My assignment was to create a lesson plan converting a traditional lesson on “Thesis” to a facilitated learning experience, and to give a 15 minute presentation answering the following three questions:

What curriculum design rationale did I use in creating a facilitated learning experience?

What specific elements did I take into consideration when designing the instructional time and the assessment?

What challenges would I anticipate with a facilitated learning structure?

Perception is key. Those teachers who help bring about a change in their

students’ perceptions (relevant to the subject matter) have more successful students.

Students value experience in a field. Students are show far more interest, and put in more

effort into classes in which the teacher comes from the field being taught.

Most English courses treat writing as a series of steps. Since this isn’t how writing is done, students have little

interest in the subject.

Analysed those elements of writing that need to be learned and found their parallels in the curriculum.

Added to the curriculum where something seems to be missing, but tried not to take anything away that was already there.

Changed the order in which some elements are taught, based on my knowledge of writing in the real world (including academia)

Incorporated a blended and interactive learning style whenever possible.

I bring together elements of writing that are often taught separately, such as APA reference formatting and estimating source reliability.

I try to design assignments and exercises to incorporate previously learned elements as well as those just covered.

I use various media to illustrate points or stimulate discussion.

I create my own class website with numerous resources and information.

I try to change perception.

Changes behaviour – the building block of learning new skills.

Allows students to better understand how the disparate elements of a subject fit together.

Creates a sense of excitement in the student and enhances motivation.

Promotes inter-class discussion as students relate to each other their new discoveries.

My classes revolve around two directives, spelled out from day one and reinforced at every opportunity:

In order to write, you must: have something you want to say,

and honestly try to say it.

Benefit One:

It improves motivation.

The impetus to write doesn’t come from assignments and exercises, but from the students discovering things they want to say.

Benefit Two:

It leads to discussion of what “having something to say” means.

This, in turn, leads to discussions of subject matter, types of essays, and the basic concept of the “thesis.”

Benefit Three:

Because students are dealing with thoughts and ideas that they actually want to say, their attention to clarity and audience is enhanced.

At this point, formatting, grammar, and spelling come to have more meaning to them.

Benefit Four:

The second directive’s insistence upon expressing themselves with fairness and honesty compels students to examine both supporting and opposing arguments in a more honest manner.

This leads to an interest in, and understanding of dispassionate summarisation.

What curriculum design rationale did I use in creating a facilitated learning experience?

What specific elements did I take into consideration when designing the instructional time and the assessment?

What challenges would I anticipate with a facilitated learning structure?

What curriculum design rationale did I use in creating a facilitated learning experience?

A combination of directed and self-directed learning styles.

The employment of student’s already-existing soft skills to help lead them to an understanding of new skills.

Attention to both sensory and intuitive learning styles

What specific elements did I take into consideration when designing the instructional time and the assessment?

The concepts of thesis and supporting arguments had to be dealt with in some detail.

The quality of supporting arguments had to be looked at.

The overall cohesion of the elements had to be perceived.

The assessment had to give the students a chance to exercise the concepts learned in class.

What challenges would I anticipate with a facilitated learning structure?

Essentially the challenges I have faced up to now: balance of approaches,

appropriateness of blended media,

moderating exuberant and involved discussions.