DED107 Session03


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  • Mano – check this for me – not sure how to present the revision as ongoing.
  • Template here refers to either questions on Inspiration or on Wiki
  • DED107 Session03

    1. 1. <ul><li>ICT for Meaningful Learning </li></ul>
    2. 2. Outline <ul><li>Revisit last week’s work </li></ul><ul><li>Introduction to lesson planning </li></ul><ul><li>Critique a critique of a lesson plan </li></ul><ul><li>Edmodo: Ask an HOD ICT… + polls </li></ul><ul><li>Introduction to TELs and group assignment </li></ul>
    3. 3. Overview Reference
    4. 4. Recap <ul><li>Dimensions of meaningful learning </li></ul><ul><li>Engaging students’ prior knowledge </li></ul><ul><li>Using real world contexts </li></ul><ul><li>Learning by doing/participating/experiencing </li></ul><ul><li>Self-directed learning (SDL) </li></ul><ul><li>Collaborative learning (CoL) </li></ul>CC-licensed image from
    5. 5. How do teachers connect these concepts? <ul><li>Via lesson planning </li></ul><ul><li>Teachers begin with learning outcomes (or objectives ) </li></ul><ul><li>Teachers think about meaningful learning approaches and strategies to achieve those objectives, and integrate ICT to support learning </li></ul>
    6. 6. Lesson planning processes
    7. 7. Some points to note when writing objectives
    8. 8. Instructional objectives <ul><li>Well-written objectives give students a clear statement of what is expected of them </li></ul><ul><li>Note: Administrative objectives are what the teacher or trainer is supposed to accomplish; these are not instructional objectives </li></ul>
    9. 9. Specific Instructional Objectives <ul><li>SIOs = specific instructional objectives </li></ul><ul><ul><li>are for specific lesson targeted to specific groups of students </li></ul></ul><ul><ul><li>should be observable/assessable to guide lesson planning </li></ul></ul><ul><ul><li>they are also known as behavioral objectives (Robert Mager) </li></ul></ul>
    10. 10. ABCDs of SIOs <ul><li>A udience (the type of learner) </li></ul><ul><li>B ehaviour (observable performance) </li></ul><ul><li>C onditions (during performance) </li></ul><ul><li>D egree (criterion, quality or standard) </li></ul>CC-licensed image from
    11. 11. Rules for A udience <ul><li>Write for an individual student, not a group </li></ul><ul><li>N ot needed in SIO if clearly stated elsewhere in lesson plan </li></ul><ul><li>Indicate level (P3, P5, etc.), the subject (English, Music, etc.) and an indicator of general ability (remedial, express, average ability, etc.) </li></ul>
    12. 12. Rules for B ehaviour <ul><li>Should be observable by an outsider </li></ul><ul><li>Should be what the learner does not what the teacher does </li></ul><ul><li>Should include mention of the skills or knowledge a learner has attained, not simply to pass a test </li></ul>How to write SIOs? See wiki .
    13. 13. Rules for C onditions <ul><li>Refers to conditions at the time of the test or performance </li></ul><ul><li>Not acceptable: “After completing X periods of instruction…” </li></ul><ul><li>Common conditions: </li></ul><ul><ul><li>Paper & pencil test, oral test, timed test </li></ul></ul><ul><ul><li>With real equipment, with a simulator </li></ul></ul><ul><ul><li>With access to a calculator/ dictionary/ Internet </li></ul></ul>
    14. 14. Rules for D egree <ul><li>How good is “good enough”? </li></ul><ul><li>Do not say “100%” unless perfection is the only acceptable level of performance </li></ul><ul><li>Observable performances usually require a judge or rater </li></ul><ul><li>Can also refer to external standards (if they exist) </li></ul>
    15. 15. A good example <ul><li>Given a bar, line, or circle graph, the Sec 1 mathematics students will be able to verbally interpret the statistical or numerical information shown on the graph with 100% accuracy </li></ul>Condition Audience Degree Behaviour
    16. 16. Instructional activities <ul><li>The instructional activities are those activities which help to meet the objectives and, eventually, the goals </li></ul>
    17. 17. 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. <ul><li>Development: </li></ul><ul><li>Teacher shows the slides on using the 4 steps in solving Before & After Concept involving Ratio. </li></ul><ul><ul><li>to take note of how the model is drawn </li></ul></ul><ul><ul><li>to look out for the unchanged condition </li></ul></ul><ul><ul><li>two set of models to be drawn </li></ul></ul><ul><ul><li>2 sample questions are demonstrated </li></ul></ul><ul><ul><li>questioning technique is employed the slides show </li></ul></ul><ul><li>The teacher gets the class to break into groups for Group Work. </li></ul><ul><li>The students would make use of the template shown to solve a problem using the 4 Steps of Problem Solving with Before & After Concept. </li></ul><ul><li>Teacher reminds the class of the following points: </li></ul><ul><ul><li>the questions to be asked in Step 1 </li></ul></ul><ul><ul><li>draw clear and precise models </li></ul></ul><ul><ul><li>suggest (if any) other methods to solve the question </li></ul></ul><ul><li>The groups share their answers with the class. </li></ul><ul><ul><li>Teacher has to tell the class that it is alright to make mistakes. </li></ul></ul><ul><ul><li>Teacher will correct mistakes where necessary. </li></ul></ul><ul><ul><li>Teacher will take note of the group that needs attention during the sharing. </li></ul></ul>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.
    18. 18. Critiquing lesson plans <ul><li>Get into your assigned groups </li></ul><ul><li>Review the critique of another group </li></ul><ul><ul><li>A reviews B, B reviews C… </li></ul></ul><ul><ul><li>Leave comments in Google Docs </li></ul></ul><ul><li>Apply some concepts of lesson planning, e.g., </li></ul><ul><ul><li>Write SIOs using the ABCD method </li></ul></ul><ul><ul><li>Suggest instructional strategies </li></ul></ul><ul><ul><li>Suggest ICT that supports or enables learning </li></ul></ul>
    19. 19. TEL=Technology-Enabled Lessons <ul><li>From Session 4 to Session 12, we will be exploring ICTs that support or enable meaningful learning activities </li></ul><ul><li>What is the link between Session 3 & TELs? </li></ul><ul><li>Your have a group assignment at the end of each TEL </li></ul>
    20. 20. TELs schedule 4 TEL 1 F2F Introduce Group Assignment (30%) 5 6* Artefact 1/Lesson idea 7 TEL 2 F2F 8 9* Artefact 2/Lesson idea 10 TEL 3 F2F Deadline for Individual Assignment 11 12* Artefact 3/Lesson idea
    21. 21. What’s next? <ul><li>Next lesson is Wed , 31 Aug, 8.30am </li></ul><ul><li>Venue: MxL (NIE5-01-06) </li></ul><ul><li>Topic: Game-based learning! </li></ul><ul><li>One-minute reflection in Edmodo : What did you learn about lesson planning? </li></ul>