University Teaching Practice: Lesson Plan on Report Writing

This assignment presents a detailed lesson plan designed for teaching report writing in a higher education setting. The plan focuses on the core terminologies essential for effective report writing, emphasizing the teacher-centered approach as the primary teaching method. The objective...Read More

Teaching Practice
Lesson Plan 3

Table of Contents
Topic
Teaching Method
Objectives of the class
Assessment Method
Differentiations
Effective Reading
REFERENCES

Topic
Key terminologies in Report Writing
(explain, describe, evaluate, outline)
This involves teaching key terminologies of
report to students so that students learn
meaning of terminology and requirement of
terminologies in relation with report writing.
This means to enable students to learn what
they need to do report on the basis of
terminology of report.

Teaching Method
Teacher-centred teaching method also known as direct instruction is appropriate
teaching method for this lesson. In this students are taught different terminologies
by teacher and teacher remains at centre of teaching and students have role in only
listening and understanding what is being taught by teachers. Interactive approach
will also be involved so that students can raise question if they are not able to learn
anything.
Resources
Text Books
Reports for example

Objectives of the class
To make students understand different terminologies
about report writing and effectively understand different
requirements of report writing.
Timing/time length
30 Minutes

Assessment Method
Assessment method for this teaching will involve written test in formative assessment. In this
once teaching and lesson is completed, written test of students will be taken. Written test will be
done to assess how effectively learners have become able to understand and learn what they
have been taught.
Group organisation/Group work
In order to make students learn they will be encouraged to discuss within groups and for this
small group of 3-4 members will be developed. Students will discuss terminologies within
group and will be able to understand what and how others have understood teaching about
terminologies. This also motivates learners to effectively learn and be attentive and focused
because they see others learning.

Differentiations
No differentiation is required for learning of students and all students except those who have special
requirements will taught simply using same approach for teaching.
Minimum core requirement
Language- This is one of the important requirement for this learning. Students and learners are
required to possess good knowledge of English language because this is key requirement for learning
terminologies of report. Terminologies of report are in English language and this is why knowledge of
English is very important for learners.
Literacy- This is concerned with skill to read and write and unless individual possess literacy they
cannot be taught terminologies of report. Reading and writing abilities are very important for the
purpose of creating report and learn its terminologies.

Effective Reading
Effective reading is very important for understanding terminologies
and for developing expertise and enabling students to learn
terminologies of report. Effective reading will enable them not only
to understand but also to apply terminologies of report in practice.
Memorization
Memorisation is important for retention of learning and this is why
memorisation of terminologies will enable learners for effective
retention.

REFERENCES
 Al-Balushi, S.M and et.al., 2020. Student-centred and teacher-centred science
classrooms as visualized by science teachers and their supervisors. Teaching and
Teacher Education. 89. p.103014.
 Indriyanti, R. and Prasetyo, Z.K., 2018. Improving the experiment report writing
skills of fifth graders through the discovery learning method. Jurnal Prima
Edukasia. 6(1). pp.102-110.
 Trenkic, D. and Warmington, M., 2019. Language and literacy skills of home and
international university students: How different are they, and does it
matter?. Bilingualism: Language and Cognition. 22(2). pp.349-365.