Anhand dieses Modells habe ich in einem anderen Seminar
(Individuelle Bebingungen des Lernens, in englischer Sprache) ebenfalls im Sommersemester 2011 eine Unterrichtsplanung durchgeführt. Ich möchte sie deswegen hier verwenden, um die Anwendung des Gerlach & Ely Modells zu verdeutlichen.
Step One: Specification of Content and Objects
At first, I want to define my final goal. In this case, the goal is that the pupils are able to explain the DNA replication with the aid of an illustration (e.g. the DNA replication fork) and that they are able to write an essay about the whole lesson in their own words. This is the “should-be state”. Furthermore, I like to define a sub goal: After a specific period of time, the pupils have to term all important “actors” of the DNA replication (like Helicase, DNA polymerase, RNA primase etc. ). This sub goal insures that the pupils will be able to get further knowledge about the processes of the DNA replication.
Step Two: Assessment of Entering Behaviours
After defining my goals and the “should-be state”, I continue with the determination of the “present state”. This will take part at the very first beginning of the lesson and it will be done by the use of a multiple choice test which will last a maximum of 5 minutes. Furthermore, I will show the students some illustrations of various concepts, e.g. cell metabolism, which will “load the appropriate prerequisites to the working memory” (Lee, 2011).
Step Three: Strategies, Groups, Time, Space and Resources
These elements depend on each other, they are linked and if one changes, all the others change too. I have to answer questions like:
What parts are good to learn on somebody’s own?
Which parts are better to learn in interaction with other students (group work)?
How much can I support the students by the use of presentation?
In which parts is it better to present, where should I interact more?
What kind of resources should I use?
How can the room influence the learning process?
Strategy
Firstly, I will show the students the DNA replication fork on the overhead projector. Now I explain why DNA replication exists at all. Afterwards, I give them a text about the DNA replication and let them read it carefully and they should mark the most important words or passages. To verify that, they should reflect the text in groups. Now, after my sub goal has been reached, I will give them a short break to refresh their minds. In the second part of my lesson, I show them a short film about the DNA replication, so they have both, visual and audible support. After the film, I give them a work sheet with the model of the replication fork, and they should fill in the missing terms. Finally, they have to give it back to me and for homework, they have to write an essay about the lesson and the DNA replication.
Time
120 minutes.
Space/ Room
Biology rooms.
Resources
Work sheet, film, overhead projector, DNA replication fork transparency, DNA replication text
Step four: Evaluation of performance
This takes part when the students give back the completed work sheet. Now I see if and how far they have reached the should- be state. As well as I can evaluate, I also can let the students evaluate the lesson. For example, I could use the “Evaluation Spider net”: After the lesson, I post a bill with this net on the door. Before the students leave, they have to tag how much they liked the lesson. If they tag in the middle of the net, they liked it pretty much, and the further they tag away from the middle, the less they liked it.
Step Five: Analysis of feedback
This takes part when I get the essay back. Now I can compare the should- be state with the present state: Is there a gap between the two states? How can I close this gap afterwards?
And for the future: How much can I import to my next similar lesson? Where should I improve?
Quelle:
http://siderali.myweb.uga.edu/EDIT6200/UPDATE%20Model%20Critique__KUAN_CHUNG_CHEN.pdf
Quelle des Unterrichtsplans: Persönliche Ausarbeitung im Seminar
