Lesson Plan Critique

Submitted by Pamela McKinnon

Submitted to Dr. Janet Mccracken
August 11, 2013
ETEC 512
UBC

For this assignment I adapted a lesson plan created by the UN Refugee Agency aimed to
teach middle school students about refugees in todays society. I have taught middle school for
the past ten years and am currently developing a unit on refugees; I feel this is an appropriate
lesson plan for me to analyze and adapt. My analysis and adaptation are based on the principles
of Developmental, Constructivist and Situated Learning theories. I chose these three theories as I
feel that they fit not only this lesson plan and topic best, but they also fit best with my own style
of teaching. Additionally, I feel that Developmental, Constructivist and Situated Learning are key
learning theories for middle school classrooms. It is my belief that middle school students learn
best when able to learn in groups, when they have choice and when they are able to apply their
learning to real-life situations. I have chosen to focus on these key facets in my analysis and
adaptation.
Learning theorist Lev Vygotsky highlighted the social nature of learning in his research
on the Developmental learning theory. Vygotsky suggested that learning is inherently social and
that individuals think in terms of dialogues with others, both present and those who are not
present (Smagorinsky, 2007, p. 62). Thus when following Vygotskian learning theories one can
implement small group activities to promote dialogue among learners, but one must remember
that when individuals work on their own they are often engaging in an internal dialogue as well. I
feel that in middle school students, this internal dialogue is often a continuation of dialogue that
began in group work or a class discussion, thus making small group work imperative to learning.
The original lesson plan has few opportunities for social learning. For the most part, it is
expected that students complete activities on their own. For the warm-up activity and the video
clip students are asked to write down their own thoughts/feelings to the visual prompts.
Following each activity there is to be whole class discussions on students responses. I do not

feel that the activities are particularly social in nature. The whole class discussions are a good
starting point for social learning, but I feel that with middle school students small group work is
often times more beneficial than whole class work. Generally, in small groups students feel
more comfortable and at ease in sharing their ideas and opinions than in a larger/whole class
setting. Sharing a personal opinion or even asking a question in front of the entire class can be
very intimidating for teenagers. Thus, I tend to seek to provide social learning in small groups, as
students feel safest and are most likely to experience deeper understanding.
The one activity of the original lesson plan that did follow Vygotskys social notions of
learning was the paired or small group activity that analyzes a photographic essay from Time
magazine. For this activity students work together to gain understanding from the photographs of
refugees in todays society. Vygotsky would encourage such pairing/grouping of students as best
suited to their developmental needs.
When adapting this lesson plan from a Vygotsky view point I chose to add more
opportunities for group work to adhere to Vygotskys notion of the social nature of learning. I
have added in small group work in several places as I feel that providing multiple opportunities
to work in groups provides a social setting for learning to occur. The first adaptation I made was
in the warm-up activity. Rather than have students answer the question on their own, I have
changed it so that students work in small groups to generate ideas as to how they would feel if
they were the isolated Lego person in the example. This small change adheres to Vygotskys
theory of social learning. Students are able to discuss ideas with one another, learn from one
another and perhaps continue the dialogue internally later on in the lesson.

Another change I made with Vygotskys theory in mind was to have students analyze the
film clip in small groups. In working in small groups students are able to generate ideas and
share questions and concerns in a social setting. This can lead to deeper understanding of
refugees feelings and experiences than if working in isolation on their own.
Much of Jean Piagets research and learning theory centers on developmental stages of
childhood. Piagets four stages of development: Sensorimotor, Preoperational, Concrete
Operational and Formal Operational consider the major developmental stages that children move
through from birth to age sixteen and onwards. The stage that I am most concerned with as a
middle school teacher is the Formal Operational stage. At this stage individuals are moving out
of the egocentric stage, are able to think logically and are now able to move into abstract
thinking. This lesson plan provides opportunities for students to think logically as well as begin
to think abstractly; therefore I feel it is a good fit for middle school students.
In an interview with French journalist Jean-Claude Bringuier, Piaget expressed his belief
that learners should be innovators and inventors; that learners should create meaning. (Bringuier,
1980, p. 61). To try and honour this notion, I have adapted the lesson to include student choice in
some activities. It is my hope that in providing choices students will have greater internal
motivation and will be less likely to be passive receivers of knowledge but rather be active
creators and innovators of knowledge.
When considering the original lesson plan from a Piagetian point of view it was clear
there was room for improvement. Whilst I do feel that the activities are age appropriate for
middle school learners, I feel there was opportunity to try to encourage students to be more
active creators of their own knowledge. For the most part the original lesson plan asks students

to think logically, to view a primary source and answer questions. In the final activity, students
are asked to think more abstractly as they begin to ponder the motivation for the photographer of
the photo essay in taking each photo and including them in the photographic essay.
One way that I have adapted this lesson from a Piagetian perspective is to introduce
student choice with some activities. I have given the students two options for one step of the
lesson. Option one is to identify similarities and differences between refugees and the students in
the class and then to create a blog post explaining these similarities and differences. The other
choice is for students to work in pairs or small groups to analyze a photograph from Time
magazines photographic essay, The Urbanization of the Worlds Refugees. Once groupings
have analyzed a photograph they are to prepare and then present their photograph and
conclusions to the class. It is my intention that in offering these choices that students will feel
internally motivated to learn and to complete an activity that interests them or that they feel they
will be most successful at. That students will move from passive receivers of knowledge to
active creators and innovators.
Constructivist learning theory states that individuals must create learning for learning to
occur. Constructivists feel that individuals must actively participate in learning and that through
this active participation they are able to create their own meaning and understanding. (Callison,
2001.) From a Constructivist point of view, the original lesson plan provides several
opportunities and ways in which students can construct meaning. The original lesson plan calls
for class discussion and small group work. Each of these activities enables students to create
their own knowledge. Additionally, the lesson plan utilizes primary source documents (the video
clip as well as the photographic essay). The inclusion of these primary sources, as opposed to a
textbook or teacher lecture in a traditional classroom, allows for students to examine the topic of

refugees in todays society, to analyze and discuss what they see to come to their own
conclusions. Finally, the original lesson plan has several activities for students to participate in.
Not only is this very appropriate for the middle school learner, as middle school students have
limited success sitting still doing one activity for the length of a class period, but it also adheres
to Constructivist teaching principles that allow for a number of activities in which students can
create their own knowledge. (Callison, 2001)
In adapting the lesson plan from a Constructivist view point, I have simply endeavoured
to provide more opportunities for students to create their own understanding of what it is to be a
refugee in todays society by providing more small group work and discussions. In the revised
lesson plan, students have the opportunity to discuss with a partner or small group at each stage
of the lesson. By providing many opportunities for students to discuss what they are learning,
they are able to have the time to process the information, ask questions, seek answers and draw
their own conclusions. I have found that with middle school learners small group discussions are
generally more effective than whole class discussions as many students are too intimidated to
speak/share their opinion in front of the entire class. Working in groups of two or three is less
threatening for students which often makes most feel comfortable enough to share/join the
discussion. Even for those that do not join the discussion, actively listening to a small group
discussion leads to deeper understanding.
Situated Learning theory posits that meaningful learning comes from students studying a
topic within a real-life situation. Theorists from this school of thought believe that in order for
learning to be meaningful, it must occur within a real-life context, that learning concepts in an
out of context situation does not help individuals to make the connections to real-life (Bell,
Maeng & Binns, 2013). I think Situated Learning theory is particularly important in middle

school as students are only beginning to develop their ability to think abstractly. In my
experience I have found that whenever I have put content in the context of a real-life situation
the students have or could have experienced learning was deeper and more meaningful.
Situated Learning theory was largely absent from the original lesson plan. Although the
students were shown a clip and photographs of real-life situations, they weren't ask to consider
what it would be like if they were in that situation. The final activity that I have added to the
lesson is one that asks students to imagine they work for the United Nations and that the UN has
sent them to a refugee camp to provide aid. The students must consider what it would be like to
be an aid worker and describe at least three ways in which they plan to provide aid to the
refugees. This is the beginning of a longer project, one that involves students role-playing their
initiatives in the refugee camp and creating a vlog to illustrate their ideas. Exploring the topic in
a real-life situation, then sharing it/explaining their exploration will enable students to create
deeper meaning than in a traditional classroom setting.
When considering this lesson plan on refugees in todays society, there are several
strengths that make it an useful lesson for middle school learners. In analyzing and adapting the
lesson plan from three learning theories perspectives, Developmental, Constructivist and Situated
Learning, the lesson is enhanced and ultimately provides for more meaningful learning
experiences for students.

References
Bell, L.B., Maeng, J.L., & Binns, I.C. (2013). Learning in context: Technology integration in a teacher
preparation program informed by situated learning theory. Journal of Research in Science
Teaching, 50, 348-379. doi: 10.1002/tea.21075
Bringuier, J.C. (1980). Conversations with Jean Piaget. Society, 17, 56-61. Retrieved from
http://link.springer.com.ezproxy.library.ubc.ca/article/10.1007%2FBF02694634
Callison, D. (2001). Constructivism. School Library Monthly, 18, 35-51. Retrieved online from
http://web.ebscohost.com.ezproxy.library.ubc.ca/ehost/detail?sid=b6d1c13e-d106-45a8-8e96a2987913a752%40sessionmgr13&vid=1&hid=18&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29
wZT1zaXRl#db=llf&AN=502883777
Good, R., Mellon, E. K., & Kromhout, R. A. (1978). The work of Jean Piaget. Journal of Chemical
Engineering, 55, 688-693. Retrieved from http://ezproxy.library.ubc.ca/login?
url=http://dx.doi.org/10.1021/ed055p688
Smagorinsky, P. (2007). Vygotsky and the social dynamics of classrooms. The English Journal, 97, 6166. Retrieved from http://www.jstor.org.ezproxy.library.ubc.ca/stable/30046790

Appendix A
Original Lesson Plan
Global Awareness: Refugees in Todays Society
From: http://www.unrefugees.org/site/c.lfIQKSOwFqG/b.4803793/k.89B4/Lesson_Plans.htm
KEY CONCEPTS (of the Unit)
Students will identify the differences between refugees and other migrants. They will
determine the myriad of challenges refugees face in their daily lives. Students will also
analyze the geographic changes and issues that may cause forced displacement. By
using the Model United Nations format, they will create plans that could potentially help
refugees.
KEY OBJECTIVES (of the Unit)
The student will:
1. identify the different types of people seeking asylum in the world.
2. recognize the causes and the effects of being a refugee.
3. research a specific refugee-producing or refugee-hosting country.
4. create potential solutions to improve the refugee situation in the country.
Lesson 3: Who are refugees? (one 45-minute class period)
Step 1: As a warm-up, post a copy of the UNHCR LEGO poster How does it feel?
(non-text version) on the overhead. Have students answer the following question in a
journal entry format.
Look at the poster. How would you feel if you were the isolated LEGO person in the
striped shirt? Write down at least five emotions that you would likely feel, and explain
why you might feel that way.
Discuss the students answers as a class.
Step 2: Show the students the UNHCR video To Be a Refugee. Have the students
take notes on the video by using the handout titled Note-taking Sheet for To Be a
Refugee. Tell students that they should identify the emotions and the experiences
each child in the video feels during his/her time as a refugee.
Step 3: Have a class discussion about the similarities and differences between refugees
and the students within the class.
Step 4: In pairs, have the students work together to analyze the Time magazine photo
essay, The Urbanization of the Worlds Refugees http://www.time.com/time/photogallery/0,29307,1969434,00.html

Each pair of students should be assigned to one picture from the essay. The students
need to answer the following questions:
1. Identify the living conditions of the person in your assigned photo.
2. What details within the photo make it evident that refugees do not have easy
lives?
3. Why do you think the photographer would choose this setting for his picture?
What is the photographers purpose?

Appendix B

Revised Lesson Plan

Global Awareness: Refugees in Todays Society
From: http://www.unrefugees.org/site/c.lfIQKSOwFqG/b.4803793/k.89B4/Lesson_Plans.htm

KEY CONCEPTS (of the Unit)

Students will identify the differences between refugees and other migrants. They will
determine the myriad of challenges refugees face in their daily lives. Students will also
analyze the geographic changes and issues that may cause forced displacement. By
using the Model United Nations format, they will create plans that could potentially help
refugees.
KEY OBJECTIVES (of the Unit)
The student will:
1. identify the different types of people seeking asylum in the world.
2. recognize the causes and the effects of being a refugee.
3. research a specific refugee-producing or refugee-hosting country.
4. create potential solutions to improve the refugee situation in the country.

Lesson 3: Who are refugees? One 60 minute class period

Step 1: As a warm-up, post a copy of the UNHCR LEGO poster How does it feel?
(non-text version) on the overhead. Have students discuss the following question in pairs or
groups of three. Look at the poster. How would you feel if you were the isolated LEGO person in
the striped shirt? Write down at least five emotions that you would likely feel, and explain why
you might feel that way.
Discuss each groups answers as a class.
Step 2: Show the students the UNHCR video To Be a Refugee.
In pairs or groups of three, have students identify the emotions and experiences of each of the
children in the clip. Generate ideas as to why the children might have felt these emotions.
Step 3: Student choice: have students choose one of the following activities:

1) On your own create a venn diagram identifying the similarities and differences between
refugees and students in your class. Complete a blog post that discusses these similarities
and differences.
2) Work in pairs to analyze one photo from Time magazines photo essay, The Urbanization
of the Worlds Refugees.
In pairs discuss the following questions:

i) Identify the living conditions of the person/people in your assigned photo.

ii) What details within the photo make it evident (clear) that refugees do not have an easy
life?
iii) Why do you think the photographer would choose this setting and this photograph to
be included in the photographic essay? What is the photographers purpose in taking
these photos and selecting these photos for the piece?
Once you have analyzed the photographs prepare a short presentation for the class to
highlight your photograph and explain your analysis.

Step 4: In groups of three or four, imagine you are working for the UN and are sent to a refugee
camp. What three things can/would you do to help the children you meet.
Discuss ideas with your group and create a list of those ideas you think would be possible.
Provide as much detail as you can. Keep a copy of the list for next lessons activity.

Step 5: Closing activity. Turn to the person sitting next to you and state two or three things you
learned today. Quick class sharing of what was learned.

Online Resources:
http://www.time.com/time/photogallery/0,29307,1969434,00.html