Session 4 Planning ICT-based Lessons

Mini lecture on lesson planning (15 min) Activity 1: Lesson planning (40 min) Activity 2: Lesson plan critiques (15min) (Activity 3: Reflect) Closure, announcements (10min)

Mini lecture on lesson planning (15 min)

Activity 1: Lesson planning (40 min)

Activity 2: Lesson plan critiques (15min)

(Activity 3: Reflect)

Closure, announcements (10min)

By the end of the lesson, trainee teachers should be able to: State the basic procedures of lesson planning process without assistance Write two to three SIOs using the ABCD framework Develop a lesson plan for the group demo using the meaningful learning framework

By the end of the lesson, trainee teachers should be able to:

State the basic procedures of lesson planning process without assistance

Write two to three SIOs using the ABCD framework

Develop a lesson plan for the group demo using the meaningful learning framework

Identify goals Analyze learners Write SIOs Plan instructional activities Select ICT(s) Develop assessment Revise instruction Implement instruction Adapted from the Reiser & Dick’s model of instructional design

Identify goals Analyze learners Write SIOs Plan instructional activities Select ICT(s) Develop assessment Revise instruction Implement instruction Our focus areas in this session

Identify goals Analyze learners Write SIOs Plan instructional activities Select ICT(s) Develop assessment Revise instruction Implement instruction Adapted from the Reiser & Dick’s model of instructional design

General background & experiences Knowledge & skill factors Other factors

General background & experiences

Knowledge & skill factors

Other factors

Age: Attention span, mental development Grade/Stream Gender SES

Age: Attention span, mental development

Grade/Stream

Gender

SES

Prerequisites/Prior knowledge Literacy levels: information, digital, media, etc. Types of ICT skills

Prerequisites/Prior knowledge

Literacy levels: information, digital, media, etc.

Types of ICT skills

Readiness for SDL Motivational level Metacognitive abilities Readiness for CL Experience with group work & soft skills Learning style: Verbal Visual Kinesthetic Special needs?

Readiness for SDL

Motivational level

Metacognitive abilities

Readiness for CL

Experience with group work & soft skills

Learning style:

Verbal

Visual

Kinesthetic

Special needs?

Identify goals Analyze learners Write SIOs Plan instructional activities Select ICT(s) Develop assessment Revise instruction Implement instruction Adapted from the Reiser & Dick’s model of instructional design

Goals General statements of desired learning outcomes; can be found in syllabi Objectives Are for specific lessons targeted to specific groups of students Should be observable/assessable to guide lesson planning

Goals

General statements of desired learning outcomes; can be found in syllabi

Objectives

Are for specific lessons targeted to specific groups of students

Should be observable/assessable to guide lesson planning

ABCD model Audience : what level/ability/etc. Behavior : observable verbs Conditions : what circumstances Degree : how well

ABCD model

Audience : what level/ability/etc.

Behavior : observable verbs

Conditions : what circumstances

Degree : how well

Given a bar, line, or circle graph, the secondary one mathematics students will be able to verbally present all the statistical or numerical information shown on the graph with 100% accuracy. Audience Behaviour Condition Degree

Given a bar, line, or circle graph, the secondary one mathematics students will be able to verbally present all the statistical or numerical information shown on the graph with 100% accuracy.

Mathematics students will understand how to interpret a bar chart accurately.

Mathematics students will understand how to interpret a bar chart accurately.

http://zaidlearn.blogspot.com/2009/07/use-blooms-taxonomy-wheel-for-writing.html Examples 1 2 Lower order Higher order

http://zaidlearn.blogspot.com/2009/07/use-blooms-taxonomy-wheel-for-writing.html Knowledge/ Comprehension Application Problem solving

Students should be able to: do individual mind mapping brainstorm for ideas with a partner within the group gather information on the web for life during the Japanese Occupation in Singapore

Students should be able to:

do individual mind mapping

brainstorm for ideas with a partner within the group

gather information on the web for life during the Japanese Occupation in Singapore

Identify goals Analyze learners Write SIOs Plan instructional activities Select ICT(s) Develop assessment Revise instruction Implement instruction Adapted from the Reiser & Dick’s model of instructional design

Get into demo groups (groups of 4) Download your subject syllabus http://www.moe.gov.sg/cpdd/syllabuses.htm http:// www.seab.gov.sg Choose one learning outcome and plan a student-centred demo lesson that answers the targeted outcome Incorporate ICT-based activities meaningfully

Get into demo groups (groups of 4)

Download your subject syllabus

http://www.moe.gov.sg/cpdd/syllabuses.htm

http:// www.seab.gov.sg

Choose one learning outcome and plan a student-centred demo lesson that answers the targeted outcome

Incorporate ICT-based activities meaningfully

Add the lesson planning template in your TEL demo group’s wiki page Include under “ Suggest at least ONE student-centred lesson idea for the technology ” You have 40 minutes to complete the planning for one lesson objective 40 min group discussion

Add the lesson planning template in your TEL demo group’s wiki page

Include under “ Suggest at least ONE student-centred lesson idea for the technology ”

You have 40 minutes to complete the planning for one lesson objective

Critique the lesson idea of an assigned group What are some lesson planning considerations that have been left out? Contribute meaningful suggestions to the group (comment on or edit the page) 15 min group discussion

Critique the lesson idea of an assigned group

What are some lesson planning considerations that have been left out?

Contribute meaningful suggestions to the group (comment on or edit the page)

In your blog, reflect on what you learned during the lesson planning and critiquing processes Use the 3-2-1 strategy, e.g., 3 things you learned 2 things applied 1 thing you want to know more about

In your blog, reflect on what you learned during the lesson planning and critiquing processes

Use the 3-2-1 strategy, e.g.,

3 things you learned

2 things applied

1 thing you want to know more about

Reading on lesson planning Chapter 6 Fill in gaps! Next week is e-learning week Refer to e-learning material Dr Tan will be on Skype at 3.30pm on the day of your tutorial

Reading on lesson planning

Chapter 6

Fill in gaps!

Next week is e-learning week

Refer to e-learning material

Dr Tan will be on Skype at 3.30pm on the day of your tutorial