Preparation
As an instructor I will begin by getting background information regarding the new social workers. Asking what their experience is with facilitating the assessment or with facilitating similar assessments. As the instructor, I will gain the new social worker’s attention and provide instruction on how to facilitate the assessment. I will also provide clear goals and what I hope they are able to gain from today’s lesson.
During the instruction I will provide humor with real life scenarios based on my experience as an instructor or what I know other social workers have experiences. In addition, there will be more experienced social workers who will assist with the instruction by providing reciprocal learning and their real-life experiences with facilitating the assessment. This helps with scaffolding as new social workers are able to receive support by more experienced social workers.
After instruction, the new students will be broken into groups of four. Groups will be broken down by me. I will ensure that each social worker is paired with other social workers with less and more experience from one another. They will then be asked to take turns facilitating the assessment in their groups by taking turns leading different parts of the assessment. During the reciprocal teaching portion of the lesson, staff will be required to provide feedback to their colleagues by applying cognitive strategies such as questioning, summarizing, clarifying, and predicting. During this phase it encourages learners to work together. As the instructor, I will be walking around the room and providing feedback to all learners. This will help promote satisfaction in John Keller’s ARCS model.
After the lesson, new learners will be asked to shadow experienced social workers facilitating the assessment. This will promote the Zone of Proximal Development (ZPD). Afterwards, as the instructor, I will meet with the new social workers to provide any clarification.