INSTITUT PENDIDIKAN GURU KAMPUS TUN HUSSEIN ONN

BATU PAHAT, JOHOR

PROGRAM PERSEDIAAN IJAZAH SARJANA MUDA PERGURUAN

STUDENTS NAME : MOHAMAD AZZRUL ARIFF BIN HAMSAN

INDEX NUMBER : 2015292340022
IDENTITY CARD NUMBER : 950215-01-5701
CLASS/GROUP/INTAKE : TEACHING ENGLISH AS SECONDARY LANGUAGE
JUN 2015 INTAKE
COURSE AND COURSE CODE : PRKA3012 PLANNIG OF TEACHING AND LEARNING
TITLE OF COURSEWORK : MACRO TEACHING REFLECTIVE WRITING
LECTURERS NAME : MADAM FAZIAH BINTI ABD KARIM
DATE OF SUBMISSION : 9TH MARCH 2017
 TASK 4
MACROTEACHING
REFLECTIVE
WRITING

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 My 30 minutes year 5 lesson plan is focused on listening and speaking and I integrated
writing in it. The objective of my lesson plan is to make the pupils understand the adjectives from
the song and complete the worksheet given during the lesson. My lesson plan is for mix ability
pupils where the worksheets given is suitable for all the pupil in the class.

Based on the evaluation form checked by my peers, I got mostly the score 4 which is the
second highest score in the form. I noticed that my lesson plan has the strongest aspect in the
set induction stage and presentations stage which I got the highest mark that is 5. What I noticed
that, in the set induction I am more towards getting the pupils attentions by playing games first
which this will attract the pupils attentions more on the lesson that will follow. Lepper and
Cordova, 1992 have found that rewriting a lesson with a story context combined with a challenge
for the student to overcome, in other words making it into a game significantly improves the
learning performance of children. In my presentation stage, I am using a song with lyric which is
the song describe about a girl, but is presented in a silly tone and content. This is the main strength
of my lesson plan.

Besides that, I also noticed that I have a weakness in controlling the pupils. Although the
microteaching was done by having my classmates as my students, but in the real classroom
environment is the real pupils which I think I will have the problems in controlling them during the
lesson. This is because they are mix ability pupils where some of them are intelligent and some
are slow learner and tend to be left out if I am not keeping enough attentions to them. To minimise
this problem, I tend to do the practice stage in group work so that they can cooperate with each
other to fulfil certain task. The authors of Classroom Instruction that Works cite research
showing that organizing students in cooperative learning groups can lead to a gain as high as 28
percentiles in measured student achievement (Marzano, Pickering, and Pollock 2001).

In addition, I get the opportunity to redo my lesson plan in the near future, I will add more
videos and more interactive learning so that the pupils will focused more and have fun during the
lesson. Jonassen and Rohrer-Murphy (1999) propose that activity theory can be used as a
powerful framework for designing constructivist learning environments. Activity theory has its
focus on human interaction during activity and how the human consciousness works during this
activity. Such videos have to be suitable for the pupils as they are still young and suitable materials
should be used based on their levels.

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 Furthermore, the most important aspect in my lesson plan is the content. I realised that I
lack in delivering a very effective content in my lesson plan and the shift between the stages of
the lesson plan is not that smooth as I have stuttering during the shift. This small mistakes can
made the whole lesson to be jeopardise in the aspect of connecting one stage with another. In
other word, I will put more efforts when delivering my lesson in the next macro teaching.

In conclusion, overall of my lesson plan is successful in the aspect of teaching and learning
resources, introduction, and in communication and classroom control. The other aspects can be
improved and I will work hard to improve them from time to time until I am expert on it.

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 REFERENCES

Jonassen, D. H. & Rohrer-Murphy, L. (1999). Activity theory as a framework for designing

constructivist learning environments. Educational Technology Research and
Development 1999, 47, 1, 61-79.

M.R. Lepper, D.I. Cordova. (1992). Motivation and Emotion. v16 no3 p187-208.

Robert J. Marzano, Debra Pickering, Jane E. Pollock. (2001). Classroom Instruction that Works.
P28-29.

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