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The theoretical justification of the lesson
In our instructional plan, we have used the approach proposed by Anderson (2004), who asserts that the most effective way of blended learning is the combination of several forms of interaction, such as learner-teacher, learner-content, and learner-learner interactions (44). We have used the mixture of traditional means of learning and online learning, which provides the pupils with additional content.
The aim of our project is to improve the students knowledge of Arabic and to develop their communicative skills discussing the conversational topic, which is the United Arab Emirates. It is suggested that the lesson will be held in a class equipped with computers with internet access.
For the successful realization of the goals of the lesson and the involvement of the participants in the learning process, the students are expected to have some prior basic knowledge of Arabic grammar. Moreover, it is presupposed that the students vocabulary allows constructing the simplest sentences in Arabic. In case some students do not have such skills, the repetition of the educational material is involved in the initial part of the lesson, because such a process as the rehearsal “helps transfer information from short-term memory into long-term memory” (“Study Book: Learning Theories for Online Education” 47). The evaluation of the students prior knowledge will be realized by means of a short recitation.
By the end of the lesson, students are to be expected to demonstrate a clear understanding of the vocabulary material and the ability to apply it practically. Moreover, the students have to show the proper use of the past and present tenses.
In order to make certain of it, at the end of the lesson the students will be asked to fulfill some lexical exercises revealing their practical skills obtained during the lesson and to answer the teachers questions. The students are expected to compose seven completed expanded sentences with the proper use of the present and past tenses.
For the given lesson, we are planning to use the following educational materials and technical training aids: computers with internet access and relevant software, a plasma screen, and instructive cards. The cards are represented by two types. The first type introduces a new vocabulary. The second type is an exercise, which is necessary to perform using this material.
Taking into consideration the age of the participants, the main strategy that we have chosen for our lesson is the spiral curriculum. This strategy implies the “representing of the material in the childrens form of thought and then introducing it in the more serious form” (Study Book: Learning Theories for Online Education 104).
Moreover, by presenting material we are planning to be based on subsumption, which supposes “the considering or including the notion or idea as a part of a more comprehensive one” (Study Book: Learning Theories for Online Education 57).
New information technologies provide new possibilities for the learning process. It gives an opportunity to store a huge amount of information, which may be unavailable in hard copies. One of its obvious advantages is flexibility. Teachers and learners are not restricted to time or place. Due to modern information technologies, the studying process may be changed in accordance with the individual demands of a learner. The time needed for traditional instruction is also reduced. A teacher is not the only source of information now. The role of a teacher is to facilitate a learning process (Study Book: Learning Theories for Online Education 164).
According to the behavioral theory, a learning process is the attainment of a new behavior by means of repetition and practice, using the approaching stimulus- response-reward. We will use this approach in the initial part of the lesson during the repetition of the material. In a process of studying, the new behavior becomes automatic and correspondent to a certain situation. One of the basic principles of this theory is motivation. The use of contemporary technologies in learning arouses interest in studying that provides a learner with additional motivation. In comparison with print sources, the advantage of blended learning is that an “optic special effect and creative design of computerized multimedia are more lively and interesting, so it could arouse the extrinsic motivation of learners” (Gilakjani 62).
In our lesson plan, we will be based on constructivism and behaviorism learning theories as those, which principles correspond to the blended learning approach. By means of the use of the technical equipment, we are going to encourage students desire to solve the problem independently reflecting on their own experience (Study Book: Learning Theories for Online Education 164). In our lesson a teacher is supposed to allow the students a free hand, performing the role of facilitator in learning and interfering only in case of necessity (Study Book: Learning Theories for Online Education 164).
Our lesson is designated for students of 5th grade. The chosen area of study is Arabic as the first language for native speakers. The duration of the lesson is ninety minutes.
|LESSON PLAN PERIOD:|
|Teacher:||Unit:||Subject: Arabic Writing|
|Grade: 5||Week :||Date: Lesson|
|Lesson Learning Objective: |
By the end of the lesson, students are
expected: to be able to discuss the given conversational topic (the UAE) and to write using the vocabulary from it
Lesson Learning Outcomes [The measurement of student learning]:
|Planned differentiation activities: |
(Video sharing) by Instagram about
(Plan B) if the internet connection isn’t working
|Starter: Time: 15 Min |
The initial part: the repetition of the vocabulary.
A teacher gives pupils a short lecture based on the material that has been studied before. After the short lecture, pupils are expected to answer several questions aiming at the repetition of the material. (Behaviourism approach).
|Main Activity: Time: 55 Min |
The main part:
1)The teacher gives the students her account on Instagram where two videos are uploaded. The first video (Capture 1.1) describes the life of the UAE in the past, the second one (Capture 1.3) represents it in the present. The students are expected to find and to write on Instagram the verbs in the present tense from Capture 1.1, and the verbs in the past tense from Capture 1.3.
2) The teacher analyses the verbs written by the students and explains the grammatical differences between these two types of verbs, and the differences in spelling.
3) The teacher gives the students her account on Twitter, where the following question is posted: “Share with us a sentence that compares or discusses the life of the UAE in the past and in the present”. Then the teacher discusses the sentences compiled by the students.
4) The students are proposed to download Calligrapher 1.1. Using the sentences of their classmates posted on Twitter the students are proposed to develop a paragraph consisting of 7 complete sentences and to write them in Calligrapher 1.1.
5) Written exercise:
Card activity: students are given two different types of paper-based cards. The first type represents the new vocabulary. The second type is the exercise, which is necessary to perform. The cards from the second type consist of the sentences with the omitting word. The students are expected to choose the appropriate word from the vocabulary cards.
Based on the watched video
students have to form sentences.
The sentences should include the
past and present tenses. For instance :
In the past, people built houses from rocks
Now people build houses using cement.
Software: Twitter, Calligrapher 1.1
Stretch: Students compose the sentences in Arabic by themselves.
|Plenary: Time: 20 Min |
Students answer the teachers questions.
What are the main cities in the UAE? What is the capital of the country? What natural resource has promoted the economic development of the UAE? What are the main architectural monuments of the UAE? What places of interest do you know?
Students start to write in their books about
|Notes / Reflection:||Assessment for learning opportunities [tick as appropriate]:|
|Oral questioning||Peer assessment|
|Written work and feedback||Verbal feedback |
By the end of the lesson, the teacher evaluates students knowledge by means of verbal communication
|Resources/equipment needed: video, computers, plasma screen.|
We think that apart from the advantages of blended learning, which are mentioned in the first part of the research, it is also a good example of the learners motivation. At the same time, traditional forms of learning should not be neglected. The perfect variant is the combination of these two forms of learning. The benefits of the association of blended learning and the traditional forms allow learners to understand the key aspects of the learning content (Oliver and Keith 22)
Anderson, Terry. “Toward a theory of online learning.” Learning Theories for Online Education. Ed. Terry Anderson and Faith Elloumi. Athabaska: Athabasca University, 2004. 33-60. Print.
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Gilakjani, Abbas. “The Significant Role of Multimedia in Motivating EFL Learners’ Interest in English Language Learning.” I.J.Modern Education and Computer Science. 4 (2012): 57-66. Web.
Oliver, Martin, and Keith Trigwell. “Can ‘blended learning’ be redeemed?” E-Learning 2.1 (2005): 17–26. Print.
Study Book: Learning Theories for Online Education. Athabasca: Athabasca University, 2009. Print.