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Wednesday, 27 March 2013

Module Two - Learning sequences

For this discussion module I worked through the activity of how to make a good cup of tea.  We have unit standards on this in the Hospitality Industry and it may seem like a simple enough activity but it is surprising what surfaces when this is taught, for example the are many people that have never drunk tea before and so have no prior knowledge.  Some people like tea in varying forms but do not know its origins. (Who)
 So where do you start?
Looking at or preparing learning outcomes become very important , I see the value of working backwards and asking 'what do I want them to be able to do?'

This is what I came up with;

Practical session - demonstration - restaurant - Where
Introduction

  •  Background to tea/origins/different types (5mins)
  • Likes/dislikes
Demonstration ( 5 mins)

Boil water
Heat pot (why?)
2 tea bags (1 per person, 1 for pot)
Brew time (explain)
Pour hot water over tea bags in pot
Tea cup, saucer, spoon
Extra pot for hot water
Sugar bowl
Milk jug

Practical (10 mins)
In pairs make a pot of tea for each other, using method demonstrated
Evaluation/feedback at the end.

When - 20 minute session, could be morning or afternoon as the session is practical.
Why - Aim to make a good cup of tea
What - Equipment required
How - (Flow) Background, demonstration, practical.

Reflection;
I considered what the learner brought to the session e.g. Prior or little knowledge and this would be tested during the introduction.
I considered the learner, the demands of the session and ensured they knew what to do by demonstrating the session first.

The back ground theory and demonstration would be teacher centred, the practical and evaluation would be student centred.
 I also considered 'what do I want them to be able to do?"
Other factors that I did not take into consideration were; the size of the group, room needed and access to equipment.

Learning outcome;

  • What the student will do;  make a cup of tea
  • In what context; Observe, then practise
  • How well he/she will do it; Taste test, suitable for commercial sale
(Carroll, J. 2001 para 1)

The successful student has reliably demonstrated the ability to;

  • Prepare all equipment necessary to make a cup of tea
  • Make a good cup of tea
http://www.scribd.com/doc/132715412/Lesson-Plan-Conference-Co-Ordinator-2

I have prepared a lesson plan with learning outcomes for a session I held just recently.  The way this has differed from previous lesson plans is that I have spent more time considering the student and what they will actively do in the class session and what they will come away with.

References;


 Carroll, J. (2001). Writing learning outcomes: some suggestions. Retrieved Feb 20, 2013, from http://www.brookes.ac.uk/services/ocsld/resources/writing_learning_outcomes.html







1 comment:

  1. Well done Helen
    I loved the way that you tacked this challenge as often something that can be taken for granted such as making a cup of tea can potentially end up being quite complex when you look at it from the perspective of a learning opportunity.

    You have presented a really flow to your lesson plan and have covered all the essential elements.

    I guess the next challenge is to decide on your assessment criteria - how are you going to determine that the tea is "suitable for commercial sale"?

    Thanks for including the link to another lesson plan. It was great to hear how you have adapted your practice based upon your learning and reflections. :-)

    ReplyDelete