<ul><li>Collaborat e  between Australian and Japanese students  to understand the cultural differences through their work ...
<ul><li>Other purposes </li></ul><ul><li>Encourage learning with peers to establish the sense of learning climate and empa...
<ul><li>Audience and background </li></ul><ul><li>Learning Outcomes </li></ul><ul><li>Lesson plan  (Authentic scenario aut...
<ul><li>Audience:   - Year 10 (Australian students)  </li></ul><ul><li>- Grade 1 (Japanese high school students) </li></ul...
<ul><li>Audience  cont. </li></ul><ul><li>[Their learning: multiple intelligence ] </li></ul><ul><li>- Both Australian(OZ)...
<ul><li>LMQ2 – Where does my learner/s need/want  to be? </li></ul><ul><li>Procedural Knowledge (P), Declarative Knowledge...
<ul><li><Language: Japanese-OZ students, English- Jap students> </li></ul><ul><li>D-  Read Math technical terms of Japanes...
<ul><li>Authentic scenario:  Australian and Japanese society </li></ul><ul><li>Task (their goal):  “Sugaku” Math Quiz comp...
<ul><li>2.   Make some groups (2OZ & 2Jap students for each group) </li></ul><ul><li>>> they will work together all throug...
<ul><li>3.   Students have normal face to face class for Maths, Jap (OZ stu), and Eng (Jap stu) at each country (Aus & Jap...
<ul><li>5.   Create Math Quizzes using ClassMarker in 1 week and  </li></ul><ul><li>submit (post) it to Wikis' everyone's ...
<ul><li>7.   Duration : 8weeks to 1term  </li></ul><ul><li>- Communicate (share the idea, teaching students-students of th...
<ul><li>Relate : Enhance students knowledge of both language (Japanese & English) and Math and engage them (to be motivate...
<ul><li>Authentic scenario :  Related to real life </li></ul><ul><li>Australian and Japanese society </li></ul><ul><li>Aut...
<ul><li>Kearsley, G. & Shneiderman, B. (1999).  Engagement Theory: A framework for technology-based teaching and learning ...
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My Learning Design

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Assessment 2 as Learning Design

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My Learning Design

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

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