The document discusses lesson planning and effective teaching approaches. It provides guidance on writing learning objectives, considering factors like stating objectives from the learner's perspective and ensuring they are observable and measurable. Examples are given of both teacher-directed and student-directed instructional activities. The document also includes templates for lesson planning and critiquing lesson plans that students will use in paired activities.

1. Lesson planning

2. Today’s activities Follow up on e-lesson on lesson planning Factors to consider when planning Components of lesson planning “ Think-pair-share” critique of a lesson plan Start discussing demo projects; include a lesson plan

3. Recap Dimensions of meaningful learning Learn by doing/participating/experiencing Engage students’ prior knowledge Self-directed learning Use of real world contexts Collaborative learning

4. Connecting the concepts Via lesson planning Usually teachers begin with learning outcomes (or objectives) Think about meaningful learning approaches and strategies to achieve those objectives and integrate ICT to support both teachers and students http://www.flickr.com/photos/emilybean/2540261482/ used under CC licence

5. Some points to note when writing objectives

6. Considerations Acceptable : The P5 student will be able to label all the continents of the world on an unlabelled map Unacceptable: The English teacher will present a video on the world’s continents Objectives should be stated from an INDIVIDUAL LEARNER'S point of view, NOT the teacher’s

7. Considerations Acceptable: The algebra student will be able to use the quadratic formula to correctly solve 8 of 10 second-degree polynomial equations in a paper & pencil test Unacceptable: At the end of instruction, the pupil will have successfully completed 10 mathematics homework questions Objectives should state what knowledge, skills, or attitudes a learner should have attained by the END of instruction, NOT the activities or lessons which occurred DURING the instruction

8. Considerations Acceptable: The P5 student will be able to describe the five major organ systems of the human body in terms of their general functions and major organs, matching 90% of the content in found in the textbook Unacceptable: The student will know more about the major organ systems of the human body The actual performance the learner is to attain should be stated in OBSERVABLE or MEASURABLE terms

9. Using Bloom’s taxonomy See this PDF for Old taxonomy Revised taxonomy Measurable and observable activities http://zaidlearn.blogspot.com/2009/07/use-blooms-taxonomy-wheel-for-writing.html

10. 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. Development: Teacher shows the slides on using the 4 steps in solving Before & After Concept involving Ratio. to take note of how the model is drawn to look out for the unchanged condition two set of models to be drawn 2 sample questions are demonstrated questioning technique is employed the slides show The teacher gets the class to break into groups for Group Work. The students would make use of the template shown to solve a problem using the 4 Steps of Problem Solving with Before & After Concept. Teacher reminds the class of the following points: the questions to be asked in Step 1 draw clear and precise models suggest (if any) other methods to solve the question The groups share their answers with the class. Teacher has to tell the class that it is alright to make mistakes. Teacher will correct mistakes where necessary. Teacher will take note of the group that needs attention during the sharing. 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.

11. Instructional activities Examples of teacher-directed activities Presentation/lecture Direct instruction http://www.flickr.com/photos/paladinsf/2423226031/ used under CC licence

12. Instructional activities Examples of student-directed activities Group discussions Group investigations Jigsaw method http://www.flickr.com/photos/24289877@N02/3638995827/ used under CC licence

13. Activity 1: Critique lesson plan Pair up with someone with the same CS and exchange the lesson plans you brought Use the template provided and analyse the lesson In your blog, share your opinions and reflections using the 3-2-1 strategy: 3 “things that I have learnt” from the process 2 “things that I can apply” 1 “thing that I want to know more about”

14. Activity 2: Demo project groups Meet with your project groups Review the instructions carefully Discuss possible topics and record your notes in your demo group wiki page Include a lesson plan Not for your 15-minute demonstration For the lesson you are recommending that integrates the ICT you choose

15. References Chai, C. S., Wang, Q. (Eds.) (2010). ICT for Self-directed learning and Collaborative learning. Singapore: Prentice Hall . Chapter 6. Divaharan, S. & Choy, D. (2007). Designing and facilitating student-centred learning. In Quek, C.L., Wong, A.F.L. & Tay, M.Y. (Eds.), Engaging and managing learners: Practitioners perspectives. (pp. 135-150). Singapore: Pearson:Prentice-Hall.

16. References Wong, A.F.L., & Divaharan, S. (2007). Delivering and managing whole class teaching. In Quek, C. L., Wong, A.F.L., & Tay, M. Y. (Eds.), Engaging and managing learners: Practitioners' perspectives (pp. 83-104). Singapore: Pearson: Prentice-Hall. Wong, H. K. & Wong, R. T. (1998). The first days of school . Singapore: Harry K. Wong publications Arends, R. I. (2004). Learning to teach . (6th Ed.). New York: McGraw-Hill

17. Next phase of the course TELs: Technology-Enabled Learning From Session 5 to Session 10, we will be exploring more ICTs to enable meaningful learning activities You and I teach the course! We meet in the MxL next week (NIE5-01-06) Reminder: Your Individual Assignment is due in Session 6