Bhagwani Bai

HIAD 7510

Mr. Mitsonuri Misawa

November 18, 2015

Learner Centered Lesson Plan

Keeping in view 10-year summary of happenings in planning theories, models,

frameworks Thomas J. Sork, and (2010) writes that there has been increase in sensitivity on

diversity and inclusion in program planning theories. The recipient of my lesson plan delivery

are adult learners from diversified backgrounds to not only ensure inclusion and diversity but to

ensure that the lesson plan serve the needs of each learner and serve a common goal as well. The

objective of lesson is to discuss about characteristics of leader and list the common

characteristics of leader in different cultures. First of all I would ask the participants to list the

characteristics of a leader in their culture and display it on the board. After that exercise,

Participants will be divided into three groups all of the participants read the list of characters one

by one and highlight common characteristics from the lists and write it under three major

categories of knowledge, skill and attitude of a leader. After that the teacher will present a list of

characters taken from different leadership theories. At the end participants were asked to spent a

day with any leader and assess the characteristics of him/her, compare it with their own

leadership characteristics in different contexts and bring the reflections and finalized list of

characteristic of a leader to next class.

 Obstacle in implementation of Espoused Theory

Partt and Associates (1998, as cited in Smith. 2010, p.149) writes that ones epistemology

lens intentionally or unintentionally control the views on teaching and learning. Theory-in-use

has influence over espoused theory while designing and facilitating adult learning process. This

type of incongruence was experienced while working in emergencies. I being a believer in child

participation wanted to design and implement relief interventions in child centered way and ask

for ensuring children voice in program planning and delivery but due to high targets some of my

colleagues ignore the protocols and focus on thematic approach instead of integrated planning

and implementation. Keeping in view emergency I compromised on the implementation of

espoused theory. I overcome this obstacles by highlighting it at thematic cluster headed by united

nation organizations. They have very good coordination among the thematic clusters and after

first phase of relief operation women and children participation was made part of program

planning and implementation in flood 2010 emergency response program.

References:

Smith, R. (2010). Facilitation and design of learning. In C. E. Kasworm, A. D. Rose, & J. M.

Ross-Gordon (Eds.), Handbook of adult and continuing education (2010 ed., pp. 147-
155). Thousand Oaks, CA: Sage Publications, Inc.

Sork, T. J. (2010). Planning and delivering programs. In C. E. Kasworm, A. D. Rose, & J. M.

Ross-Gordon (Eds.), Handbook of adult and continuing education (2010 ed., pp. 157-
166). Thousand Oaks, CA: Sage Publications, Inc.

Dear Danesha,
Thanks for your comments. Once I have been to a training workshop on advocacy. I
learnt a great tool of stakeholder analysis. At every stage of project cycle we have be
very clear about program stakeholders and their involvement at different levels. While
designing or implementing program I used to do stakeholder analysis and develop plan
to achieve maximum results of the program. In flood 2010 relief response program
UNOs were major stakeholders as they were leading several thematic programs.
Although they faced criticism for heavy human resource, I think involvement of them in
ensuring women and children voice in relief programs created great impact in the area.
Dear Meghan,

I like your problem solving approach in learner centered lesson plan. By giving a scenario in financial literacy
workshop is good idea. It brings the learners to real life situation and improve decision power as a result of
planned activities during the lesson delivery. I like the way you gave example of espoused theory and theory
in use in the workshop you planned during the same exercise. Developing linkages of newly learn skills to
the theories is not an easy task. Your example made it easy for everyone in the class to learn how to see the
news projects in the context of changing situations at all levels.

Dear Danesha,
You have highlighted a very good point in your lesson plan how fully involve in university
life. It is difficult to work beyond class in your teaching approach and methodology.
Meghan has also identified regarding same point that the purpose of learning is not to
get A or to complete the assignments. These are the way to reach the goal. As an
adult educators, or adult learner the ultimate objective need to be focused in learning
and teaching process. But sometime is uncontrollable for students to manage the
happening. I am facing same problem as well. I have become very much worried about
class assignments and do not involve in the university life. Although I am realizing it but
I have taken language and other social differences on my own and feeling difficulty to
come out this situation. I need a teacher like you to help me Danesha, you have
brought good point to the class.