Dynamics of change and leadership in the workplace

RATIONALE:
A Sci-Tech curriculum class of around 36-38 students will be the first group of
subjects to be studied under the methods used in the action plan. Weakness of each student
in a particular biology lesson will be identified in efforts to overcome this shortcoming.

The gist of this action plan is about how well the student be able to explain the lesson
they have been struggling to understand with, to other people as a measurement of their
level of understanding. Before the student can explain the lesson to someone, they must first
have to revisit and review the lesson to learn it again on a better pace. If the student fails or
struggles to explain the concepts behind the lesson, then the student must review again on
the parts where they feel they have hard time explaining. Called the “Feynman Technique”,
the method is very famous and is evident for the success of a lot of people in the science
community, who overly use this technique to effectively understand something. It’s a cycle
of trying to explain the concept as effective as possible and at the same time continuously
reviewing the confusing parts of the topic until the concept will become second-natured to
you.

The fundamental ideas being used in this action plan is based on the idea that is
famously talked and quoted about by several famous physicists such as Albert Einstein and
Richard Feynman, who both value the importance of understanding concepts.

ACTION PLAN:
The plan is modified to suit a classroom setting in applying the technique. This
description is called to be labeled as a Performance Task, in order that the students will be
evaluated on their progress. Mainly, this can only be done through a 1on1 focused discussion,
wherein the students will be tasked to search for a prospect learner within the vicinity of the
campus. Take note, that the prospect learner must have very little or no knowledge at all on
the topic that is going to be discussed. The flow of the performance task will be as follows:
NOTE: The duration of the 1on1 discussion may vary from student to student. The student
will be discussing a whole-lesson’s-worth of information. Patiently taking time; slowly but
surely, is advised.

 DAY 1 (MONDAY):
i. The teacher will introduce and explain to the Sci-Tech students about the
performance task intended for the week.
ii. Each Sci-Tech student will be assigned a particular biology lesson whom
he/she is struggling with, based on the student’s performance on that
lesson.
iii. Fellow science teachers will be informing students from other sections,
who are under them, that by Thursday (Day 4) and Friday (Day 5), Sci-Tech
students will be roaming around the campus looking for prospect learners
for a 1on1 discussion on a particular biology lesson.
iv. Student’s preparation for the performance task will start on this day.
Formulation of strategies on how he/she is going to master the lesson and
be able to discuss it to the learner without any difficulty.

 DAY 2 & DAY 3 (TUESDAY & WEDNESDAY):

i. Continue preparations.
ii. Consulting to the teacher is a must. Since the students are not trained
educators, they badly need the guidance and expertise of the teacher on
how to effectively teach the lesson to the prospect learners. Consultation
could also be used for asking questions on parts of the lesson where they
are having difficulty understanding. The teacher must roam around the
class for the initiative to guide.

 DAY 4 & DAY 5(THURSDAY):

i. Execution day of the performance task, the students will now be roaming
around the campus to look for prospect learners.
ii. After the student has taught the lesson, the prospect learner is tasked to
approach the teacher of the Sci-Tech student to fill-up an evaluation form.
The evaluation form will be confidential only between the teacher and the
prospect learner.