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ASSURE Instructional Plan Analyze Learners 1. General Characteristics: a Third Year high school class with 30 students 2.

Entry Competencies: Learners are expected to have previous experience of working with other people and are expected to be capable of metacognition (thinking about thinking) in order to fully understand some aspects of the lesson. 3. Learning Styles: Learners in the class are assumed to have all different learning styles. State Objectives By the end of the lesson, the students should be able to: o Identify and describe Vygotskys concepts of ZPD, Scaffolding and Collaborative Learning; o Apply these concepts to their daily lives; o Perform the relay game within the ten minutes allotted; and o Participate and listen attentively to the discussion.

Select Methods, Media and Materials The Motivation will be in the form of a Relay Game that will demonstrate to some extent the ideas of Scaffolding and Collaborative Learning. For this relay game, 18 handkerchiefs of pieces of cloth will be used for blindfolds, handcuffs and ankle-ties and blue, green, red, and yellow flags will be used for the stations of the relay game. The objectives as well as the diagrams and pictures that will be used for the discussion of ZPD and Scaffolding will be presented using a PowerPoint presentation on a computer or laptop and an LCD projector with a screen. The students will then demonstrate their understanding of the lesson through a short group reporting of how these concepts can be applied to their life.

1. Rationale: For the relay game, the blindfolds, handcuffs and ankle-ties will be made out of handkerchiefs or cloth mainly because the risk of their causing discomfort while being used in the game is minimal. Another reason is that these can easily be obtained and the students can even provide these themselves. The discussion will be presented using an LCD projector because most of the concepts are explained through pictures and diagrams. These will be difficult and expensive to present to the students any other way. As for the objectives, since the discussion that comes right after is presented using the projector, it only makes sense to use the projector for these too since it saves time. The computer and projector can even be set and booted up while the students are preparing for and playing the game. 2. Evaluation of Commercial Materials: (this instructional plan has not yet been implemented so it cannot yet be evaluated.) Utilize Materials 1. Preview Materials. 2. Prepare the Materials. (samples of the diagram and PowerPoint presentation to be used in the discussion are included in the original LP)

3. Prepare the environment. Before the start of the class, the flags and handkerchiefs should already be ready and at hand. The teacher should also already have an idea where the flags will be placed so that they can be positioned once the six students who will be guided are blindfolded. It will also be useful to set up the computer and LCD projector and screen beforehand. 4. Prepare the learners. This can be done either by presenting the objectives to students so they will have an idea of what will happen in class or by telling the students directly what will happen and what is expected of them. 5. Provide the learning experience. Require Learner Participation The students will play a pretty active part of this lesson from the motivation to the summary. In the relay game for the motivation, the students will be divided into six groups and one representative of each group will be blindfolded, handcuffed and ankle-tied. The rest of the members of the group will guide their representative in reaching each of the four flags by telling them which way to go. They will not be allowed to touch their group mate in guiding them. Upon reaching each flag, one binding will be removed from the representative: first the ankletie, then the handcuff, then the blindfold. The first team to reach the last flag or the team that has progressed farthest when the ten minutes runs out wins. After the activity the game will be processed and this again requires active participation of the class. In discussing ZPD, a simple diagram will be presented and the students will be asked to try and explain it. The teacher will then guide their answers until the whole class arrives at a definition of ZPD. In discussing Scaffolding, the students will again be asked to describe the pictures in the slides and their description will lead the way to the explanation of the teacher. In discussing Collaborative learning, the students will be asked to reflect on the relay game before the teacher explains it and relates the game to the concept. Lastly, the summary of the lesson involves the students participating in a group work followed by a report on their understanding of the concepts and their ideas of how the concepts can be applied in life.

Evaluate and Revise 1. Evaluation of Learners: the first two objectives will be tested through the clarity of their summary and the appropriateness of the applications of the concept they will come up with. The next objective will be tested by the results of the relay game itself, whether the students behaved accordingly and played the game properly. The last objective will of course be measured by the attention the students give to the lesson. 2. Evaluation of Instruction (including media and materials)

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