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Basis for lesson design

Basis for lesson design






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    Basis for lesson design Basis for lesson design Document Transcript

    • Using web-based learning as a teaching & learning tool in Chemistry Introduction: Subject: Chemistry Topic: Atomic Structure Duration: 1 hour Classes: 302 Stream: Express Prior Knowledge: Students have been introduced to the fundamentals of this topic in lower secondary science Basis for lesson design: This e-lesson is designed based on the principles of engaged learning (PETALS): Principles of engaged learning Key components in lesson design Use of Pedagogies • Self-directed web-based learning Teachers employ pedagogies that consider students’ • Students plan, manage and assess readiness to learn and their learning styles their own learning pace and sequence of learning activities • 1 student to 1 PC terminal • e-lesson instructions and guidelines saved in Projects Drive for easy access by students Experiences of Learning • Students own learning process Teachers design learning experiences that challenge • Web resources of differing nature thinking, promote inter-connectedness and develop offer varied learning experiences independent learning (differentiated learning activities) • Students allowed to work individually, in pairs or in small groups (max 3) • Individual reflective note-taking process built into lesson structure Tone of Environment • Students encouraged to ask Teachers create a safe, stimulating and productive questions during learning process learning environment • Teacher as facilitator Assessment for Learning • Teacher addresses questions on Teachers provide feedback to improve student the spot and provides feedback learning when necessary • Self-assessment through online 1
    • quiz (Checkpoint 3) • Formative assessment through Key Concept Workbook assignment (for all) Learning Content • Learning content is based on topic- Teachers develop a curriculum that is relevant and specific learning outcomes and authentic to students general ability level of students • Differentiated content & learning activities from various checkpoints cater to differing cognitive development of students (from fundamental principles to challenging concepts) INSTRUCTIONAL OBJECTIVES: (Identification of the specific learning outcomes expected to happen based on Competency Standards.) a b c d Creativity & Innovation □ □ □ □ Communication & Collaboration □ □ □ □ Research and Fluency    □ Critical Thinking, Problem Solving and Decision Making □ □ □ □ Digital Citizenship □ □ □ □ Technology Operations and Concepts □ □ □ □ 2
    • Key Observations / Learning Points: • Students need to ensure that they can recall their log-in password before the lesson (otherwise to re-set their password with IT administrator before the lesson) • 2 periods is generally sufficient to complete online exploration (but a number of students are unable to fully complete the Key Concept Workbook assignment) • Lesson planning and preparation is important as the learning process has to be well- structured with clear guidelines, to minimize confusion and reduce time wastage in clarifications • Students generally enjoy web-based learning (provided there is a spectrum of online resources for exploration and the resources are stimulating and engaging) • Learning content or activities can be made more authentic, if possible • Websites on animations and online quizzes (with immediate feedback) are generally well-received by students • Websites on puzzles and games are more popular amongst students of lower ability • More scaffolding checkpoints / platforms may have to be provided for lower ability groups • Websites heavy on information are not well-received amongst students of lower ability (e.g. Checkpoints 1 & 5); but are relatively popular amongst students of higher ability • Some students request for hard copy list of the websites (to complete the unfinished checkpoints or to re-visit their favourite websites on their own after lesson) Prepared by: Lim Boon Ping (Science Department) 3