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How do teachers connect these concepts?
Via lesson planning
Teachers begin with learning outcomes (or objectives )
Teachers think about meaningful learning approaches and strategies to achieve those objectives, and integrate ICT to support learning
Lesson planning processes
Some points to note when writing objectives
Well-written objectives give students a clear statement of what is expected of them
Note: Administrative objectives are what the teacher or trainer is supposed to accomplish; these are not instructional objectives
Specific Instructional Objectives
SIOs = specific instructional objectives
are for specific lesson targeted to specific groups of students
should be observable/assessable to guide lesson planning
they are also known as behavioral objectives (Robert Mager)
ABCDs of SIOs
A udience (the type of learner)
B ehaviour (observable performance)
C onditions (during performance)
D egree (criterion, quality or standard)
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Rules for A udience
Write for an individual student, not a group
N ot needed in SIO if clearly stated elsewhere in lesson plan
Indicate level (P3, P5, etc.), the subject (English, Music, etc.) and an indicator of general ability (remedial, express, average ability, etc.)
Rules for B ehaviour
Should be observable by an outsider
Should be what the learner does not what the teacher does
Should include mention of the skills or knowledge a learner has attained, not simply to pass a test
How to write SIOs? See wiki .
Rules for C onditions
Refers to conditions at the time of the test or performance
Not acceptable: “After completing X periods of instruction…”
Paper & pencil test, oral test, timed test
With real equipment, with a simulator
With access to a calculator/ dictionary/ Internet
Rules for D egree
How good is “good enough”?
Do not say “100%” unless perfection is the only acceptable level of performance
Observable performances usually require a judge or rater
Can also refer to external standards (if they exist)
A good example
Given a bar, line, or circle graph, the Sec 1 mathematics students will be able to verbally interpret the statistical or numerical information shown on the graph with 100% accuracy
Condition Audience Degree Behaviour
The instructional activities are those activities which help to meet the objectives and, eventually, the goals
A sample lesson plan Tuning In: Teacher recapitulates the 4 Steps to Problem Solving using the powerpoint slides. Powerpoint: 4 Steps to Problem Solving To revise and recapitulate the concept learnt.
Teacher shows the slides on using the 4 steps in solving Before & After Concept involving Ratio.
to take note of how the model is drawn
to look out for the unchanged condition
two set of models to be drawn
2 sample questions are demonstrated
questioning technique is employed the slides show
The teacher gets the class to break into groups for Group Work.
The students would make use of the template shown to solve a problem using the 4 Steps of Problem Solving with Before & After Concept.
Teacher reminds the class of the following points:
the questions to be asked in Step 1
draw clear and precise models
suggest (if any) other methods to solve the question
The groups share their answers with the class.
Teacher has to tell the class that it is alright to make mistakes.
Teacher will correct mistakes where necessary.
Teacher will take note of the group that needs attention during the sharing.
Powerpoint: Before & After Concept Template on Powerpoint Mahjong Paper Markers Questions (Appendix 2) Completed Group Work Magnetic ruler to hold the work The sequencing in powerpoint would enable the concept and steps to be demonstrated clearly and systematically. Through group discussion, achieve 3-point teaching (peer correcting). Peer checking to confirm the accuracy of answers. Teacher can identify the weak group, correct common mistakes or misconception Note that not all the groups will share on this day. Some will be shared in the next lesson.
Critiquing lesson plans
Get into your assigned groups
Review the critique of another group
A reviews B, B reviews C…
Leave comments in Google Docs
Apply some concepts of lesson planning, e.g.,
Write SIOs using the ABCD method
Suggest instructional strategies
Suggest ICT that supports or enables learning
From Session 4 to Session 12, we will be exploring ICTs that support or enable meaningful learning activities
What is the link between Session 3 & TELs?
Your have a group assignment at the end of each TEL
TELs schedule 4 TEL 1 F2F Introduce Group Assignment (30%) 5 6* Artefact 1/Lesson idea 7 TEL 2 F2F 8 9* Artefact 2/Lesson idea 10 TEL 3 F2F Deadline for Individual Assignment 11 12* Artefact 3/Lesson idea
Next lesson is Wed , 31 Aug, 8.30am
Venue: MxL (NIE5-01-06)
Topic: Game-based learning!
One-minute reflection in Edmodo : What did you learn about lesson planning?