Critically analyse and evaluate the theoretical and practical appropriateness and effectiveness of learning activity segment you designed and implemented as part of the lesson your group presented for the micro-teaching performance task.
This essay will critically evaluate and analyse the theoretical and practical appropriateness of the learning activity segment that I designed and implemented; as part of the lesson that my group presented for the micro-teaching performance task. As a critical reflection and evaluation this essay will also explore; the effectiveness of my learning activity segment, the rationale behind it and consequently any improvements that would have been implemented upon reflection.
One of the main theoretical approaches that we jointly implemented in our lesson was based on the programming model of theoretical frames in film text analysis. In regards to the programming model Gannon (2009) suggests that an effective programming model for analysis of film texts includes an examination of four theoretical frames; subjective, structural, cultural and critical (Sawyer, Gannon, & Howie, 2009). Our whole lesson was designed on the principle of this theory and thus the implementation of an assessment preparation lesson was elected as it fitted best within this planning model. My learning activity segment aimed to address the structural component of this model and serve as a revision of the key codes and conventions of film metalanguage. As part of my learning activity segment additional theoretical reasoning’s were also applied, which have groundings in constructivist learning as well as evidence-informed principles for teaching and learning pedagogies.
Ultimately, the rationale behind my learning activity segment adhered to Dimension 2 and 3 within the Queensland Studies Authority (QSA) syllabus. Rationale behind Dimension 2 “Understanding and controlling textual features” (Queensland Studies Authority, 2010, p. 3) mainly...