A Critical Analysis Of The Lesson Plan

725 Words3 Pages
A critical analysis of the effectiveness of Lesson Plan C. The lesson plan in question appears to be an effective form of planning for teaching computing in the primary classroom. In the first instance, because the planning uses the construct of creating a game, which in the first instance encourages active engagement (Mcgann and Leavy, 2015) and in the second instance presents opportunities for problematizing (Mcgann and Leavy, 2015). Additionally due to the frequent opportunities for collaboration. Lesson plan C is based around the concept that children will create their own game through programming. Mcgann and Leavy (2015) purport that the use of creating a game as a structure for the teaching of programming is a particularly effective approach as it supports a pivotal theoretical perspective of programming. This being Papert’s (1980) constructionist approach which proposes that children can best learn concepts when demonstrated to them through a vessel with which they familiar and have an affection for. Thus constructing new knowledge whilst actively engaged by something that has personal importance. Livingstone and Bober (2005) found that eighty two per cent of children had a games console at home and as this study is ten years old this will almost certainly have increased. Evidence such as this suggests that gaming is, for almost all children of the current generation, an area that fulfils all of these requirements. Furthermore Mcgann and Leavy (2015) assert that game creation is uniquely placed to allow opportunities for problematizing, that is to recognise problems and search for solutions. However, Proveno (1992) might advise caution in using the basis of game creation. Proveno (1992) suggests that video games are... ... middle of paper ... ...h the help of a knowledgeable peer or adult. In light of this the trainee could utilise this planning in the knowledge that they are working towards fulfilling Teachers’ Standard two, “Promote good progress and outcomes by pupils” (DfE, 2011:10). However, Pound (2006) comments that Vygotsky’s theories have been criticised for relying too heavily on hypothesis, in addition the theory of the ZPD is purported to have not been a fully developed concept at the point of his death (Gray and Macblain, 2015). Conversley, Turvey et al (2014) suggest that collaboration should be approached with caution when teaching programming, as it can be difficult to assess an individual’s understanding of the key concepts if they have collaborated throughout the process. Therefore the trainee teacher should be careful to plan appropriate assessment strategies that consider this criticism.
Open Document