8.2 Lesson Plan ~2.5 hrs
PURPOSE OF TASK: This activity gives you the opportunity to apply your knowledge of online facilitation strategies, implement them using the Five Stage Model in an illustrative process, and then receive value feedback.
TECHNOLOGY: By clicking on the live links below (Reading, Lesson Plan Feedback & Reflection – Facilitating Collaborative Reading Activities), you will be transported to separate Moodle forums where you can contribute to the shared space.
INSTRUCTIONS:
Step 1: Assume you want to use the same reading (as in 8.1 a) for a student group activity. In your assigned group, use the same reading to design a collaborative online reading activity that you could facilitate. To access the reading click here.
Note: Although the article focuses on a co-facilitation approach, the activity you create should be designed with one facilitator in mind.
Outline the design in a detailed lesson plan including how you would model, scaffold, and facilitate the activity. You can use the lesson plan template here or create your own. Choose one group member to post the lesson plan, which should include all of your group members’ names. Post your lesson plan on the Moodle forum entitled Lesson Plan Feedback by adding a new discussion topic. ~1.5 hrs
Step 2: Assessment: Imagine you are a substitute instructor and will need to deliver the lesson plan created by the original instructor. Individually choose one of the posted lesson plans. Read through it and provide sandwich feedback based on the stages of the Five Stage Model on the Moodle forum entitled Lesson Plan Feedback. ~30 mins
Step 3: Reflection: Individually, review the feedback provided on your group’s lesson plan. In a brief paragraph, share how this activity helped you to better understand the process of designing an online facilitation activity. Post your reflection on Moodle forum entitled Reflection – Facilitating Collaborative Reading Activities by replying to the discussion thread. ~30 mins
________________________________________________________________________
TEACHING INTENTIONS:
Online activities that challenge teachers to design collaborative student activities, “create ongoing opportunities for reflection, critical analysis, and self-exploration” (University of Guelph, n.d.). In addition, research suggests synchronous communication in online courses provides opportunities for “improved brainstorming and group decision-making skills” (Huang & Hsiao, 2012, p. 16).
References
Algonquin College (n.d.). Lesson Plan Template. Retrieved from https://www.algonquincollege.com/profres/files/2013/11/Lesson-Plan-Template-Revised-A-Dec.pdf
University of Guelph OpenEd Open Learning and Educational Support. (n.d.). Best Practices for Online Teaching. Retrieved from https://opened.uoguelph.ca/instructor-resources/Best-Practices-for-Teaching-Online
Wiesenberg, F. (2004). Designing and co-facilitating online graduate classes: Reflections and recommendations. Canadian Journal of University Continuing Education, 30(2)
pp. 39–57. Retrieved from https://journals.library.ualberta.ca/cjuce-rcepu/index.php/cjuce-rcepu/article/view/20065/15515
