondary groups | Students will respond orally |  
 | -          The teacher will begin to construct a table on the whiteboard for the class   | Students will observe, participate and read aloud the points written on the board | Whiteboard, whiteboard markers, notebooks, pens, pencils, rulers
 | -          The teacher will ask students to begin constructing the table in their notebooks | Students will begin to construct table in their notebooks |  
 | -          The teacher will guide students accordingly | Students will ask for assistance if needed |  

 

SECTIONAL REVIEW: Time allotted (3mins)

Teacher questions students about the similarities and differences between primary and secondary groups.

CLOSURE: Time allotted (2mins)

Teacher summarizes lesson and recaps important points

FINAL EVALUATION: Time allotted (4mins)

Students were asked to present their table to the teacher for correction

FOLLOW- UP ACTIVITY/LESSON: 

Forms of sanctions practiced by different groups in society

 

TEACHER’S REFLECTION OF THE LESSON:

 

-          How effective was my lesson?

 

-          Were students successful in meeting the objectives?

 

-          How effectively did I manage my time?

 

-          What evidence can I show for student’s learning?

 

-          How effective was the use of instructional strategies?

 

-          What would I do differently the next time I teach this topic?

 

 

TUTOR’S COMMENTS: 

 

 

 

 

 

Teacher: Ms, Melisa Beharry

School: South East Port of Spain Secondary

Form: 4                                No. in Class: 30                                   Time: 35mins                            No. of period: One

 

UNIT PLAN:  GROUPS

TOPIC:  Functions of Groups (Lesson # 6 in Unit)

CONCEPT MAP: See attached

 

CURRICULUM INTEGRATION AREAS:

English Language (Oral Communication, Expression, Writing Skills)

H.F.L.E. (Valuing the opinion of others, Working cooperatively with others, Learning life skills)

 

Planning For Inclusiveness: Audio and visuals clear for all students, Repetition of words and terms

Planning for Literacy Improvement: Oral communication skills, Use of Vocabulary in lesson

Planning For Technology Integration: Use of laptop and projector to show video clip.

 

Instructional Strategies to be used: The teacher will use Brainstorming to elicit information from students. The use of a video clip will cater for visual learners. Class discussion is utilised for students who are more verbal and expressive, and the teacher will summarize main points as a means of reinforcing concepts.

PRE KNOWLEDGE: 

Students belong to many different social groups and could appreciate the benefits of being in such groups.

OBJECTIVES:

At the end of this lesson, students should be able to:

 | OBJECTIVES | CLASSIFICATION OF OBJECTIVES | DOMAIN
 | 1)      Appreciate that each social group has some sort of function/purpose to the individual | Valuing | Affective
 | 2)      Identify the various functions of groups to individuals | Knowledge/Comprehension | Cognitive
 | 3)      Describe the function of groups | Knowledge/Comprehension | Cognitive
 | 4)      Examine the functions of groups in society  | Problem-solving | Cognitive

 

SET INDUCTION: Time allotted (4mins)

Use of video clip showing the benefits of being part of a social group

 

SECTION 1: Time allotted (8mins)

Teaching Points: Each type of group existing in society has some function or purpose to an individual.

METHOD:

 | Teaching Strategy | Student Activity | Resources
 | -          The teacher will ask students about their thoughts and feelings about the video presented | Students will respond orally | Laptop, projector, speakers, whiteboard
 | -          The teacher will ask students to brainstorm about what was shown in the video clip | Students will brainstorm and respond accordingly |  
 | -          The teacher will lead class into a discussion about the function/purpose of being in a group | Students will participate in class discussion |  

 

SECTIONAL REVIEW: Time allotted (2mins)

Teacher randomly questions students about the functions of groups to individuals.

 

 

 

SECTION 2: Time allotted (10mins)

Teaching Points: Social groups have many functions (companionship, sense of belonging, achievement of goals, opportunities for leadership, and opportunities to learn new skills)

METHOD:

 | Teaching Strategy | Student Activity | Resources
 | -          The teacher will lead discussion on the description of each function of a group | Students will participate in class discussion |  
 | -          The teacher will write important points down on whiteboard | Students will pay attention and write points in notebooks | Whiteboard, markers, notebooks, pen, paper, pencil, ruler
 | -          The teacher will ask students about the importance of being in groups | Students will respond orally |  
 | -          The teacher will summarize the main ideas and points on the whiteboard | Students will write the summary of the points |  

 

SECTIONAL REVIEW: Time allotted (3mins)

Teacher questions students randomly about the functions of groups

CLOSURE: Time allotted (2mins)

Teacher summarizes lesson and recaps main points

FINAL EVALUATION: Time allotted (6mins)

Students were asked to complete the following 

 |   |   |   |
 |   |
 |   |   |
 |

 

 

 

 

 

 

 

 

 

FOLLOW- UP ACTIVITY/LESSON:

Requirements needed for group cohesion

 

TEACHER’S REFLECTION OF THE LESSON:

 

-          How effective was my lesson?

 

-          Were students successful in meeting the objectives?

 

-          How effectively did I manage my time?

 

-          What evidence can I show for student’s learning?

 

-          How effective was the use of instructional strategies?

 

-          What would I do differently the next time I teach this topic?

 

 

TUTOR’S COMMENTS: 

 

4.      INSTRUCTIONAL SCAFFOLDING

                                                                                                   CAPTION

This paper highlights Instructional Scaffolding as a main teaching approach when presenting new, complex, or even challenging tasks or assessments in the classroom. However, Scaffolding can be seen as both a teaching and learning strategy that can be used to enhance learning among students. The way in which a lesson is taught, is just as important as what is being taught, and Instructional Scaffolding offers the opportunity to allow students to learn on their own, and at their own pace.

 

 

 

 

 

 

a)       Scaffolding, as a teaching strategy, has its origins from Vygotsky’s Sociocultural Theory and the concept of the ‘Zone of Proximal Development’ (ZPD). The ZPD is the difference between what students are able to do by themselves on certain tasks, and what they can achieve with guided or limited assistance from teachers (Raymond, 2000). Scaffolding helps students by offering support or guidance in a difficult stage of learning, until students can start learning or figuring out things on their own. The ‘support structures’ provided through scaffolding, helps increase a student’s confidence, as they are able to form their own concepts and enable them to complete tasks independently. According to Greening (1998), Scaffolding emphasizes independence and places the sole responsibility of the learning process on the student. Scaffolding can keep students interested and motivated as they are learning at their own pace, thereby reducing stress typically associated with school and learning (Bransford, Brown & Cocking, 2000).

b)      Farmer & Wolff (1991), suggest that scaffolds consists of all activities or strategies, that reinforce and support a student’s learning process, and help assist learning in any way possible. Scaffolds may include questioning, modelling, prompting, hinting, or giving direct instructions on various tasks and activities to students (Hartman, 2002). Scaffolding has three stages. During the first stage of ‘contingency’, the teacher’s support and guidance is important for student learning. The second stage of ‘fading’ occurs when the teacher’s support fades or lessons, enabling the student to begin learning on their own. The third stage, ‘transfer of responsibility’, is dependent on the student holding his/her “reins” for educational development.

c)      Flowchart:

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 |   |  

 

d)      As can be seen from the flow chart above, students will be introduced to the concept of group cohesion via video clip. This approach may appeal to the visual learners. Next, guided questions will be asked by the teacher, to stimulate ideas about the requirements for group cohesion. Then, students will be assigned to groups and given case studies to discuss among themselves. Assistance by the teacher will begin to fade, leaving students to learn with their peers. Students will discuss case studies with group members and try to suggest reasons as to why the groups from case studies are cohesive. After, groups will present suggestions to the class, unaided by the teacher. Lastly, students will discuss concepts learnt with each other as a form of peer teaching, without assistance by the teacher.

 

5.      TASK ANALYSIS

Within lesson #9 students will be given the task of identifying strategies for coping with negative group issues. This task is pertinent to the teaching of Social Studies as it places emphasis on decision- making, and reinforces the concepts of conflict resolution and management. Task analysis can be utilised as a vital tool for student learning, as the acquisition of some skills may be challenging for some students, therefore it allows a task to be broken down into smaller, workable pieces, so that students can tackle one piece at a time, until the task at hand can be mastered in its entirety. 

 

 

 

 

 

 

Task analysis refers to the “process of breaking tasks of objectives down into their simpler components” (Slavin, 2003). This suggests that a skill will be ‘chunked’ into smaller, more manageable pieces, so that the student can be better able to accomplish such smaller tasks until the complete task is accomplished as a whole. Towards the end of the process, the student is expected to show independence in using that skill. It is critical that the teacher take into account what is needed from the student before initiating a task analysis. 

 

The skill that will be taught in this unit of work will be to identify strategies for coping with negative group issues. Prior to this lesson, students should be able to outline the factors which are necessary for group cohesion, and understand that not all interactions within groups are positive. 

 

 | OBJECTIVE | PRE KNOWLEDGE | ACTIVITIES/SKILLS
 | Students should be able to:  Identify the strategies for coping with negative group issues (lesson #9) | -          Students should have an understanding of the concept of group cohesion  -          Students share their prior knowledge and experiences as it relates to negative group issues   -          Students would have some life experience on negative group interactions and the ways in which it can be dealt with  -          Students should be able to outline the factors which are necessary for group cohesion | 1)      The teacher will ask students to brainstorm about the role and purpose of umpires and referees in sports teams 2)      Students will discuss with their peers and then respond 3)      Teacher will elicit discussion with students about negative interactions within and among groups 4)      Students will respond orally to the class and share their personal life experiences 5)      Teacher divides the class into groups, where each group is presented with a different issue 6)      Each group has to devise a strategy, or present a plan for dealing with negative group issues 7)      Students discuss with peers and then present their plan to the class