Reflective Na

Aims and outcomes were set out at the beginning of the lesson; they linked with the unit’s assignment, so the learners were fully aware of the relevance to their course. Learners were moved into pre-set groups, this was determined by a part of the assignment in which they were working together on a presentation. The learners then worked together to complete Major Incidents anagrams. The anagrams were split into 4 and this was the number of groups in the class. Each group then fed back their answers to their peers. The learners remained in their groups for the remainder of the lesson. The learners were asked to identify points that define a major incident, they were told that the lecturer would select a member from each group to write a point on the board and that they had to be prepared to defend their point. This meant that the groups had to come up with at least 5 ideas to ensure that they had an answer to put on the board. A You Tube clip was used to show the learners a recent major incident, before starting the clip learners were told what they needed to find out and then they were questioned to confirm that they knew what it was they were looking for. During the clip the lecturer stopped and started and asked questions about what they had seen. This caused a lot of good debate within the group. The lecturer linked the subject matter of the film back to the group work prior to it; this ensured that the learners could see the link. He then linked what they had learnt directly to their assignment. At the end of the lesson the lecturer went through each of the aims and outcomes to confirm that learning had taken place and handed out lesson feedback forms to consolidate the learning. Learners were given time to write up what they had learnt prior to the lesson ending.  
Curzon, (1996, p240) says “Preparation of a formal lesson demands a consideration of three major factors: the students, the subject matter, and the resources and constraints.” It was obvious that...