Animal Farm: Modifying a Lesson through Constructivism, Piaget’s Theories and The Scientific Method.
Lesson Plan Critique
Rupi Banga
72107106
December 1st, 2013
Jennifer Shapka
This lesson plan critique aims to analyze how this introductory lesson to the novel study, “Animal Farm,” lacks learner-centered learning, which is a key factor of 21st century learning skills. The lesson plan’s focal point is attempting to introduce the themes of the novel and get an idea as to how familiar students are with these specific concepts; however, because this lesson plan is knowledge centered, it does not clearly assess the student’s prior knowledge of the subject. I will draw on the theories of constructivism, and Jean Piaget and illustrate how these theories can fortify the lesson. I will further critique how this lesson plan is limited in the effectiveness of information processing and how the stages of the scientific method, using visual an auditory aides would strengthen the lesson plan thus gear towards the diverse learning needs of students.
Constructivism
The lesson plan begins with the teacher handing out the novel study package and asking students if they are aware of the term “Equality.” Though this is a great way of assessing prior knowledge and tying in some of the themes that will be addressed in the unit; it is necessary to have some sort of hook, especially for a book like “Animal Farm,” which requires deep understanding of historical content in order to make some meaningful connections. Instead of beginning the lesson by asking a question, I would want to have some sort of hook that would engage and motivate the students to want to read the novel. Because students do not learn about the Russian Revolution until grade 11 and “Animal Farm” is taught in grade 10, it is very difficult for students to understand the fact that this novel is an allegory. For this reason, I would begin the lesson by explaining to the students that the novel is an allegory, meaning that the characters and events relate directly to people and events of the Russian Revolution. I would then show them a video clip that summarizes the Russian Revolution in 5 minutes or less. Doing so, not only am I shifting the focus to student centered learning by actively engaging them in the learning process, but also, I am aware of the visual and auditory learners in class, who may not be responsive to have the teacher lecture about the Russian Revolution.
Information Processing and Bloom’s Taxonomy
Lutz, & Huitt state, “If there is little to no understanding of the information processing skills of the students with whom one is working, it would be almost impossible to design instruction that contributes to high levels of learning and achievement” ( Lutz, Huitt, 2003, p.10). This lends itself to the idea that all educators want their students to become critical thinkers of the world and in order to achieve this, we must find ways to present material and information that students are able to process and retain for longer periods of time. The lesson plan asks students to define terms which they may have previously learnt in other classes, which is a great way to have students recall previous knowledge of definitions such as assimilation, justice, life and happiness; however, with information processing, the more connections we are able to make through elaboration it is that much more likely to be stored in long term memory (Orey, 2002). I would rather prefer to have students fill out an anticipation guide for the novel, which would ask them to agree or disagree to statements such as: All humans are equal; usually the brightest people are leaders; power corrupts those who have it and so on. The scientific method along with Bloom’s taxonomy impels students to think outside the box as well as critically and so having students do an exercise like this and then form a class discussion based on the responses, allows for effective questioning, analysis and predictions.
Piaget
Piaget’s learning theory explains that social interaction with one’s environment aids in learning and understanding. The lesson plan is very knowledge centered where the students are given information and then asked to respond individually to the terms listed on the worksheet. I believe it would be more beneficial to the students if instead having the students define the terms individually, to be put in groups of three and have them be responsible to define two terms each accompanied with an illustration as an example of their term on poster board. Working together with their peers, helps those students who may be struggling with an individual based worksheet and the interaction allows students to share knowledge and show their creativity. After the completion of the poster, I would ask the students as a group to come up in front of the class and present their information. Orey points out in his article that more task specific or “direct manipulation” helps students take more responsibility for their learning; therefore, modifying the lesson, not only provides a visual aid for the rest of the class, but also allows students to work at their own pace and build on the understanding of their group members, rather than allocating time to individually finish the worksheet.
References
1. Lutz, S., & Huitt, W. (2003). Information processing and memory: Theory and applications. Educational Psychology Interactive. Valdosta, GA: Valdosta State University.
2. Orey, M. (2002). Information Processing. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology.