ASSIGNMENT

________________________________________________________________________

HBET4603
PEDAGOGICAL CONTENT KNOWLEDGE
SEPTEMBER 2019 SEMESTER

SPECIFIC INSTRUCTION

1. Answer in English.

2. Number of words: 2500 – 3000 words excluding references.

3. Submit your assignment ONCE only in a SINGLE file.

4. Submit your assignment ONLINE.

5. Submission date: 4th November 2019 until 17th November 2019.

6. This assignment accounts for 60% of the total marks for the course.

1
 ASSIGNMENT QUESTION

Assignment content
1. This assignment has TWO parts:
a. Part one involves the preparation of teaching / lesson plan/plans based on
the topic or theme given below.
b. Part two involves a microteaching session. To fulfill this requirement, you
need to conduct a microteaching session. You are required to record your
microteaching sessions and upload it to YouTube. You are required to provide
the link in your assignment.
Complete ALL.

Assignment topic
An effective teacher always tries to either find suitable material for their students or find
ways to make available material suitable for the students. To the effective teacher, the
teaching material is secondary to its meaningfulness and usefulness to his students learning
needs. Thus, he or she often prioritizes locally sourced teaching / learning material that are
more familiar and meaningful to his or her student.

Assignment Part 1
To fulfil this part of the assignment you need to create a lesson plan following the
requirements below:
1. Choose a learning object from a curriculum/ syllabus.
2. Choose the central material (local textbooks or the like).
3. Find supplementary teaching material from the local media (any form).
4. Prepare a lesson plan using the above to teach one language topic. Your lesson plan
has to be for the following,
a. One learning outcome.
b. One language topic.
c. One class: your class can be between one hour to two hours.

2
 d. Focus the class to a specific learning group: age, level, proficiency level and
such.
e. If you are an active teacher, choose a topic that you will have to teach as
listed in your teaching book. Re-work the lesson to suit the above
requirements.

Assignment Part 2
Your face-to-face tutor will arrange a time and date for you to perform your lesson plan on
your peers.
Conduct a class based on your lesson plan.
Your microteaching session must stick to the following parameters,
1. Not more than one hour.
2. Focussed on ONE learning outcome, and / or one language topic.
3. Supplemented by locally based teaching material.
4. Ideally, the microteaching must not last more than 30 minutes.

[Total: 60 marks]

3

HBET4603 PEDAGOGICAL CONTENT KNOWLEDGE/ SEPT 2019
Criteria
Clarity and organization
Use of teaching
concepts/theories
Lesson inclusive of context
applications
Total Part 1
Excellent
Weight
4 3
Concise, measurable
purpose/objectives
embedded in content/
2.5 context;
Tasks achievable in specified
timeframe; all parts of the
lesson plan are included.
Standards reflected,
demonstrates clear
knowledge and use of a
2.5
variety of theories and
methods appropriately
chosen for the class.
‘real life’ context,
meaningful applications,
schemata, engaging
2.5
questions, related to other
material/ concepts,
authentic material.
7.5
ATTACHMENT
ASSIGNMENT RUBRIC
Unsatisfactory
Good Fair Poor Or Max
No response Marks
2 1 0
LESSON PLAN
Objectives may lack an Objectives lack several The lesson in general Lesson poorly done or
essential element; Lesson elements; Lesson was not was not effective; not done at all.
contains most elements well organized to ensure lacked several lesson
of lesson plan, but order maximum learning. phases. 10
of tasks are in question.
Theories are present and Theories are present but Theories are sparsely Theories not present /
effective but a variety is not used effectively and used (if at all). followed.
lacking. are limited in variety.
10
Context is present, Some context but little Little to no context Lesson divorce from
questions are present, application to real life application. reality.
but choice in situations (questions with
10
questions/context are not no purpose-lack of
necessarily relatable/ communicative planning).
memorable.
30
1

Excellent
Criteria Weight
4 3
Engaging students Appropriate pace,
comprehension checks,
relating to students,
appropriate for level,
2.5 interaction between
teacher and student/
student and student, all
modes of communication
are used.
Delivery and Presentation Good voice, assertiveness,
confident, eye-contact, in-
tune with the classroom
context, enthusiasm, good
2.5
body language, smooth
transitions, professional
appearance.
Instructional Skills Thorough use of target
language; authentic visuals;
within time limit and uses
time effectively; authentic
and meaningful material is
2.5 used; objectives clearly
stated; integration of all
modes of communication;
appropriate assessment;
variety of methods and
strategies.
Total Part 2 7.5
Unsatisfactory
Good Fair Poor Or Max
No response Marks
2 1 0
MICROTEACHING / PRESENTATION
Some modes of Comprehension checks Very few (or no) Lacks comprehension
communication are used, too few or are not comprehension checks, inappropriate
pace or level may be effectively used; checks, little to no level, lacks meaningful
slightly off, interaction and modes of interaction, no variety interaction, bad
comprehension checks communication are in modes of communication. 10
are regular but don’t lacking. communication.
accurately gage learning.
Good confidence, some Has confidence but Not confident, Poor delivery in
eye-contact, may have sometimes falters, may extensive use of L1, is general.
used L1 occasionally, not lack assertiveness, L1 is not assertive for most
entirely ‘in-tune with the present, authentic and of the class, non-
10
classroom context. meaningful material are effective visuals.
not presented,
presentation is clearly too
short/too long.
Predominant use of Use of target language not Little or sporadic use Questionable
target language; some sustained; lesson not of target language instructional skills.
variety of methods; embedded in meaningful Tasks lack context and
objectives not embedded tasks or content; content; objectives do
in content; objectives do not clearly not drive the tasks;
timing appropriate; May reflect the lesson; one assessment of student 10
lack some of the items mode of communication is comprehension
noted in excellent dominant; lack of variety lacking; little if any
column. of methods and variety of
approaches. tasks/methods.
30