Chat with us, powered by LiveChat Conceptual Framework of College of Education Reflection Paper | Abc Paper

you are supposed to write a reflection paper of the first conceptual framework of the college of education, diversified teaching. In your paper: 1/explain the meaning of the conceptual framework using your own words. 2/explain how the work attached can be considered as an evidence that you have, as a student in college of education, achieved this conceptual framework. this can be done through: a/mentioning the title of the work and the subject, Teaching Method 2, in which it had been submitted. b/mentioning the objectives of the work. c/ writing a brief summary of the work. d/the reason why you chose this particular work as an evidence. e/ how this work is related to the conceptual framework. Please be informed that the paper should be between 600 to 900 words single spacing.

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Unit plan: MEDIA
Unit Plan of the First Unit “Media” for Grade Ten
Zakaria Najaa Rashid Al Hakmani
Teaching Practice
Unit plan: MEDIA
This is a unit plan for the topic “Media” which is in the first unit of the textbook English for Me
which is for grade 10B. The unit is going to be taught in Al Khoudh Post-Basic Education School
for boys. The unit media means the organizations, people and things which provide facts,
opinion, entertainment and other information for the public. The main three aspects of the unit
“Media” are types of media, film genres, and advertisement. These aspects are going to be
covered within 10 lessons which consist of several examples of different kinds of media like
newspaper, magazines, movies, mobile phones, and websites. The materials of this unit are going
to be both authentic and pedagogic because the topic media is brought and related to real life and
it teaches students various aspects of English language.
Regarding the language focus, there are going to be mainly three language focuses which are the
past passive voice, reported speech, and the difference between ‘say’ and ‘tell’.
This unit is taught for students in Sultanate of Oman where Arabic is the first language and English is the
second; it is going to be taught for grade ten students in Al Khoudh Post-Basic Education School (10-12)
in Al Khoudh, Muscat. The school consists of 481 male students. The Ministry of Education controls the
Educational System of the school, and the majority of the students have the same moderate standard of
living. Al Khoudh Post-Basic Education School has students from different Arab countries such as Egypt,
Sudan, and Iraq. The level of the majority of the students in this school is moderate, and they can be
motivated to learn it, except for a few students who need to be worked on for improvement. This could be
Unit plan: MEDIA
an obstacle to teach them English like other problems and their possible solutions which are going to be
discussed in the section of expectation of implementation.
Rationale (Theoretical Frame Work)
English as a foreign language (EFL) means that the students who learn English are not living in a
county where English is its first language; for example, Arab and most Asian countries. In
another word, as an Omani student who learns English in Oman where its first language is
Arabic, English then becomes as a foreign language.
This unit “Media” is essential for the grade 10 students because media is something they face
daily and it is related to their life; they watch TV, movies and most of the students start to have
mobile phones at this age. According to Nunan (1985), students have to know the authenticity of
a given text or task and know that what they learn in class is related to their life, so they will not
be bored but motivated (Nunan, 1985). Nunan’s perspective is one of the reasons for choosing
the topic media for the unit plan because media is related to students’ daily life basics like using
phones, reading magazines and watching TV. Additionally, Gaddes & White (1978) state that
authenticity refers to a language which was originally written or spoken for a non-pedagogical
purposes and which was, in its original context, a genuine act of communication. It is also
referred to language produced for a pedagogical purpose and probably can occur in real life
communications (Gaddes & White, 1978).
In this unit, we are going to use the schemata theory which says that if you prepare students for
what they are going to read or listen, they will learn about it faster and remember it. It depends
on their background knowledge about such a topic. Additionally, because the unit is about media
and it is related to the students, I will activate their background knowledge about media. As
Unit plan: MEDIA
schemata theory says that this helps students to think more and be engaged to the topic faster.
Their answers and participation would make you know how their knowledge about the subject is.
In this unit, students will be able to know the media language which is different than formal
language. Moreover, they will know how to utilize the media for the sake of learning English,
like watching Western movies and listening to English music which both can enhance their
acquaintance and lexical field of the English language.
Another approach which is going to be used in this unit plan is Vygotsky’s learning theory
during the teaching process. Because students at this age are energetic and have the nature of
challenging their peers, and Vygotsky emphasizes the importance of social interaction in
students’ cognitive development, it is crucial to encourage group work. For instance, grouping
the students and ask them to write a paragraph about the types of films that they like and do not
The primary language focus of this unit is the active and passive voice. This is going to be taught
through using various authentic materials from media and interviews. The secondary language
focus is reported speech or direct and indirect speech; the learners would distinguish the
difference between them and learn them by also exploiting materials from media as well as
speeches. Similarly, but with less lessons and tasks, differentiating between say and tell will be
the language focus.
Educational philosophy
As regards to the educational philosophy, we believe in Reconstructionism since it emphasizes
on raising the awareness of the students on different spheres of life such as economic, political,
and social challenges which human beings face. There are several reasons for choosing this exact
Unit plan: MEDIA
philosophy — first, one of the principles this philosophy is to provide students skills that enable
them to solve a universal problem as well as adapting to the changes of the world. Also, as Freire
mentions “Humans must learn to resist oppression and not become its victims, nor oppress
others.” This Educational philosophy can be suitable for this unit by providing the students with
ideas which can help them to keep up with the world changes, utilize the media in its various
forms, and expanding their critical thinking.
Goals and objectives
The unit “media” consists of 4 goals; each goal has at least two objectives. These goals and
objectives are going to be achieved at the end of this unit to reach the textbook’s primary goal
which is designed by the Ministry of Education. The alignments of the objectives are explained
according to ACTFL standards. In the tables below, it is going to be shown each goal and its
objectives, ACTFL and its relationship with the objectives and how the objective and the
assessment of the objectives.
Students will
understand the
passive and
active voice.
They will be able
to identify the
passive voice.
Students will
be given a
magazine to
extract 5
Students will
be given a
They will identify section in a
the active voice newspaper to
extract 5
active voices
It is about the
difference of a
language, as here, Quiz, writing a
it is the
paragraph and
comparisons of
include at least 3
active and passive passive voices
Quiz, multiple
Unit plan: MEDIA
Students will
develop their
ability to
speak with
each other.
They will
discuss in
groups about
their favorite
They will in
peers about
their favorite
scene of a
will know
how to
write the
They will write
that commonly
used in SMS
language with
95% accuracy.
Students will talk
together about their
favorite movie
Each group of
students will talk
about their favorite
scene of a movie
that they have
After giving them
examples of
abbreviations, the
will be asked to
involve them in a
letter they send to a
The relationship is
they both use
interaction and
knowledge. The
interaction is
among students in
The relationship is
that each group
share their
experience about a
movie and interact
Because SMS phone
language is deferent
from formal
language, so student
will understand the
difference in the
nature of the
Quiz, writing a
Unit plan: MEDIA
They will write
the words which
can be written in
a single number
with 90%
After giving them
examples of words
can be written in a
single number, they
will be asked to
involve them in a
letter they send to a
Students will
They will figure
be given a
out the main ideas magazine and
of a magazine.
let them read it
Students will
to figure out its
improve their
main ideas.
They will figure
out the main ideas
of a section in a
newspaper with
85% accuracy.
Students will
be given a
section in
they have to
read it and
extract the
main ideas.
Quiz, writing a
———Same ———————————
The relations is to
strengthen the
knowledge, when
Quiz in reading
students read a
magazine they will
learn about
something in
media and about
language as well.
Quiz in reading
Expectation of implementation
This unit is going to be beneficial for the students due to the authenticity and pedagogy of the
materials. Nowadays, students are fond of mobile phones, music and Western movies which are
Unit plan: MEDIA
considered as types of media. Media is in every aspect of their lives so we as teachers or
curriculum designers must involve these types of topics to the units and spur learners to take
advantage of media for the sake of education; precisely, learning language. In other words, teach
them how to utilize media for the sake of learning the language. This unit is expected to be
useful and can be implemented in Education in Oman because media and technology play a
crucial role in learning a language or other fields. A piece of information can be easily found by
a click of a phone or laptop. Music, movies, magazines, and newspaper have an extensive
amount of vocabulary, dialogues, and grammatically correct sentences that learners can benefit
from and strengthen their language by taking advantage and using media for the sake of learning
English. However, there are several limitations of this unit to be implemented to such a public
school in Oman. First, technology such as computers and projectors are not easily attainable in
Al Khoudh School each classroom, at least. The solution is using the lab when it is needed.
Moreover, students whose level is below the average and not motivate can work in peers with
students whose level is above the norm, so they would learn from students who are better than
them, and communication skills will be improved by the end of a semester or unit.
To sum up, the technology problem most probably would vanish in a few years because schools
are now becoming more developed and prepared for technology use in various aspects of
Education. On the other hand, students whose level is below the average will continue to work in
groups with students whose level is above the average.
Assessment of students learning
There are two ways of assessing students learning which are formative and summative; both are
going to be used in this unit. The definition and types of formative and summative in this unit:
Unit plan: MEDIA
1. Formative assessment is the frequent monitoring of students learning in a classroom and
providing ongoing feedback on their performance to know the lacks and needs of the
students and help them to know and avoid their mistakes. It occurs during the unit or
semester. This can be done by various types of assessments such as presentations,
quizzes, and portfolio.

Presentations which require speaking skills is an example of formative assessment
which occurs during the unit or semester. Presentations are preferred to be done in
pairs to improve cooperation between students. Because the topic is media, each
group of students who share the same favorite genre of a movie will do a
presentation on their films and talk about anything they like about it such as its
characters, events or what they have learned about it. This will improve both
students’ listening and speaking skills.

Quizzes are another way of assessing students’ learning; they are mini or short
exams which are going to be about writing and reading. Learners are going to be
given a quiz which is about writing a paragraph about the genre of a movie, and it
can be horror, comedy or action movie according to what the prefer. Moreover,
there will be a reading quiz which is about which mainly focuses on the skimming
skills and grabbing the main ideas of a passage. Additionally, there would be a
multiple choice quiz which is about active and passive voice.

The portfolio is a good example of formative assessment which ongoing process.
In the portfolio, students put every single work they have done consciously during
the unit or semester so the teacher can see and assess learner’s performance and
give feedback immediately. Each student from the beginning of the unit is going
Unit plan: MEDIA
to have a file where he puts every note, feedback, and work in it so that the
teacher would give his immediate feedback through the unit.
2. Summative assessment aims to evaluate students’ learning at the end of each unit. For
example, midterm and final exams which both are the example of summative

Midterm. There would be a midterm which includes reading and multiple choice
questions. It would cover the passive and active voice, SMS phone language and
extracting the main ideas of a passage.
Regarding the feedback, predominantly, it is going to be indirect feedback due to the fact that students at
this age (grade 10) go through critical adolescence period. The effectiveness of this method of feedback
has been approved by several researchers. Anne, W (2017) mentions that indirect feedback encourages
students for deeper cognitive development and learning. Also, it spurs learners for autonomous learning
habit (Anne, W. 2017). In addition, students in the classrooms, in Al Khoudh School, have shown a great
development and positive reaction towards the indirect feedback rather than direct feedback.
Another significant feedback strategy is written feedback; it is going to be used for the written
assignments or tasks. The students are going to get the written feedback on the same assignment paper so
that they can learn from their mistakes as they are documented. As such, the writing is going to improve
the learners’ performance gradually.
Unit plan: MEDIA
Impact on students learning
Assessment of the students’ performance is an essential part of each unit. In this unit, there are several
purposes behind assessing the students such as knowing the strengths and weaknesses. Accordingly,
providing recommendations for the coming units, since this is the first unit in the book. Additionally, this
assessment can be considered as need analysis for the student. Therefore as part of this unit assessment,
students have been given a Grammar/Vocabulary test to see whether they benefited from the unit lessons
or not. This test can determine to what exact level the content of the unit and the used strategies helped in
enhancing students’ language proficiency.
The following diagram demonstrates students’ general performance in the test. In general, students’
performance is moderate. Some of the students met the expectations; they did well in the test and scored
the full mark. Some other very few students’ performance was frustrating; their performance in the test
shows that their level of English remained as it used to be in the very beginning of the semester. The rest
of the students’ performance was intermediate which is a bit reassuring.
Student Student Student Student Student Student Student Student Student Student
Unit plan: MEDIA
The test results reveal the fact that students’ grammatical knowledge has improved; they scored well in
the grammatical part of the test. On contrary, the test results indicate that students’ vocabulary repertoires
have not reached the expected level; the majority of students made some mistakes in the vocabulary part
because of the lack of word meaning knowledge, spelling mistakes and mispronunciation.
One type of mistakes students made is mixing up between letters; mixing between “s” and “C”.
Another type of mistake students fell in is missing a letter.
The third type of mistakes students did is the letter order.
Reflection on teaching practices:
After analyzing the students’ performances in the test and classroom as well, I can now determine
students’ weaknesses and strengths. This would help me know the areas I should shed more light on.
First, students really show great enthusiasm in the classroom because the topics presented in the unit are
endearing to them. Another source of students’ vital interaction in the classroom is the different strategies
used in every day. So, it is important that I should keep on following the same pattern of diversifying the
methods of teaching in the classroom. Also, as regard to grammar lessons, It is clear that I ought to
continue along the same lines following the same pattern as it was really beneficiary for students as test
Unit plan: MEDIA
results proved. On the other hand, regarding vocabulary teaching, I should adopt new strategies in
teaching students word meanings, spelling and correct word pronunciation as well, so students would
build their vocabulary repertoire efficiently. Another way is that I might provide students with more
vocab activities so that they would encourage them to allocate more time for vocabulary learning.
Gaddes, M., & White, R. (1978). The use of semi-scripted stimulated authentic speech in
listening comprehension. Audio-Visual Language Journal, 16(3), 137-145.
LeoNora M. (1990). Educational Philosophies. Retrieved December 9, 2018, from
Last Updated November 30th, 2018 07:16 pm. (n.d.). Social Development Theory (Lev
Vygotsky). Retrieved December 3, 2018, from

Social Development Theory (Lev Vygotsky)

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