Ict 1 july 2011 presentation


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lesson plan presentation at NZ ICT connect 2011 on use of Edmodo and AYIT : Cost of life game for lesson on Development in Geography

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  • Use the game segment to spark curiousity and introduce student to the topic on Development (till 2012) and Health and Diseases (2013), with students listing what they have learnt are issues facing the poor in LDCs What to improve: As students learn about development and health issues arising from low standard of living and poverty in poor LDCs, connections can be made to their experience with the simulated game to anchor their learning and interest.
  • Ict 1 july 2011 presentation

    1. 1. Montfort Secondary Microblogging and AYIT Game for Lesson on Reasons for Variations in Development
    2. 2. Lesson Objectives <ul><li>Students will be able to: </li></ul><ul><li>gain insights and empathize with the challenges poor families in LDCs like Haiti faced to improve their lives through their involvement in the game -AYIT: Cost of Life </li></ul><ul><li>2. use their content knowledge and problem solving skills to manage given scenarios and make decisions </li></ul><ul><li>3. evaluate the effectiveness of one key strategy (Health, Money, Education or Happiness) and share/reflect on this on Edmodo </li></ul><ul><li>Prior knowledge </li></ul><ul><li>Indicators of Development e.g. Economic, Health and Social indicators </li></ul><ul><li>Human Development Index (HDI) </li></ul>Montfort Secondary, Geography 2011
    3. 3. Montfort Secondary, Geography 2011 Level : Sec 3 and 4, Express and Normal Academic Venue : ICT Lab Resources : Secure microblogging site: www.edmodo.com and games for social change: 'AYIT-The Cost of Life' at http:// ayiti.globalkids.org /game/ Duration : 2 periods of 35 minutes each
    4. 4. Learning Activities & Purpose Montfort Secondary, Geography 2011 Steps/ Time Teacher Activities Student Activities Purpose Resources 10-15 mins <ul><li>Bridging: Recap Previous Lesson and prior knowledge </li></ul><ul><li>Ask students to suggest why it has been difficult for poor LDCs like Laos, African countries and Haiti to increase their standard of living on posts-its and categorise these under the headings: politicial, economic and social </li></ul><ul><li>Students in groups of 4 suggest challenges people in poor LDCs faced in trying to raise their standard of living </li></ul><ul><li>Group categorise their suggestions on the board under headings </li></ul><ul><li>Recap understanding </li></ul><ul><li>Sparking curiosity : to engage students in thinking about difficulties facing development in LDCs , suggesting reasons </li></ul>Post-its 25 -30 mins <ul><li>A brief is given of the simulation game : </li></ul><ul><li>Show student the task and link on Edmodo. </li></ul><ul><li>Present the task as a mission to improve their lives by of a Haitian family </li></ul><ul><li>They are encouraged to share anytime during the game, discuss strategies and try to have the whole family survive the 4 years intact. </li></ul><ul><li>Students play the simulation game: AYIT The Cost of life individually, write about their strategies and learning experiences, and are encouraged to share their experiences through postings on Edmodo </li></ul><ul><li>Exercise reasoning as students make decisions to solve real world problems posed by poverty </li></ul><ul><li>Exposure to the scenarios and issues confronting the poor family build knowledge/ understanding </li></ul><ul><li>SDL and CoL opportunities </li></ul>Free games for social change: 'AYIT-The Cost of Life' at http:// ayiti.globalkids.org /game/ Free secure microblogging site: www.edmodo.com
    5. 5. Learning Activities & Purpose Montfort Secondary, Geography 2011 Steps/ Time Teacher Activities Student Activities Purpose Resources 5-10 mins <ul><li>Teacher reminds students to post their reflections on strategies used. </li></ul><ul><li>First 3 students to complete the mission of having their family survive the 4 years intact, and share useful postings on strategies used on Edmodo get a token prize. </li></ul><ul><li>During and after playing the game, students post their strategies and learning experience on Edmodo </li></ul><ul><li>Posting enable students to reflect and share their strategies, ask questions, give recognition to peers and socialise at the same time </li></ul><ul><li>Also allow teacher to get feedback and monitor learning and experiences </li></ul><ul><li>Token prize for first 3 to complete task well is given to motivate and recognise good effort . </li></ul>www.Edmodo.com
    6. 6. Learning Activities & Purpose Montfort Secondary, Geography 2011 Steps/ Time Teacher Activities Student Activities Purpose Resources 10-15 mins <ul><li>Students logged off and turn to the board and venn diagram organiser </li></ul><ul><li>Teacher collate student’s answers on the challenges poor LDC family faced on the board </li></ul><ul><li>Group to review their initial posts-it and discuss how this compare with that on the board and their own learning from the game experience </li></ul><ul><li>Students to revise their post-its, categorise on butcher paper and submit for feedback and display </li></ul><ul><li>Students are encouraged to continue with game at home and post their learning and progress on Edmodo over the week. </li></ul><ul><li>Students share their insights on challenges faced, under different categories on the board. </li></ul><ul><li>Groups compare their pre-game diagram and reflect on differences, and revise information on posts-its and butcher paper for display on class wall </li></ul><ul><li>Students do the poll on Edmodo 2 weeks later: </li></ul><ul><li>What have you gained from the simulation games lessons? </li></ul><ul><li>Reflect and classifying skills </li></ul><ul><li>collaborative learning involving formulating hypotheses (suggestions) and comparing it with their simulated experiences to draw conclusions on validity </li></ul><ul><li>Checking against conclusions on the board serve to consolidate learning and revising their suggestions is part formative assessment </li></ul><ul><li>platform to access game at home for self-directed learning </li></ul><ul><li>The poll is to ascertain if there’s sustained impact of lesson on student learning and beliefs. </li></ul>Post-its and butcher paper
    7. 7. Montfort Secondary, Geography 2011 The Task
    8. 8. AYIT: The Cost of Life http:// ayiti.globalkids.org /game/ How to play the Game Montfort Secondary, Geography 2011
    9. 9. Benefits to Teachers <ul><li>greater student engagement with the content and issues </li></ul><ul><li>more student conversations and questions </li></ul><ul><li>Increased motivation to listen to explanations </li></ul><ul><li>greater interest in the subject and topic </li></ul><ul><li>better answers (relevant elaboration with examples) for question assessing the topical understanding in the mid-year exam </li></ul>Montfort Secondary, Geography 2011 Objectives of the game
    10. 10. Pick a game strategy Montfort Secondary, Geography 2011
    11. 11. Montfort Secondary, Geography 2011 At the start …
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    18. 20. Welcome to NZ ICT Connect MSS!
    19. 21. Which smiley best describes how you feel? How was your game experience? Montfort Secondary, Geography 2011
    20. 22. Value Add of ICT <ul><li>Affordance: </li></ul><ul><ul><li>simulated experience of hardships and problems poor families in LDCs like Haiti face helps to develop empathy and deeper understanding of poverty issues in development </li></ul></ul><ul><li>Learning Opportunity : </li></ul><ul><ul><li>As students make decisions and problem solve with each changing scenario, they gain insights, exercise reasoning and learn independently on the game. </li></ul></ul><ul><ul><li>Through microblogging on Edmodo, students exchange their strategies and experiences socially, learning from and with one another </li></ul></ul>Montfort Secondary, Geography 2011
    21. 23. What are some benefits to Students? <ul><li>fun and challenging lesson </li></ul><ul><li>some were motivated to try it at home to better their score. </li></ul><ul><li>gained deeper understanding and appreciation of the topic/content </li></ul><ul><li>Increased awareness and empathy for difficulties the poor faced in poor developing countries </li></ul>Montfort Secondary, Geography 2011
    22. 24. Montfort Secondary, Geography 2011 Student Posts on their learning experience
    23. 25. Montfort Secondary, Geography 2011 Monitoring and Feedback
    24. 26. Montfort Secondary, Geography 2011 Sharing and Reflection
    25. 27. What are the benefits to Teachers? <ul><li>More engaged and meaningful learning </li></ul><ul><li>More enduring understanding and appreciation of issue/content </li></ul><ul><li>Gathered feedback on student understanding and learning through posts on Edmodo </li></ul><ul><li>Better written answers (relevant elaboration and examples) in the mid-year exam for specified question </li></ul><ul><li>Helps to develop empathy and global citizenship </li></ul><ul><li>Greater interest in the topic/subject </li></ul>Montfort Secondary, Geography 2011
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    27. 29. The COL Aspect <ul><li>Posting their comments and thoughts on Edmodo enable students to share their strategies, ask questions, give recognition and socialise at the same time. </li></ul><ul><li>Students could learn from one another's mistakes and successes. </li></ul><ul><li>Face to face discussion, sharing and celebration of successes also enhance students’ learning experience   </li></ul>Montfort Secondary, Geography, 2011
    28. 30. SDL Aspect <ul><li>Ownership of learning - students could play the games many times over and at home to better their scores </li></ul><ul><li>Management and monitoring of own learning – students make revisions to their decisions and strategies as they get feedback on their moves </li></ul><ul><li>Students were also keen to ask questions as they sought to understand and succeed in helping the Haitian family survive the four years intact </li></ul><ul><li>Extension of own learning as students reflected on their learning experience and gained in empathy of issues discussed in the text. </li></ul>Montfort Secondary, Geography 2011
    29. 31. Learning Points <ul><li>What went well </li></ul><ul><li>What to improve </li></ul><ul><li>Game was sufficiently challenging and engaging </li></ul><ul><li>Stimulated questioning and discussions </li></ul><ul><li>Emotionally involved students and good noise (eg. focused questions, sharing, sighs and cheers) </li></ul><ul><li>Use the game at the start instead of mid-way through the topic to spark curiousity </li></ul><ul><ul><li>Note: Can be used to introduce the topic on Health and Diseases (2013 new syllabus) </li></ul></ul><ul><li>Use Venn Diagram instead of post-its to guide student thinking about the factors </li></ul><ul><li>Consolidate their understanding from the simulated experience with formal study (e.g. text, case study, data response exercise, independent research project etc) </li></ul>Montfort Secondary, Geography 2011
    30. 32. Montfort Secondary, Geography 2011 Why has it been difficult for poor developing countries to raise their standard of living? Revision: Venn Diagram Worksheet
    31. 33. Online Resources: <ul><li>Free games for social change: 'AYIT-The Cost of Life': http:// ayiti.globalkids.org /game/ </li></ul><ul><li>Free secure micro-blogging site: www.edmodo.com </li></ul><ul><li>http://edmodo.com/mschia </li></ul>Montfort Secondary, Geography 2011
    32. 34. Montfort Secondary, Geography 2011 di ou mèsi (Thank you)
    33. 35. Q & A Montfort Secondary, Geography 2011
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