Learning

Activity

Description of Lesson:

The course is designed to teach different theories and models of supervision, in
order to help students formulate their own model of supervision.

Learning about the Discrimination Model for supervision is early on during the
course because students are still in the process of acquiring the basic knowledge of
different models and theories of supervision and have yet to master and use this
knowledge to create their own model of supervision.

The learning activity will be about a hour.

Objectives:

Students will recognize and be able to explain the Discrimination Model. This
objective relates to the first level of Blooms Learning (recognize) and the second
level of Blooms learning (explain).

Students will illustrate or give examples of how and in what context a supervisor
can use this model. This objective relates to the second level of Blooms learning
(illustrate and give examples).

Activity:

Each student will be given a note card by the instructor and asked to briefly write
down an explanation of what they think the Discrimination Model is.

Descriptions will be collected by the instructor and discussed as a whole group in
order to assess what students already know and how much they know about the
Discrimination Model.

Each student will then be given a handout, where they will read the section labeled
Integrated Models only, to get an explanation of the Discrimination Model.

Once the students have read the handout, students will be paired in small groups
(about 3 to 5 people) where they will discuss their understanding of the model.
They will be expected to discuss their explanation of the model, compare this model
to other models and/or think about the similarities and differences between the
information on the handout and the initial written brief descriptions.

Once students are done with their small group discussions, as a whole group an
explanation and understanding of the Discrimination Model will be explored and
discussed.

Students will then be paired into different small groups (about 3 to 5 people). Since
the Discrimination Model has nine different combinations, each group will be
assigned to one of these combinations. Each group will have to illustrate and give 2
to 3 examples of how and when a supervisor can use this model in relation to the
combination they have been assigned.

The instructor will walk around from group to group and hear the examples and
give feedback on whether the examples given are appropriate and accurate. If the
examples are appropriate and accurate then the instructor will approve them. If
they are not appropriate and accurate, then the instructor will help the group to
brainstorm some new examples that are appropriate and accurate.

Once each group has approved examples, each group will pick one of the approved
examples and present it to the class.

Class will end with a brief whole group discussion that involves a review of what
was learned and a video will be watched that provides an explanation and
demonstration of the Discrimination Model. Below is a link to the video.

http://www.youtube.com/watch?v=7wOszCNcKR8

The next day, before the start of a new lesson, a short quiz will be given where
students will have to note and briefly describe all 6 parts of the Discrimination
Model and then provide an example for each of the nine different combinations of
the model. This quiz will help me assess what they have learned about the
Discrimination Model.

Kolb Model:

The Kolb Model states that to learn something one has to have a concrete
experience, observe and reflect on that experience, form abstract concepts from this
reflection, and then test the new concepts (Kolb, 1984). My learning activity fits the
Kolb Model. The concrete experience is reading the handout about the model,
reflecting on this experience is when students in small groups discuss their
understanding of the model, forming abstract concepts from this refection is when
an explanation of this model is discussed as a whole group, and testing new
concepts occurs when students in small groups illustrate examples of how and when
a supervisor can use this model. Thus, the Kolb model helped with instructional
planning since it allowed me to break down my activity into these multiple sections.

Reference

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and

development. Englewood Cliffs, NJ: Prentice-Hall.