Session04 ICT for Meaningful Learning (Lesson Planning)

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  • (It is not important what the teacher does. It’s what the student does that matters.)
  • (What skills did the learner attain in this example? Impossible to tell! A test score by itself or the completion of instructional units tells us nothing about what the student actually learned !)
  • (In this example, it is difficult to have an idea what to look for to know if the student has learned the content. The main focus should be to see an actual application task included in the objective)

Transcript

  • 1.
    • Lesson planning
  • 2. Today’s activities
    • Follow up on e-lesson on lesson planning
      • Factors to consider when planning
      • Components of lesson planning
    • “ Think-pair-share” critique of a lesson plan
    • Start discussing demo projects; include a lesson plan
  • 3. Recap
    • Dimensions of meaningful learning
      • Learn by doing/participating/experiencing
      • Engage students’ prior knowledge
      • Self-directed learning
      • Use of real world contexts
      • Collaborative learning
  • 4. Connecting the concepts
    • Via lesson planning
    • Usually teachers begin with learning outcomes (or objectives)
    • Think about meaningful learning approaches and strategies to achieve those objectives and integrate ICT to support both teachers and students
    http://www.flickr.com/photos/emilybean/2540261482/ used under CC licence
  • 5. Some points to note when writing objectives
  • 6. Considerations
    • Acceptable :
    • The P5 student will be able to label all the continents of the world on an unlabelled map
    • Unacceptable:
    • The English teacher will present a video on the world’s continents
    Objectives should be stated from an INDIVIDUAL LEARNER'S point of view, NOT the teacher’s
  • 7. Considerations
    • Acceptable:
    • The algebra student will be able to use the quadratic formula to correctly solve 8 of 10 second-degree polynomial equations in a paper & pencil test
    • Unacceptable:
    • At the end of instruction, the pupil will have successfully completed 10 mathematics homework questions
    Objectives should state what knowledge, skills, or attitudes a learner should have attained by the END of instruction, NOT the activities or lessons which occurred DURING the instruction
  • 8. Considerations
    • Acceptable:
    • The P5 student will be able to describe the five major organ systems of the human body in terms of their general functions and major organs, matching 90% of the content in found in the textbook
    • Unacceptable:
    • The student will know more about the major organ systems of the human body
    The actual performance the learner is to attain should be stated in OBSERVABLE or MEASURABLE terms
  • 9. Using Bloom’s taxonomy
    • See this PDF for
      • Old taxonomy
      • Revised taxonomy
    • Measurable and observable activities
    http://zaidlearn.blogspot.com/2009/07/use-blooms-taxonomy-wheel-for-writing.html
  • 10. 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.
    • Development:
    • 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.
  • 11. Instructional activities
    • Examples of teacher-directed activities
      • Presentation/lecture
      • Direct instruction
    http://www.flickr.com/photos/paladinsf/2423226031/ used under CC licence
  • 12. Instructional activities
    • Examples of student-directed activities
      • Group discussions
      • Group investigations
      • Jigsaw method
    http://www.flickr.com/photos/24289877@N02/3638995827/ used under CC licence
  • 13. Activity 1: Critique lesson plan
    • Pair up with someone with the same CS and exchange the lesson plans you brought
    • Use the template provided and analyse the lesson
    • In your blog, share your opinions and reflections using the 3-2-1 strategy:
      • 3 “things that I have learnt” from the process
      • 2 “things that I can apply”
      • 1 “thing that I want to know more about”
  • 14. Activity 2: Demo project groups
    • Meet with your project groups
    • Review the instructions carefully
    • Discuss possible topics and record your notes in your demo group wiki page
    • Include a lesson plan
      • Not for your 15-minute demonstration
      • For the lesson you are recommending that integrates the ICT you choose
  • 15. References
    • Chai, C. S., Wang, Q. (Eds.) (2010). ICT for Self-directed learning and Collaborative learning. Singapore: Prentice Hall . Chapter 6.
    • Divaharan, S. & Choy, D. (2007). Designing and facilitating student-centred learning. In Quek, C.L., Wong, A.F.L. & Tay, M.Y. (Eds.), Engaging and managing learners: Practitioners perspectives. (pp. 135-150). Singapore: Pearson:Prentice-Hall.
  • 16. References
    • Wong, A.F.L., & Divaharan, S. (2007). Delivering and managing whole class teaching. In Quek, C. L., Wong, A.F.L., & Tay, M. Y. (Eds.), Engaging and managing learners: Practitioners' perspectives (pp. 83-104). Singapore: Pearson: Prentice-Hall.
    • Wong, H. K. & Wong, R. T. (1998). The first days of school . Singapore: Harry K. Wong publications
    • Arends, R. I. (2004). Learning to teach . (6th Ed.). New York: McGraw-Hill
  • 17. Next phase of the course
    • TELs: Technology-Enabled Learning
      • From Session 5 to Session 10, we will be exploring more ICTs to enable meaningful learning activities
      • You and I teach the course!
      • We meet in the MxL next week (NIE5-01-06)
    • Reminder: Your Individual Assignment is due in Session 6