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My Learning Design

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Assessment 2 as Learning Design

Assessment 2 as Learning Design

Published in: Education, Technology

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  • 1.  
  • 2.
    • Collaborat e between Australian and Japanese students to understand the cultural differences through their work and communication
    • Use of the ICTs and international group work may lead all students to be highly motivated in their learning
    • Encouraging young Australian and Japanese to keep good relationships
  • 3.
    • Other purposes
    • Encourage learning with peers to establish the sense of learning climate and empathy between them
    • Teach each other in order to have accurate and precise knowledge into learning themselves
    Marzano & Pickering,1997
  • 4.
    • Audience and background
    • Learning Outcomes
    • Lesson plan (Authentic scenario authentic products)
    • - tasks, assessments, resources
    • Links to engagement theory
    • Summary
  • 5.
    • Audience: - Year 10 (Australian students)
    • - Grade 1 (Japanese high school students)
    • Background
    • [Their learning style]
    • <OZ students>
    • - Visual learner
    • - Active learner : related to Australian custom & education system
    • (eg. Habits of Mind: Quarry, discussion
    • >> talk in order to solve problems
    • <Jap students>
    • - Visual learner
    • - Passive learner: related to Japanese custom & education system
    • (eg. Habits of Mind: Listen to others, take notes)
    • >> focus individual study (research analyse in order to solve
    • problems, >> shy to discuss in front of people
    Marzano & Peckering, 1997
  • 6.
    • Audience cont.
    • [Their learning: multiple intelligence ]
    • - Both Australian(OZ) students and Japanese (Jap) students
    • completed same area at Maths.
    • <OZ students>
    • - Students have been learning Japanese since they are primary
    • students
    • <Jap students>
    • - Students have been learning English since they are junior high
    • school students (Y7 in Australia)
  • 7.
    • LMQ2 – Where does my learner/s need/want to be?
    • Procedural Knowledge (P), Declarative Knowledge (D):
    • My learner will be able to:
    • <the use of ICT>
    • D- Investigate the use of ICT tools (Wiki's, Blog, Youtube and ClassMarker)
    • P - Utilize the function of each ICT software or program
    • >> Both Jap & OZ students
    • <Mathematics>
    • P- Describe the different types of equations with symbols
    • D- Interpret the value of numbers and symbols in order to solve simultaneous equations and quadratic equations.
    • >> Both Jap & OZ students
    Smith & Lynch, 2006, Marzano & Peckering, 1997
  • 8.
    • <Language: Japanese-OZ students, English- Jap students>
    • D- Read Math technical terms of Japanese
    • P- Write (type) order form in order to create some Math
    • Qs) >> OZ students
    • D- Read Math technical terms of English
    • P- Write (type) order form in order to create some Math
    • Qs) >> Jap students
    • P- Create maths quizzes which is written in Japanese
    • >> OZ students
    • P- Create maths quizzes which is written in English
    • >> Jap students
    • P- Talk to peers how they felt about the quiz preparation
    • and how it went on Skype (in Jap. & Eng.)
    • >> Both Jap & OZ students
    Smith & Lynch, 2006
  • 9.
    • Authentic scenario: Australian and Japanese society
    • Task (their goal): “Sugaku” Math Quiz competition!
    • Authentic products: ClassMarker, Wikis, Youtube,
    • Podcast, Wikipedia
    • 1. <ICTs>
    • Students have extra time somewhere at the early of the term to learn how to use ICT technologies (Wiki's, Blogs, Youtube, Class Marker, e-mail and Skype)
    • >> (30-40min x 3 lessons) depends on how students interpret the new technologies
  • 10.
    • 2. Make some groups (2OZ & 2Jap students for each group)
    • >> they will work together all through the term (Online with Wiki's, Blogs, and e-mail)
    • - Every student is required to discuss or ask Qs with students each other or LMs on Wiki's anything about their project: how to use ICTs, Maths, Jap and Eng.
    • (should ask Qs: 1. within their group, 2. with other groups, 3. to LMs)
    • - Students should establish own groups' page on Wiki, also check
    • and read other groups' page and everyone's page which is
    • managed by LMs.
    • >> It will be assessed
    • ** Learning Managers (LMs) (both in Aus and Jap) need to make the group fairly (Mixed level of Maths, Jap and Eng). Also LMs make sure whether every group are on a right track (both F2F & online: checking Wiki's or Blogs)
  • 11.
    • 3. Students have normal face to face class for Maths, Jap (OZ stu), and Eng (Jap stu) at each country (Aus & Jap).
    • 4. Students receive a task (Maths only) every week and complete it in 1W with their group members. (W1-5)
    • The next week students have to share their answer in the classroom at each country.
    • >> 1or 2groups demonstrate their formula with explanation in every week
    • (W2-6 at the beginning of the lesson)
  • 12.
    • 5. Create Math Quizzes using ClassMarker in 1 week and
    • submit (post) it to Wikis' everyone's page (10 Quizzes)
    • >> It will be assessed (W7) (if students want, they can write feedback for each quiz, but it is not assessed)
    • 6. Solve the Maths Quizzes of other groups except their own Quizzes in 1 week. (W8)
    • >> it will be assessed
    • 7. The solution will be posted on Wikis' everyone's page. Students must take a look it and discuss on Skype, and Wiki's or Blogs. After that, they will receive a feedback form LMs.
  • 13.
    • 7. Duration : 8weeks to 1term
    • - Communicate (share the idea, teaching students-students of the equation or the use of ICTs, and get to know each other: just chatting) with blog or WIKIs all the time
    • - 5W to have declarative knowledge (in the Math, Jap and Eng lessons)
    • < at the last 3Ws>
    • - 1W to make quizzes with group
    • - 1W to solve the quizzes with group
    • - 1W for feedback from students or teachers
  • 14.
    • Relate : Enhance students knowledge of both language (Japanese & English) and Math and engage them (to be motivated in their learning)
    • Create : Make math quiz questions using ClassMarker
    • Donate : Try the &quot;Sugaku&quot; (Math) Quiz Competition within group (2 OZ students & 2 Jap stu) using ClassMarker to answer the question and WIKIs to share and modify the idea. After the submission, provide a feedback from other group and teachers.
    • - Communicate on Skype with students in another country (Australia-Japan) to share about the Math Quizzes
    Kearsley & Shneiderman, 1999
  • 15.
    • Authentic scenario : Related to real life
    • Australian and Japanese society
    • Authentic products : Make human interaction
    • (Collaboration )
    • ClassMarker, Wikis, Youtube, Podcast, Wikipedia
    • Links to engagement theory :
    • ~ Collaborative learning is
    • creative, meaningful and authentic ~
  • 16.
    • Kearsley, G. & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning . Retrieved August 1, 2009, from http://home.sprynet.com/~gkearsley/engage.htm
    • Marzano, R., & Pickering, D. (1997). Dimensions of learning (2 nd ed). Aurora, Colorado, the USA: McREL.
    • Smith, R., Lynch, D., & Knight, B. (2003). LearningManagement: Transitioning teachers for national and international change . Frenches Forest, NSW, Australia: Pearson Education Australia.