English 10 group research project (Unit 4)

Name: Chachuboonporn Veerapongpradit 1005

Learning Outcomes:
 To teach your peers within the same group, and to co-teach another group in your class about an
abstract concept, innovative idea or a revolutionary theory, whilst writing a report on this process.
 To develop and create an individual, and group plan to teach another group about a chosen topic.
 To apply yourselves efficiently throughout the learning process and ultimately the result.

Learning steps:
C. Identifying the learning content (Phase 1)
 In your groups choose an overall topic from the following choices: (D – Wed 22nd May)

An abstract concept An innovative idea A revolutionary theory

Abstract thinking is a level of
thinking about things that are
removed from normal facts and of
the “here and now”. Regarding an
abstract concept, it is a specific
example of a thing that is unique
and different to reality and a view
of something that could maybe be
done.
An innovative idea can be defined
simply as a new idea, device or
method. However, innovation is
often also viewed as the
application of better solutions
than existing ones that meet new
requirements, understood needs,
or existing market desires.
A theory is a belief or a system of
ideas intended to explain
something, especially one based on
general principles, ideologies or
philosophies independent of the
thing to be explained. A
revolutionary theory would be one
that has changed our modern way
of thinking.

 Each group member chooses 1 particular feature of the chosen topic. Think about the following to help you
identify a specific feature: (D – Wed 22nd / E – Thurs 23rd May)
 Identify areas that interest you within the topic using strategies such as; making a list, mind
mapping or a spider graph.
 Do some informal research, i.e. read, watch short videos, explore the internet, ask other
students and discuss with your teacher.

B. Individually constructing the learning content (Phase 2)

 Individually begin the research process by gathering information about your individual feature. Do this by
using the following digital multi-modal resources: (E – Thurs 23rd / A – Fri 24th May)
 Reading and analysing ‘reliable’ online sources of academic literature.
 Watch various educational and informative videos on YouTube, or other video-sharing websites.
 Study pictures, diagrams or graphs that highlight key elements of your chosen feature.

 Complete the individual lesson plan (attached), to help you plan your 15-minute lesson. Use the example
lesson plan to help you complete this. It should have at least 3 stages in a sequence and 1 essential question
to reflect on. (B – Mon 27th May)

DO NOT MOVE PAST THIS SECTION UNTIL YOU HAVE

COMPLETED ALL THE ABOVE!
 Construct your individual lesson using games, activities or a short PowerPoint, or other presentation
platform using your completed individual lesson plan to refer to. This should highlight all your researched
information you have gathered in an ‘easy to understand’ instructional method. (B – Mon 27th / C – Tues
28th May)

Learning and teaching steps:

C. Peer-to-peer teaching the learning content (Phase 3)

 Once your individual lesson is ready each student takes turns to teach the rest of the group about their
chosen feature of the group topic. (Teaching time – 15 minutes) The other group members will need to take
notes and gain an understanding of each feature to help them complete the information in the table below.
(D – Wed 29th / E – Thurs 30th May)

NOTE: Completing the table below will help you to write your
final reflection.
 What to think about before, during and after your peers teach you regarding the feature.
What you already know – before What you want to know – during What you learnt – after
 How religions can affect  The spiritual anchor
 Religion is related to the us, and without them,  Religion and mental
formation of culture and what will happen to us. health
people’s mind set.  Nihilism
 Morality and religion

D. Group construction of the learning content (Phase 4)

 Your group will now combine all their accumulated research and create a group lesson plan (attached),
which will outline how you will teach the overall topic to another group. It should have at least 3 stages in a
sequence and 1 essential question for the group being taught to answer. (A - Fri 31st May)

DO NOT MOVE PAST THIS SECTION UNTIL YOU HAVE

COMPLETED ALL THE ABOVE!
 Construct your group’s lesson using games, activities or a short PowerPoint, or other presentation platform
using your completed group lesson plan to refer to. This should highlight all your group’s researched
information that has been gathered in an ‘easy to understand’ instructional method. (A - Fri 31st / B - Tues
4th Jun)

E. Group-to-group teaching the learning content (Phase 5)

 Once your group’s lesson is ready your whole group will teach your chosen topic to another group.
(Teaching time - 30 minutes) The other group’s will need to take notes and gain an understanding of each
topic to help them complete the information in the table below. You will need to do the same with the
group that teaches you and complete the table below. (C - Wed 5th / D - Thurs 6th / E - Fri 7th Jun)
 NOTE: Completing the table below will help you to write your final
reflection.
 What to think about before, during and after another group teaches you their topic.

What you already know - before
 Asian parent are mostly
tiger parents.
 The age author of family.
What you want to know - during
 How it affect us in
negative ways and
positive ways.
What you learnt - after
 Tiger parents can lead to a
child success.
 Tiger parents can create
stressful family
environment.

Reflection and understanding steps:

F. Group teaching (Phase 6)
 Now that you have been taught about a new topic from another group reflect on what happened. Think
about the following to help you:

NOTE: Completing the tables below will help you to write your final
reflection.
What was the answer to the essential question? Positive comments Constructive criticism
1.  They choose good  Sometime, they
Q: Why do you fear to speak up to your topics and speak quickly.
parents? understand easy.
 They organised the
presentation well

A:fear of mistake or authority

G. Individual teaching (Phase 7)

 Now that you have taught a new topic to the peers in your group reflect on what happened personally.
Think about the following to help you:
What were my 2 successes? What were my 2 failures?
1.
I present my topic on time.
Sometimes, I get lost of my focus .

2.

My peers understand my topic. I cannot pronounce some technical terms.

What are 2 areas to improve on? What are 2 areas that I learnt about myself?
1.
Although I cannot speak clearly, I try my best to make people
I should improve about my speaking skills. understand.
2.
I should be more focusing about presentation. I can organize the presentation slides better than last time.