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YouTube Group

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YouTube Group

  1. 1. YouTube Group
  2. 2. Our Presentation today… <ul><li>Setting up YouTube Group/Demo </li></ul><ul><li>Using YouTube Group for a lesson </li></ul><ul><li>Affordances of YouTube Group </li></ul><ul><li>Q&A </li></ul>
  3. 3. YouTube Group Demo
  4. 4. Application of ICT Tool to a Chemistry Lesson <ul><li>Learning Environment: Smart room (students are seated in groups of 6) </li></ul><ul><li>Topic: Chemical bonding (ionic, covalent and metallic bonding) </li></ul><ul><li>Instructional Objectives: </li></ul><ul><li>Compare the 3 types of bonding </li></ul><ul><li>Deduce the type of bonding given any compounds </li></ul>
  5. 5. Application of ICT Tool to a Chemistry Lesson <ul><li>In class activities: </li></ul><ul><li>Groups are assigned each of the 3 types of bonding (2 groups to each) </li></ul><ul><li>Groups have to find videos related to the type of bonding assigned </li></ul><ul><li>Comment and critique one another’s videos (jig-saw method) </li></ul><ul><li>Justify selection of videos and respond to queries </li></ul><ul><li>Teacher initiate questions but discussion sustained by students </li></ul> 
  6. 6. Application of ICT Tool to a Chemistry Lesson Groups 1 2 3 4 5 6 1   2   3   4   5   6  
  7. 7. Application of ICT Tool to a Chemistry Lesson <ul><li>Home-based activities: </li></ul><ul><li>Groups assigned compounds which they will deduce the type of bonding involved </li></ul><ul><li>Provide justifications for their deductions </li></ul><ul><li>Reflections of minimum 50 words on effectiveness of YouTube group in facilitating learning </li></ul>
  8. 8. Application of ICT Tool to a Chemistry Lesson <ul><li>Assessments: </li></ul><ul><li>Participation in discussion board </li></ul><ul><li>Quality of comments </li></ul><ul><li>Reflections </li></ul><ul><li>Response to teacher’s questions </li></ul>
  9. 9. Application of ICT Tool to a Chemistry Lesson <ul><li>Pedagogical Approach: Resource-based learning </li></ul><ul><ul><li>Gathering information and formulating questions based on the videos </li></ul></ul><ul><ul><li>Examine accuracy of the video’s contents and critique appropriateness of videos </li></ul></ul>
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  14. 15. Affordances <ul><li>Low technology barrier </li></ul><ul><li>Wide library of videos </li></ul><ul><li>Allows viewing of scenarios/experiment that cannot be carried out in classroom </li></ul><ul><li>Asynchronous, need to consider other’s comments </li></ul><ul><li>Promote social literacy </li></ul><ul><li>Self-directed learning </li></ul><ul><ul><li>Teacher provides the scaffold </li></ul></ul><ul><ul><li>Student have to explore, question and critique </li></ul></ul><ul><li>Collaborative learning </li></ul><ul><ul><li>In group discussion </li></ul></ul><ul><ul><li>Combined effort  learning outcome </li></ul></ul>
  15. 16. Conclusion <ul><li>YouTube – an ICT platform that students are familiar with. </li></ul><ul><li>YouTube encourages student centric learning </li></ul><ul><li>YouTube provides technological, social and educational affordances that promotes meaningful learning </li></ul>
  16. 17. Q&A

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