NAME AND SURNAME :
STUDENT NUMBER :
MODULE CODE : TMN3705
UNIQUE NUMBER : 711060
ASSIGNMENT NUMBER : 02
,Activity 3.1
1) In order to begin with lesson planning, it is important to know the aims and objectives of the course being
taught to learners. A Natural Sciences and Technology teacher should be prepared not only to teach the
learners but also to make sure that they take some fruitful thought regarding the lesson at the end of the
class. The aims and objectives should answer questions regarding all the angles of the course.
A teachers’ most important trait is confidence. Lesson planning can help the teacher to be well prepared
and be aware of what he/she intends on teaching the learners. To meet your student's expectations, one
must have a good lesson plan. To create one, you need to do the Effective Lesson Planning course. It can
help the teacher to focus more on the basic knowledge first then take the learners towards the next step.
The teacher will never stammer or mumble during the lecture because of the timely preparation of the
lesson.
A lesson plan does not necessarily have to be a detailed script that contains the plan of every interaction
with learners in the classroom. It should preferably have the general overview of the aims and objectives
of the course, the plan of teaching and learning activities of the course and the activities planned to check
the learners’ understanding. The driving force behind lesson planning is the motivation for the teacher and
hunger to learn more by learners is what keeps a teacher going.
2) a) The teacher comes in late. When a teacher comes in late they have not fully prepared to teach that
class.
b) The teacher comes in high on drugs or alcohol. Some teachers go to class drunk, high or with a
hangover.
c) The teacher does not recall where he or she left off during the last session he or she had with class.
d) The teacher keeps going off topic during the lesson.
e) The teacher has no teaching materials at hand.
f) The teacher starts using their mobile device during class.
g) The teacher stumbles over the lesson. He or she speaks without coherence.
h) The teacher allows rowdiness among the learners.
i) The teacher cuts the class short before the period ends
j) The teacher cannot answer questions from learners.
, 3) A work schedule comes into play when the teacher needs to identify the sequence in which the teacher is
going to cover the content identified in the teaching plan. A work schedule therefore is the planned
sequence schedule in which work is going to be covered by the individual teacher. And, yes I do
emphasize the individual teacher; because a work schedule is the schedule for that individual teacher.
The Advanced Teaching Program is a 20-hour short course designed for advanced graduate learners who
would like to develop practical teaching skills for current and future teaching roles. Topics include course
design strategies, active learning, authentic assessment of student learning, and maintaining a culture of
respect and community in the classroom. Participants gain hands-on experience by practicing instructional
techniques in microteaching sessions where they receive constructive feedback from peers and an
experienced team of instructors.
The capstone project for the program involves designing and submitting a course syllabus. The syllabus
design project helps participants to integrate key course design ideas including aligned outcomes,
assessments and active learning strategies.
Activity 3.2
Identify the Problem
At the beginning of each activity, students are asked to identify the problem that their designs will address.
This step is important because it informs the rest of the design process and defines how success will be
measured. The scenarios presented in the book vary. Some are true problems that need to be solved, such as
how to safely filter water samples. Others focus on improving an existing design, such as building a device that
allows students to flip a light switch from across the room. A handful is more conceptual in nature. For
example, students would not be expected to design an actual dam and experiment with water flow to observe
effects on the environment. The purpose of activities such as these is to help students understand some basic
design concepts and apply those concepts to different problems or tasks.
Brainstorm ideas
Brainstorm session involves sprouting related points from a central idea. Brainstorming is one of the primary
methods employed during the Ideation stage of a typical Design Thinking process. Brainstorming is a great way
to generate many ideas by leveraging the collective thinking of the group, engaging with each other, listening,
and building on other ideas. This method involves focusing on one problem or challenge at a time, while team
members build on each other’s responses and ideas with the aim of generating as many potential solutions as
possible. These can then be refined and narrowed down to the best solutions. Participants must then select
the best, the most practical, or the most innovative ideas from the options they’ve come up with.
STUDENT NUMBER :
MODULE CODE : TMN3705
UNIQUE NUMBER : 711060
ASSIGNMENT NUMBER : 02
,Activity 3.1
1) In order to begin with lesson planning, it is important to know the aims and objectives of the course being
taught to learners. A Natural Sciences and Technology teacher should be prepared not only to teach the
learners but also to make sure that they take some fruitful thought regarding the lesson at the end of the
class. The aims and objectives should answer questions regarding all the angles of the course.
A teachers’ most important trait is confidence. Lesson planning can help the teacher to be well prepared
and be aware of what he/she intends on teaching the learners. To meet your student's expectations, one
must have a good lesson plan. To create one, you need to do the Effective Lesson Planning course. It can
help the teacher to focus more on the basic knowledge first then take the learners towards the next step.
The teacher will never stammer or mumble during the lecture because of the timely preparation of the
lesson.
A lesson plan does not necessarily have to be a detailed script that contains the plan of every interaction
with learners in the classroom. It should preferably have the general overview of the aims and objectives
of the course, the plan of teaching and learning activities of the course and the activities planned to check
the learners’ understanding. The driving force behind lesson planning is the motivation for the teacher and
hunger to learn more by learners is what keeps a teacher going.
2) a) The teacher comes in late. When a teacher comes in late they have not fully prepared to teach that
class.
b) The teacher comes in high on drugs or alcohol. Some teachers go to class drunk, high or with a
hangover.
c) The teacher does not recall where he or she left off during the last session he or she had with class.
d) The teacher keeps going off topic during the lesson.
e) The teacher has no teaching materials at hand.
f) The teacher starts using their mobile device during class.
g) The teacher stumbles over the lesson. He or she speaks without coherence.
h) The teacher allows rowdiness among the learners.
i) The teacher cuts the class short before the period ends
j) The teacher cannot answer questions from learners.
, 3) A work schedule comes into play when the teacher needs to identify the sequence in which the teacher is
going to cover the content identified in the teaching plan. A work schedule therefore is the planned
sequence schedule in which work is going to be covered by the individual teacher. And, yes I do
emphasize the individual teacher; because a work schedule is the schedule for that individual teacher.
The Advanced Teaching Program is a 20-hour short course designed for advanced graduate learners who
would like to develop practical teaching skills for current and future teaching roles. Topics include course
design strategies, active learning, authentic assessment of student learning, and maintaining a culture of
respect and community in the classroom. Participants gain hands-on experience by practicing instructional
techniques in microteaching sessions where they receive constructive feedback from peers and an
experienced team of instructors.
The capstone project for the program involves designing and submitting a course syllabus. The syllabus
design project helps participants to integrate key course design ideas including aligned outcomes,
assessments and active learning strategies.
Activity 3.2
Identify the Problem
At the beginning of each activity, students are asked to identify the problem that their designs will address.
This step is important because it informs the rest of the design process and defines how success will be
measured. The scenarios presented in the book vary. Some are true problems that need to be solved, such as
how to safely filter water samples. Others focus on improving an existing design, such as building a device that
allows students to flip a light switch from across the room. A handful is more conceptual in nature. For
example, students would not be expected to design an actual dam and experiment with water flow to observe
effects on the environment. The purpose of activities such as these is to help students understand some basic
design concepts and apply those concepts to different problems or tasks.
Brainstorm ideas
Brainstorm session involves sprouting related points from a central idea. Brainstorming is one of the primary
methods employed during the Ideation stage of a typical Design Thinking process. Brainstorming is a great way
to generate many ideas by leveraging the collective thinking of the group, engaging with each other, listening,
and building on other ideas. This method involves focusing on one problem or challenge at a time, while team
members build on each other’s responses and ideas with the aim of generating as many potential solutions as
possible. These can then be refined and narrowed down to the best solutions. Participants must then select
the best, the most practical, or the most innovative ideas from the options they’ve come up with.
