Block Course 1 Microlesson Review

PLANNING
After several false starts, I finally decided to limit my microlesson to something very specific which could be taught in 10 minutes. The three lesson ideas I began with were social studies topics and turned out to be far too complex for the time frame that was given. So I decided to teach the group how to count to ten in Japanese using the method of "active learning" which seeks to engage several senses in the learning experience, and also use the technique of word association to aid memorizing.

Thus the students would take from the lesson (learning outcomes) both the knowledge of how to count to 10 in Japanese and the understanding of how 'active learning' and 'word association' techniques can assist them in studying and memorizing material.

DELIVERY
The session went well and was a lot of fun. The group were a little bemused by my motivator as I didn't begin by telling them what we were going to be learning but instead tried to capture their interest and pique their curiosity by holding up a funny hat and asking them what it was. After several suggestions which all related to headwear, I pointed out that yes it was a hat, but it also was a learning aid.

I then went through the actions and sounds for counting from 1 - 10 in Japanese which made them even more curious.

It was at that point that I told them I had just shown them a method for learning very quickly how to count to ten in Japanese.

My peer reviewer subsequently pointed out that she thought that I hadn't been sufficiently clear at the beginning in communicating the lesson topic to the group, but after learning about motivators in our subject studies class the day before, I had quite deliberately chosen to keep them in the dark at the beginning with the intention of keeping their interest rather than risking some switching off when I told them what the topic was either because they weren't interested or knew already how to count to 10 in Japanese.

Either despite or due to the motivator's effectiveness, the group quickly were engaged in the lesson and the learning outcomes were achieved when the group were able to recite the words and actions after only a few minutes.

I initially took them through the sounds and actions, then asked them to practice it with a partner, for a minute. Then we did it again as a group. Each time they went through it, I assisted with reminders and they moved quickly from initially remembering the easiest ones to doing most and then, the last couple which people seemed to stall a little on.

Then I gave them the handout which showed the number, the word in English and Japanese, and the word written as it sounds and the accompanying action. They were then able to see how the Japanese word was written, having already learnt how it sounded and the sequence in which to say them.

The sounds and actions for the numbers 1-10 were
ICHI [1] 'Itchy' (Scratch your)
NI [2] 'knee' (knee)
SAN [3] 'sun' (point to sun or sky)
SHI [4] 'she' (point to girl)
GO [5] 'go' (march on the spot)
ROCKO [6] 'rocko' (rock and roll motions i.e. click fingers and swivel hips)
SHICHI [7] shi-chi (hold nose and do big fake double sneeze)
HACHI [8] hat-chi (put on funny hat)
KYU [9] coo (do bird-dance)
JU [10] ju (make corkscrew motions with the fingers down each side of the face for the side ringlets of Hasidic Jews

I explained the associations and these seemed readily meaningful to the group.

For the assessment, we went through the whole sequence together and it was clear that they had indeed been able to quickly memorize the numbers 1 - 10 in Japanese using this method.

I then spoke to them about using the method as a learning aid and encouraged them to remember to use it for study.

While I had been ridiculously nervous at the beginning, I quickly got into the energetic spirit of play that is crucial to making this lesson work. I felt that it had been a successful lesson in that the room had a lovely buzz, people were smiling and each had demonstrated that they had internalized and learnt the lesson.

My peer reviewer comments were thus:

" IN THE BEGINNING, THE DOUBLE LEARNING OUTCOMES LOOKED TOO DISTANT IN MEANING TO BE POSSIBLE, SO THERE WAS UNCERTAINTY ABOUT WHAT WE WERE TO LEARN IN THE LESSON.

THE EMPHASIS SEEMED TO BE MORE ON THE 'ACTIVE LEARNING' PRINCIPLE AND IT DIDN'T AT FIRST LOOK AS THOUGH IT HAD RELEVANCE TO LEARNING JAPANESE.

[SUGGEST] PERHAPS USING 1-10 IN JAPANESE AS AN OUTCOME. AND THEN USING THE ACTIVE LEARNING PRINCIPLE AS A METHOD OF TEACHING/LEARNING.

THE STUDENTS WERE ACTIVELY INVOLVED WITH THE LEARNING, AND REMEMBERED HOW TO COUNT TO 10. SO WE ACHIEVED THE OUTCOME BUT IT DID SEEM A LITTLE CONFUSING AT FIRST.

STATING WHAT THE STUDENTS ARE GOING TO LEARN AT THE BEGINNING CAN HELP BRING THE STUDENTS ON BOARD QUICKER TO THE LEARNING.

EVALUATION OF LEARNING: YES THEY LEARNT TO COUNT TO 10 IN JAPANESE.

FURTHER SUMMARY COMMENTS: CLEAR USE OF PERSONALITY. VERY WARM, BUBBLY FEEL TO THE CLASS. GOOD USE OF RESOURCES (THE HAT). HAND-OUT USED APPROPRIATELY TO SUPPORT LEARNING.
KA PAI E HOA. KIA KAHA!! " (Peer Reviewer)


Thanks to everyone for their participation and to my peer reviewer for her comments which I have taken on board. I am still undecided about the heuristic value of a 'confusing' motivator. This has been a valuable learning experience for me and has highlighted an area I wish fo focus on further in my research into teaching practice.

Note: The microlesson plan is attached below:


Micro LESSON PLAN
Year Level 9 Unit Topic : Japanese Language Lesson Topic: Numbers 1-10


ACHIEVEMENT OBJECTIVE: (an overall aim) STUDENTS ABLE TO COUNT TO 10 IN JAPANESE


Specific outcomes for fellow students to achieve by end of lesson.
Points emphasised to help students understands the task and achieve the learning outcomes.
Learning activities the students will be required to do.
Most appropriate method for measuring how well the students have achieved the Learning Outcomes.
Teaching/Learning resources used e.g. equipment, texts.

LEARNING OUTCOMES
By the end of this lesson students will be able to:

· Count to 10
· Apply active learning.

TEACHING POINTS
Motivator

Funny Hat = Learning Aid

Actions/word association= Learning aid.

Pre-test: who can count to 10 in Japanese?

ACTVITIES
Action/Word association for 1-10.
Copy teacher’s actions and sounds.

Work in pairs to memorize.

ASSESSMENT
Group counts to ten in Japanese in unison using associated actions.
Funny hat.

RESOURCES
Whiteboard and markers.

Handout (numbers, words and English and Japanese and phonetics/ sounds of words.

Other: Cross curricula links / Links to Essential skills ….

Creative learning skill – ‘action learning and word association for enhancing memory.