m2_lesson_plan_magdalene

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ACTA Module 2: Design Learning Lesson Plan (6 hours from a course) Program Overview

Factors Description

Designer / Developer

Magdalene Tan

Course Title

Lead a Tour at the Peranakan Museum

Purpose Include benefits to the participants / organization

Benefit to the organisation – to improve the quality of the tours and the services of the docents, leading to more tour bookings.

Benefit to the individual – to improve their presentation skills and historical knowledge for higher quality tours.

Learning Outcomes

(List Learning Outcomes for 6 hours)

LO1: Explain Peranakan history

LO2: Distinguish different types of Peranakan cultures

LO3: Lead a Peranakan tour

Organisation

Singapore Peranakan Museum

Target Audience Occupation, job roles

Aspiring docents aged 18 and above, who are self-motivated to learn as the course is unsubsidized and comprises mainly of self-enrolled individuals and/or social groups attending the course out of deep interest, as being a docent is a volunteer/non-profit role.

Assumed knowledge Numeracy and literacy levels etc.

English literacy skills – advanced conversational level and a pass in O’Level English

Learner Characteristics Demographics, cognitive, affective and social characteristics

Demographics • Gender: 50% male, 50% female • Age: 18 and above

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Factors Description

• Culture: 60% Singaporeans, 40% foreigners (Malaysians, ASEAN, Europeans, Americans, Japanese, Chinese)

• Industry / Organisation Experience: From none to over 40 years of experience

Cognitive Characteristics • Language ability: Pass in O’Level English • Educational level: O’Levels and above Affective Characteristics • Motivation to learn: Interest in local history with high motivation to learn, as approximately 60%

of the course participants are independent enrolments. • Level of anxiety about learning: High as these are participants who took the initiative to self-

enroll out of keen interest. Social Characteristics • Relationship to peers: From the same social groups • Tendency to compete or cooperate: Low tendency to compete, as the course is competency-

based and not graded. High tendency to cooperate as the participants are from the same social groups.

Entire Course Duration (in hours)

6 hours

Class Size

20 pax

Venue

Singapore Peranakan Museum

3

Lesson Plan – 6 hours Gagne Step

Number Welcome, Admin Matters, Introductory Ice-Breaker

Duration

(mins)

Instructional Method / Instructions to Learners

What will learners be doing Resources

Notes to the Facilitator

1

2

3 min

Gain attention of the

students

Introduce myself and

inform students of the

objectives

Start with a food-tasting session

of different Peranakan desserts

(e.g. Nonya kuehs). Ask the

students to describe the taste

and what they think it is made of.

Get the students to search for

the keywords, “Peranakan

culture” on the Google browser

on their smartphones, and show

and describe the pictures they

see.

Introduce myself and the

qualifications and experience

that makes me the right person

Nonya kuehs to be

prepared for the food-

tasting session.

Online library for learners

to conduct additional

research and self-study.

Short briefs on the origin of

different aspects of Peranakan

culture and solicit the learners’

prior knowledge.

A learners’ handbook that

includes:

- Agenda for the 3-day

8 min

4

3

9 min

Stimulate recall of prior

learning

to facilitate the course.

Debrief of the course:

- Outline the three learning

outcomes of the course.

- Describe the criteria for each

learning outcome.

- Logistics and resources

(online library) for learning.

Show two geographical maps –

one historical map of the former

Straits Settlements in Malaysia,

Singapore, of Dutch Indonesia,

vs modern maps of these places.

Ask learners questions on:

- Where and when did

Peranakan culture

originated?

- What were The Straits

Settlements?

- What do you know of the

history?

- Who – name me 2 famous

Historical map (during

colonial periods) vs

modern map of

Singapore, Malaysia and

Indonesia.

Peranakan photographs,

costumes, porcelain,

embroidery etc, vs

photographs of these

artifacts in their modern

incarnations. E.g.

Peranakan art in modern

Singaporean/Malaysian

course

- Logistics instructions

- Resource references

- Learning outcomes

- Q&A to facilitate thinking

and research

The learner’s handbook to

incorporate these elements

with Q&A for learners to

stimulate recall and thinking.

5

Peranakan personalities in

history.

Show Peranakan artifacts, such

as old historical photographs of

Peranakans, costumes,

porcelain, embroidery etc. Ask

the learners to describe what

they see and which of these

artifacts are influencing modern

life in Singapore and Malaysia.

fashion – the SIA sarong

kebaya uniform of

stewardesses, the batik

shirt.

Learning Outcome 1 – Explain Peranakan History

Duration (mins)

TOTAL: 90 min




4

30 min

Present the content –

History of the

Peranakans

- Props showing

photographs /

graphics/

descriptions of

historical Peranakan

- Walk along the historical

timeline on the floor as the

facilitator explains the history

(15 min)

- Watching a video (5 min)

- Do a Q&A exercise in the

learner’s handbook to

reinforce learnings (10 min)

Photographs, graphics

and other props to create

a historical timeline of

events, arranged on the

floor.

Laptop, projector,

powerpoint presentation

Facilitator to plant questions

and solicit the answers from

the participants to facilitate

their understanding of the

history.

Q&A exercise in the learner’s

handbook.

6

5

20 min

events which will be

arranged on the

class floor on a

historical timeline

(15 min)

- Video (5 min)

- Q&A (10 min)

Provide Learning

Guidance

- Continue with lecture

using a map as a

reference – key

geographical

migratory routes and

settlement areas of

the Peranakans

(10min)

- Group work (10min)

- Resume listening to the

lecture (10 min)

- Group work (10min): Each

group is given a big map and

pictures of key Peranakan

landmarks & dates. The

groups need to work together

to pin the pictures/dates

correctly on the map.

and video.

Maps, pictures of

Peranakan landmarks

and dates.

Facilitator to interject whenever

any group has difficulty with

the group work exercise.

7

6

7

20 min

20 min

Elicit Performance

- Resume the lecture

to cover more areas

in the history, e.g.

significant historical

personalities (10

min)

- Facilitate student

elaborations through

a scenario planning

exercise via group

work (10 min)

Provide feedback

- Concluding lecture to

include feedback on

the group work (10

min)

- Remedial exercise


lecture on significant

historical Peranakan

personalities (10 min)

- Scenario planning exercise

through group work (10 min):

Each group to be given an

exercise where they will

imagine themselves in the

shoes of a specific historical

personality (e.g. Tan Kah

Kee) and make critical

decisions that can potentially

change the course of history.


concluding lecture and

feedback on the group work

(10 min)

- Remedial exercise (group

Pictures and stories of

significant historical

Peranakan personalities.

Scenario planning

exercises for group work,

aimed at activating deep

thinking and eliciting

performance.

Question cards (with

answers on the back) to

be used to facilitate the

group remedial

exercises.

Facilitator to interject whenever

any group has difficulty with

the scenario planning exercise.

Facilitator to ensure the groups

conduct the remedial exercises

in a collaborative way that

elicits feedback.

8

(group work) (10 min) work): use cards containing

questions, get one group to

ask questions and solicit

answers from another group,

to rehearse the learnings.

Bridging Statement to LO2: We have learned about the key Peranakan historical events and know by now that Peranakan culture is an amalgamation of many different cultures borne from inter-racial marriages in the Straits Settlements. The word “Peranakan” originates from Malay prefix ”per” and noun “anak”, which means “to…child”, signifying that the Peranakans are inter-racial descendants and as such, their cultures are from many different sources. This makes it difficult to define specific types of Peranakan cultures. We will now go on to LO2 - Distinguish different types of Peranakan cultures.

Learning Outcome 2 – Distinguish different types of Peranakan cultures

Duration (mins) 90min




9

4

5

6

35 min

20 min

20 min

Present the content

- Types of Peranakans

cultures: Peranakan

Chinese, Peranakan

Arabs, Peranakan

Indians (15 min)

- Video (10 min)

- Q&A (10 min)

Provide Learning

Guidance

- Continue with lecture

with displays of

different types of

Peranakan artifacts

(15min)

- Q&A (5min) – quick

MCQ to reinforce

concepts.

Elicit Performance

- Facilitate student

elaborations through

- Listening to the lecture (15

min)

- Watching a video (10 min)

- Do a Q&A exercise in the

learner’s handbook to

reinforce learnings (10 min)


lecture (15 min) while looking

at the Peranakan artifacts.

- Reinforce specific cultural

points through role play, e.g.

typical scene of a Peranakan

Laptop, projector,


and video.

Peranakan artifacts that

represent each different

type of Peranakan

culture.

To provide learners with

costumes and character

names for the role play.

Facilitator to plant questions

and solicit the answers from

the participants to facilitate

their Q&A exercise in the

learner’s handbook.

Facilitator to invite learners to

view displays of Peranakan

artifacts, whilst lecturing on the

topic.

Facilitator to interject during

role play to reinforce learnings

of differences in Perankan

10

7

15 min

role play (20 min)

Provide Feedback

- Concluding lecture to

include feedback on

the role play (10 min)


MCQ to reinforce

concepts.

extended household.


concluding lecture and

feedback on the group work

(10 min)

cultures.

Bridging Statement to LO3: Now that we have absorbed a lot of content on Peranakan history and learned the nuances between different types of Peranakan culture, what is essential is to present this knowledge effectively and engagingly to different types of tour groups when leading a Peranakan tour. This leads us to LO3 – Lead a Peranakan tour.

Learning Outcome 3 – Lead a Peranakan tour

Duration (mins)

100 min




11

4

5

15min

30 min

Present the content

- Key aspects of tour

management: Crowd

control, knowing the

stakeholders,

presentation skills

(12min)


MCQ to reinforce

concepts.

Provide Learning

Guidance

- Group work: Each

group to choose a

Peranakan exhibit in

the Museum, map

out the layout and

tour plan.

- Listening to the lecture (15

min)

- Answer the MCQ to reinforce

concepts.

Learners to work in groups on a

tour plan:

- Groups to choose a particular

Peranakan exhibit in the

Museum

- Discuss specific topics to

cover

- Discuss areas within the

landmark to tour

- Work out schedule/timing of

the tour

Laptop, projector,


Provide photographs of

various exhibits in the

Singapore Peranakan

Museum for the groups

to brainstorm over and

work on.

Facilitator to interject when

learners are stuck and/or

unsure.

12

6

7

40min

15 min

Elicit Performance

- Role play for: Tour

presentations, different

types of crowds to

manage

Provide Feedback

- Conclude the session

by providing

feedback on each

group’s tour

performance.

- Encourage

collaborative learning

by getting the groups’

to comment on each

other’s performance.

Role Play:

- Groups to present their tours

to the other groups.

- The other groups are to

emulate different types of

crowds to challenge the

presenting group on different

aspects of crowd control

Write down feedback tips and

areas of improvement.

Learner’s guide to

include space for

learners’ to write down

feedback tips and where

to improve.

Assessing Performance

Duration (mins) Instructional Method /

Instructions to What will learners be doing Resources


13

40min Learners 8 40 min Assess performance

- All learners to sit for

a 30 min online test

on their laptops.

- After the test,

facilitator to go

through the answers

with the learners

(10min)

Answering 30 MCQ questions

within 30 min.

All learners need to have

a laptop each, with

access to wi-fi and an

online site to sit for the

test.

To keep watch on the time and

ensure there is no copying.

Enhancing Retention and Transfer Duration

(mins) 20 min




9 20 min Enhance retention and

transfer to the job

- Get the learners to

draw up concept maps to

reinforce memory of all

the key learnings.

Learners to draw up concept

map to reinforce learnings.

Learners’ guide to

provide space/template

to draw up the concept

map.

To provide additional

resources for further research.

m2_lesson_plan_magdalene

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