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A proactive approach to cater for different learning styles of pupils will be adopted in this lesson. The approach adopted will seek to encourage contact between learners and the teacher, empower pupils t o develop reciprocity and cooperation among themselves, encourage active learning through stimulating pupil's thinking to open discussion and an inspiring learning experience, communicate high expectations and respect diverse talents and different ways of learning for the pupils. This calls for good teacher to pupil and pupil to pupil interactions, cooperation and a sense of responsibility (Butler 1998).
With reference to constructivist learning theory, which emphasizes on the fact that all knowledge is constructed from a base of prior knowledge as highlighted by Keefe (1987), the teacher will actively involve pupils throughout the lesson for effective learning that is student centered. The teacher will rely on guided discovery through questions and activities aimed at stimulating pupils to discover, discuss, appreciate and verbalise the knowledge acquired. This will give a chance for pupils to construct their own personal understanding based on working out tasks to build their own experiences and reflect on those experiences. For example, pupils will be asked to perform activities such as classifying deviant acts either as legal or illegal. This activity encourages pupil to pupil interaction as well as teacher to pupil interaction. The teacher will check on work progress for each group to establish whether learners have understood. They will then be involved in discussing what they will have classified and also in discussing the norms and who makes the rules. Through these activities diverse learning styles are incorporated to cater for understanding of all pupils.
During this lesson, the learning styles of the pupils and those of the teacher will be aligned to avoid communication breakdown. The teacher will create an environment in which each learner can learn and understand the underlying concepts of crime and deviant behavior by integrating different approaches of learning styles to give pupils equal opportunities of learning. Brandes and Ginnis (1986) emphasise on combining of different teaching and learning techniques that involve questioning, explaining, modeling, collaborating and demonstrating throughout the lesson.
The teacher will have successful introduction to this topic by first asking pupils to give their opinions on what they consider to be a crime and deviance followed by several examples of what they consider criminal and/or deviant behavior. This will create a conducive learning atmosphere for pupils to freely express their views, with the teacher acting as a facilitator. It will enhance student to teacher as well as pupil to pupil interaction. The teacher will then define crime and deviance and introduce the three main types of deviant behavior. Through involving pupils by use of questions and discussion, the teacher will meet learning needs of sensory learners who look for facts, intuitive learners who look for the meaning of what is being taught, verbal learners who look for explanations, active learners who prefer to figure out things for themselves and sequential learners who like putting together details in order to understand.
During the lesson development stage, pupils will be grouped in pairs and be given an opportunity to classify certain deviant acts as either legal deviance or illegal deviance and come up with results, which will then be constructively discussed. This will not only give pupils an opportunity to actively get involved in learning process but will also give a chance to the teacher to know if pupils have weaknesses in understanding the concepts for future improvement on teaching techniques.
Butler (1998) generally observes that pupils are more receptive to teachers who show personal enthusiasm for what they are teaching and also those who value pupils as individual human beings. Involving pupils and appreciating their efforts during this session will give them a sense of belonging, make them feel recognized and portray a genuine interest for the teacher to pupil's lives. Pupils will be motivated to react positively to the lesson as the teacher pays attention to them and responds to their opinions during this interactive teaching/learning session. The teacher will assess the understanding of the learners, find out if the objectives for this session have been achieved and use the knowledge to plan on the way forward.
In the conclusion stage, learners will be allowed to watch a video on why people break the rules, followed by a short round- up of the main points discussed during the lesson. Employing this technique is a disruptive teaching intervention, which disrupts the traditional phenomenon of teachers acting as instructors and takes into consideration different categories of learners with different learning styles and abilities to ensure that their learning needs are met. Available resources such as videos are effectively put into use to make the lesson more interesting and also give learners who understand best through viewing an opportunity to capture what has transpired during the entire lesson.
Teaching styles and Classroom Layout
A combination of teaching styles that accommodate all learning styles of the pupils will be adopted throughout the lesson. Pupils will be allowed to actively get involved in their learning, reflect on learning and make concrete connection between their prior knowledge and the new acquired knowledge. This will be achieved through questions, discussions, teaching and learning activities as well as through watching a video as earlier discussed. The teacher will provide opportunities for pupils to demonstrate new acquired knowledge through questions, discussions and writing tasks given to during the lesson, thus encouraging learners to work collectively and independently. The teacher will have the opportunity to go round and see what pupils have written and respond physically. By the end of the lesson the teacher will have known if the lesson objectives have been achieved through evaluation of pupils within the course of the lesson using questions, discussions and observations.
Since the lesson involves classroom discussion, the classroom layout adopted for this lesson will be a U- shape layout. This will allow students to make eye contact with each other as they discuss and allow the teacher to effectively manage the clas.