What I Know About Lesson Planning

This is what I could remember from past experiences with writing lesson plans:

Context – What do the students already know? How do they learn (preferred learning styles)?

Resources – What resources are available to me? What will I need access to?

Pedagogy – Is there a whole school framework? What is the best way to teach this topic (i.e. inquiry, collaboration, direct instructions, a combination of these, etc…)?

Content – What am I teaching? What do students already know about this topic? Have backup lessons (simpler and extension). How have other teachers taught this topic? What are some possible activities?

Assessment – What is the learning outcome of the lesson? What is the overall goal that this lesson is working towards? What type of assessment will be at the end of the lesson or sequence of lessons?

Time – What is the time frame for this lesson?

Here are some further ideas I came across while going through the Week 9 Learning Path for EDC3100:

  • What are the learning objectives?
  • Which teaching strategies will best facilitate my students learning?
  • What are the strategies to check student understanding?
  • What are my student’s interests?
  • How will the lesson be introduced?
  • What will the teaching/learning activities for the lesson?
  • Could a substitute teacher teach from my lesson? Is it clear enough?
  • Is there time for students to reflect on what they have learnt?
  • What will follow this lesson?
  • What are my plans if the technology planned to use doesn’t work?
  • How have the ethical, privacy and other related issues been addressed?
  • How are the needs of all students being addressed?

In a way I think I have forgotten how much there is to consider when writing lesson plans. I have never really thought about it in this sort of format. Hopefully as well as assisting myself with lesson planning during PRAC, someone else may find this useful to.

Professional Experience Checklist

In preparation for going on PRAC in two weeks, I decided to make a checklist, for what I need to do before I start, during and at the conclusion of my Professional Experience.

Before PRAC:

  • Read Professional Experience Booklets
  • What school am I going to?
  • Contact my mentor.
  • Visit the Classroom.
  • What ICTs are available?
  • What content could I be teaching?
  • Are there any public holidays?
  • Are there any school events or class excursions?
  • What ate the school policies?
  • What are the characteristics of the classroom context?

During PRAC:

  • Observe other teachers.
  • Create lesson plans using EDC3100 lesson planning template.
  • Discuss all lesson plans with mentor, prior to teaching.
  • Teach lessons which integrate ICTs.
  • Reflect on my lesson plans and teaching.
  • Gather feedback from my mentor and if possible other teachers.
  • Gather resources and evidence for portfolio.
  • Remind mentor to fill out weekly feedback forms.
  • Attend meetings, playground duty, etc…

PRAC Conclusion:

  • Remind mentor to enter a Pass/Fail Result into SONIA.
  • Remind mentor to complete Professional Experience Report or a Referee Statement
  • Ask mentor to sign EDC3100 ICT Statement

There are probably a million others things that could I have missed, but I think I have at least the necessities. I can’t wait to get out there again and teach! Time needs to go faster… However, I am starting to feel a little anxious, hearing that some people have found out there PRAC placement while others including me have not yet. While waiting to find out their PRAC placement, Kiera has blogged about “what make a great mentor teacher“. This has somewhat made me relax a little more. Hopefully I will be with a mentor who possess many of these qualities.

Using Flickr to Learn About the Weather

I loved the idea of using Flickr to create a collection of photos displaying the weather in different areas. Below is the photo I contributed to the EDC3100 week 9 learning path activity:

DSCF6839

 

If you click on the photo it will take you to the Flickr page with contains my description.

I remember I always struggled to understand why it can be summer in Australia, but at the same its winter in other countries. This would be a great opportunity to lead students into exploring science concepts for example, understanding the earths rotations and angles in relation to the sun and how this affects the weather.

In order to collect photos from other countries that are not simply taken off Google Images, I would need to make connections with people who live in other countries. To begin with I would approach the parents or guardians of students and hope to make connections to family that may be living in other countries or who frequently travel. I would also attempt to use social networks such as Facebook and Twitter to connect with people living in other countries. Most importantly, I would also attempt to contact teachers from other countries via email, to set up a joint project between our classes.

This type of activity can have so many other applications, it could be used for geography to collect photos of historical sites or landmarks. It could also be used in history to collect photos of celebrations or commemorations…something I could have used in my second assignment.

Assignment 2 = Finished!

Even though our assignment 2 due date has been extended to Monday May 5th, I figured may as well finish it so I can move on to some of my other assignments. So if your reading this and thinking your behind, you still have another week so don’t stress!

Even though the essay seemed like it was quite simple to complete, there was so much that I could link to and talk about, that the task all of a sudden became difficult. Taking a different swing on the essay, instead of taking 2-3 specific examples and justifying them with supporting references. I took the main supporting references (i.e. Australian Curriculum, Melbourne Declaration, SAMR Model and the 5E’s) and then provided my unit plan ICTs as examples of how they were used to support the information from supporting references…It’s a bit hard to explain so here is an example. I talked about how the SAMR Model can be used to assess the quality of ICT use and then I provided examples of learning experiences from my unit plan which contained increasing quality of ICT use.

I hope this is all clear and maybe it might help you to write your essay. I just couldn’t get my head around how I would use my Pedagogical framework (the 5E’s) to justify my ICT use, if I was only focusing on 1 or 2 examples from my unit plan. I needed to be able to show the increase of quality with ICT use.

Reflection on Unit Plan ICT – Splashtop Classroom App.

As a way for students to collaborate and communicate their knowledge and ideas surrounding the unit topics, I have integrated an app called Splashtop Classroom with two of my learning experiences. This app enables students to access classroom lessons using mobile devices, such as iPads. Teachers can share PowerPoints, word documents or even videos with the students through this app. An outstanding feature of this app is that it allows students to physically annotate things shared by the teacher. This encourages students to collaborate and share their knowledge and understanding with other students.

If you would like to know more about this app watch the video below.

Alternatively you can go to the Splashtop Classroom Webpage to learn more.

Spashtop Inc. (2014). Splashtop Classroom Introduction [Video File]. Video posted to http://www.youtube.com/watch?v=p5q5uaVIOkA

Online Presentation Software – Google Presentation and Zoho Docs

I was thinking about some of the ICTs I had put into my unit plan for assignment 2. As my summative assessment for the unit, students will be creating a multimodal presentation using Photo Story 3. Since students will be completing this assessment at school, it got me thinking about the programs that are available on school computers. Understanding that for school ICT staff to download a new software on each computer, would be very time consuming. It got me thinking about whether it would be more beneficial and easier to use an online presentation software instead.

While looking for some online presentation software, I came across Google Presentation which is available through Google Drive. It is pretty much the same as Microsoft PowerPoint, as you combine text, picture and videos to create a slide presentation. If you are interested in learning more HERE are nine simple steps to create a presentation in Google Drive. I also came across Zoho Presentation; again very similar to Microsoft PowerPoint this online software creates slide presentations. However, an extra feature is that you can import other presentations which were created using other tools (i.e. PowerPoint, Open Document Presentation and PDFs).

Although it seems like a good idea to use online presentation software in school, a major problem that I can see is that most of these require you to create an account. Students in primary school would not be able to do this, so maybe these tools would be better suited to high school students and teachers.

ICT Inspiration – Tiki-Toki

Before starting my assignment 2 essay, I decided to look for some new and different ICTs. I came across Tiki-Toki, which is a web-based software for creating timelines. A little about this software, you can access and share created timelines by a URL, include pictures and videos, create different categories in your timeline, allow group editing and embed your timelines onto websites or blogs. Apart from obvious uses for example, in teaching classroom history topics, I realised it could also be used as an organisational tool. To demonstrate this I created a timeline for when all of my university assignments are due.  You can access my timeline here. It took me all of 20 minutes to create, which includes how long it took me to figure out how to use it.

This could be used in the classroom in exactly the same way, but go further by providing videos which explain the assignments or by linking assignment documents for students to download. This is a pretty awesome ICT, I think it could be especially useful for high school students and university students.

How Are Students Using ICTs in My Unit Plan?

As encouraged by Week 8’s Learning Path, I decided to make a table to evaluate the ICTs I have incorporated in my learning experiences.

Comparison Table ICTs and Operations

As can be seen there is a strong focus on locating and organising information. But I guess that is to be expected. I am actually quite surprised at how evenly distributed the rest of the ICTs are across the operations. Another surprise is how I have used a number of ICTs for a range of different purposes. For example the online venn diagram, is used to help students organise their information, but also provides them with an opportunity to create a visual stimulus which is used to interpret, analyse, communicate and represent information and their learning. If anything, more could be added to the interpreting and analysing sections.

Assignment 2 Progress

So as of this afternoon I have completed my unit plan, task sheet and rubric for assignment 2. Similar to Alysha at first I struggled to include ICTs in my unit plan. However, I think my problem was actually thinking creatively about how ICTs could be used to develop student understanding of the topics I chose. In saying this, I do find myself continuously going back to the SAMR Model information and checking to see if I have used ICTs for a range of purposes across this model. Here is the 120 second explanation of the SAMR Model, if anyone needs a recap:

So all that is left for me to complete is the 500 word justification, I think this is going to be quite an interesting and beneficial component as it will no doubt strengthen my understanding of why and how educators should use ICTs in the classroom.

Candace, M. (2013, May 30). SAMR in 120 Seconds [Video File]. Retrieved from https://www.youtube.com/watch?v=us0w823KY0g

Assignment 2 Progress and a Question About Forming the Rubric

As Kylie has expressed perfectly, assignment 2 has indeed come around quickly. As of tomorrow, I have 2 weeks to finish and submit this assignment. So far I have completed Stage 1 and 2 of the unit plan and half of stage 3 of the unit plan. I have also completed my summative assessment task sheet, but I will probably go back to it and alter it slightly at a later date.

In the next couple of days, I am hoping to complete my unit plan and also my rubric. But I am currently stuck with the rubric. I’m hoping that maybe someone who reads posts may be able to help me, if not I will just have to go to the assignment 2 forum.

So here is my question: Are we meant to form our own rubric or use the exact rubric (relevant standards) provided by QSA? I remember my tutor saying that we don’t develop one at all, we just use the one provided by the QSA, which can be found here. However, this seems to easy and this usually means that I have interpreted something wrong. If any one is reading this, please help me if you can. Thanks, Sophie.