Lesson Plan Critique

Danielle Peters

91057166

ETEC 512 64D

UBC MET Vancouver

Janet Mccracken

Word Count: 1288

December 4, 2016
Introduction

The lesson plan “Preventing Bullying,” based on ‘The Recess Queen’ by Alexis

O’Neill is designed for Grade 3 Health and Career in British Columbia. This lesson plan

aligns with British Columbia’s new curriculum focus on one facet of the core

competencies, personal awareness and responsibility. This critique will focus on the ways

in which the lesson plan reflects the zone of proximal development, Vygotsky’s

sociocultural theory, and situated learning.

My choice for this lesson plan is based on the need for conflict resolution among

primary-aged students. British Columbia’s recently revised curriculum focuses on three

core competencies. “Personal awareness and responsibility includes personal efficacy and

self-advocacy – the abilities that students use to understand and take responsibility for

their actions, including their learning; to make constructive and ethical decisions about

their personal and social behaviour; and to recognize and accept consequences,

understanding how their actions affect their own well-being and that of others” (BC

Ministry of Education, 2015).

This lesson plan is provided by The Ned Show (2013), an online resource that

provides lesson plans and units for social emotional learning. The big idea is to reinforce

conflict resolution without the need for adult intervention, while encouraging students to

support each other. This lesson plan reflects the zone of proximal development,

Vygotsky’s sociocultural theory, and situated learning. This critique will also include a

comprehensive re-design to better reflect these theories and be a more effective lesson.

Zone of Proximal Development

The zone of proximal development is defined as “the distance between the actual

development level as determined through independent problem solving and the level of

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potential development as determined through problem solving under adult guidance or in

collaboration with more capable peers” (Vygotsky, 86). Vygotsky believed that we

develop because we learn through social interactions. This lesson plan utilizes

Vygotsky’s zone of proximal development theory because conflict resolution

independently is just out of the reach of the student’s present abilities, they require the

necessary scaffolding by the classroom teacher. Students need modeling and help from

the more knowledgeable other. The lesson plan includes small steps according to what

the students are able to do independently. By connecting students’ prior knowledge with

new strategies, they will gain the skills needed to effectively communicate, and move

towards resolving conflict independently, without adult intervention.

To improve this lesson plan to fit this theory, it should be modeled over a few

weeks in order for students to develop these new skills, and for the teacher to observe

which students need extra support and scaffolding. By spreading this lesson over a few

weeks, the students can relate new experiences to the their prior knowledge for further

understanding of the concept. To improve this lesson, I would include role-play learning

opportunities that model various authentic playground problems, which provide students

the opportunity to imitate proper strategies and resolutions. “Role play places the learner

into a learning situation closely resembling the real life environment in which the desired

behaviour will be exhibited. Situating the learner in, as realistic a situation as possible

increases recall, knowledge transfer, and reinforcement of appropriate behaviors” (Rice,

2007). “Children can imitate a variety of actions that go well beyond the limits of their

own capabilities. Using imitation, children are capable of doing much more in collective

activity or under the guidance of adults” (Vygotsky, 88). By providing students with

opportunities to role-play, they can make sense of the situation by imitating effective

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behaviour and listening to other groups examples. When students are involved in the

learning, they are more engaged and receptive.

Sociocultural Theory

Vygotsky’s social learning theory states that learning occurs socially. Social

interactions are precursors to integrating mental processes such as problem solving and

conflict resolution. This lesson plan includes collaborative learning through discussions,

however it misses the necessary collaboration between students and the use of semiotic

mediation. “Every function in the cultural development of the child appears on the stage

twice, on two planes. First, on the social plane, then on the psychological; first, between

people, and then inside the child” (Vygotsky, 57). It is important that the teacher groups

the students according to their current skill level, in order for the collaboration and

problem solving to take place, and for children to problem solve under the guidance of

the teacher and more capable peers. “What the child is able to do in collaboration today

he will be able to do independently tomorrow” (Vygotsky, 40). My proposed changes

include more opportunities for students to develop new skills and strategies while

working in groups, in the hopes that they will be able to independently deal with future

conflict independently and effectively. By altering this lesson plan into a mini-unit and

including more picture book resources and short video clips, students would further see

appropriate social behaviors modeled. Creating a classroom community where children

can create rules for the playground and classroom will encourage students to negotiate

differences in ideas and opinions, and learn from each other.

Situated Learning Theory

Situated learning theory emphasizes the importance of learning in context. This

lesson plan does not attempt to utilize this theory to its full potential. There is one activity

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called ‘Action Charades’ where students take turns performing an action they are given.

To improve the use of this theory, the lesson plan should include a role-play activity of

authentic examples of bullying and conflict on the playground. An example of this

theory in practice is the WITS program (2005), where students learn strategies they can

use to deal with conflict and bullying. Students are provided an acronym that supports

them through an authentic context. W stands for walk away, I stands for ignore, T stands

for talk it out, and S stands for seek help. Students need to learn in context, through

collaboration, and expert modeling. In order to utilize semiotic mediation, anchor charts

can be included in discussions and then displayed for future reference. If students are

“given the chance to observe and practice in situ the behaviour of members of a culture,

people pick up relevant jargon, imitate behaviour, and gradually start to act in accordance

to its norms. Given the opportunity to observe and practice them, people adopt them with

great success. Students, for instance, can quickly get an implicit sense of what is suitable”

behaviour when dealing with conflict on the playground. (Collins, Brown, and Duguid,

1989) The community of practice would include the students who are not yet able to

resolve conflicts on their own, students who have learned basic skills and are able to

advocate for themselves, and the expert teacher. A situated learning context includes a

classroom of students working together to solve problems.

Conclusion

The Ned Show lesson plan provides many topics for discussion, activities, and

student-friendly learning targets, however for deeper learning and in order to improve the

lesson plan from a theoretical perspective, it should be stretched out into mini-unit. The

purpose of these changes is to support student learning and understanding. The

adjustments encourage more collaboration and group work, where students can learn

from each other and be more likely to fully engage in the activities. The revisions are

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personally relevant to the child and at their developmental level. By observing and then

practicing the WITS program, students will improve their communication skills and

ability to resolve conflict independently. Vygotsky described concept formation as being

a primary teaching strategy that helps students form a solid understanding of a concept by

viewing it in small sequential steps. The revision of this lesson plan takes Vygotsky’s

theory into account by providing a more comprehensive unit that gives students the

chance to work through their experiences and relatable scenarios in order to learn new

ways to successfully deal with conflict resolution.

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 References

Brown, J. S., Collins, A. & Duguid, S. (1989). Situated cognition and the culture
of learning. Educational Researcher, 18, 32-42. Retrieved from
http://ezproxy.library.ubc.ca/login?url=http://edr.sagepub.com/content/18/1/32

The Ned Show (2013). Preventing Bullying. The Recess Queen. Retrieved from
http://www.thenedshow.com/assets/preventing-bullying-primary-lesson-plan-the-recess-
queen.pdf

Rice, J. (2007). Assessing Higher Order Thinking in Video Games. Journal of

Technology and Teacher Education, 15(1), 87-100. Chesapeake, VA: Society for
Information Technology & Teacher Education.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological

processes Cambridge, Mass.: Harvard University Press.

The WITS Program (2005). Creating Responsive Communities for the Prevention
of Peer Victimization. Retrieved from
http://www.witsprogram.ca/

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Original Lesson Plan

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Proposed Changes to Lesson Plan

Lesson 1: The Recess Queen

Estimated Time: 40 minutes
Guiding Question: What is a bully? Have you ever been bullied or seen someone else be
bullied? What does a bully look like?
Big Idea: Standing up to Bullying, Tattling vs. Telling, Encouraging Others, Kindness, Conflict
Resolution
Materials and Resources Learning Goals – “I Can Statements”
1. The Recess Queen book by Alexis  I can explain what a bully is and what to
O’Neil say to a bully

Instructions/
Time Lesson Content
Tips/Tricks
Introduction
Share experiences. Make
10 1. Build Background Knowledge, Scaffolding predictions about the book
minutes by looking at the cover
image and title.

Have students use

10 2. Read ‘The Recess Queen.’ Stopping throughout supporting details from the
minutes to discuss, predict, and share connections. text when predicting.

20 3. In small groups/or partnerships, discuss the

minutes following questions: (be prepared to share in
full class discussion following).
- Why was everyone scared of Mean Jean?
- What did Katie Sue do that surprised Jean?
- How did Jean feel when Katie asked her to
jump rope?
- What makes you feel safe at school?
- What’s the difference between tattling and
telling?
- Discuss the three strategies for dealing with
a bully (walk, talk, or tell).

Offer students the chance to share out with the

whole group: what strategies have they used
that were successful?

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 Lesson 2: WITS (Walk Away, Ignore, Talk It Out, Seek Help
Estimated Time: 60 minutes
Guiding Question: What is a good strategy to use when dealing with a bully?
Big Idea: Learn the WITS acronym
Materials and Resources Learning Goals – “I Can
Statements”
1. iPad and Projector: www.witsprogram.ca/kids  I can use WITS in
Action

Instructions/
Time Lesson Content
Tips/Tricks
Introduction

After class brainstorming

10 1. Brainstorming/Scaffolding: What strategies on chart paper, use another
minutes have you used to deal with a bully? Look at all chart paper to write WITS
the ideas together and see if you can place them along the top. Use the ideas
under the acronym WITS. children suggest to add
under each letter.

10 2. View the WITS website together. Go through

minutes each letter as a class and discuss ways the
students connect.

40 2. Explain what role-playing is and why we use it.

minutes Split the class into small groups. (Have one
MKO in each group) Assign situations that
have happened on the playground. Have the
students act the situation out. Discuss as a class,
how can we use WITS in action?

4. Have each group present. After class

discussion, have the students go back in their
groups and add on to their skit how they would
use WITS to solve the problem peacefully.

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 Lesson 3: Enemy Pie
Estimated Time: 50 minutes
Guiding Question: How can we use WITS to deal with bullies?
Big Idea: Before we make a judgment about someone, we should get to know him or her first.
Materials and Resources Learning Goals – “I Can
Statements”
1. iPad and Projector: www.witsprogram.ca/kids  I can use WITS in
Action

Instructions/
Time Lesson Content
Tips/Tricks
Introduction

10 1. Go over the WITS Program. Ensure the students Refer back to the Anchor
minutes understand what the acronym stands for. Ask if chart the class made
anyone has used this strategy recently at school previously. Remind
or at home? Have students share with the class students that the chart is up
or in small groups/partnerships for reference whenever they
need it.
5 2. Watch the Brain Pop Jr. video on Bullying. Have
minutes the students answer the quiz questions as a
class.

20 3. Look at the Enemy Pie book cover as a class.

minutes What observations can they make? What
predictions can they make from the image and
title? What does enemy mean? Give an example
of a situation that involves an enemy?

4. Read the book aloud, stopping to make

predictions, connections, etc. Post-Reading
Questions:

How did the main character use his WITS to

deal with Jeremy? What did he discover about
his enemy? What lesson do we learn from the
story?

5. Have the class work in partnerships. Give them

15 each an empty paper pie plate. What
minutes ingredients would they put in the pie now?
Share their ingredients with the class.

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 Lesson 4: Just Kidding
Estimated Time: 55 minutes
Guiding Question: How can we use WITS to deal with bullies?
Big Idea: How to respond to harmful teasing.
Materials and Resources Learning Goals – “I Can
Statements”
1. iPad and Projector: www.witsprogram.ca/kids  I can use WITS in
2. ‘Just Kidding’ book by Trudy Ludwig. Action

Instructions/
Time Lesson Content
Tips/Tricks
Introduction

1. Go over the WITS Program. Ensure the students Refer back to the Anchor
10 understand what the acronym stands for. Ask if chart the class made
minutes anyone has used this strategy recently at school previously. Remind
or at home? Have students share with the class students that the chart is up
or in small groups/partnerships for reference whenever they
need it.
2. Pre-Reading Questions to the book ‘Just
5 Kidding’ by Trudy Ludwig
minutes
-What do people joke about? What does
‘just kidding’ mean? Can jokes be hurtful?
How do you react to people teasing other
people?

3. Read ‘Just Kidding.’ Stop halfway through.

10
minutes

4. In small groups, have the students use the

20 WITS program to show how they would deal
minutes with this situation.

5. Finish reading the book as a class. Discuss

10 where we can see WITS in action. Discuss the
minutes difference between “just kidding” and teasing.

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