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QCBA INTRODUCTION Designing microLESSONS HomeSect ASect BSect CQuit First slide of each sectionLast slide of each section Next slidePrevious slide Click.

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Presentation on theme: "QCBA INTRODUCTION Designing microLESSONS HomeSect ASect BSect CQuit First slide of each sectionLast slide of each section Next slidePrevious slide Click."— Presentation transcript:

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2 QCBA INTRODUCTION Designing microLESSONS HomeSect ASect BSect CQuit First slide of each sectionLast slide of each section Next slidePrevious slide Click to continue

3 ABCQ Template designed by Mr Kenneth Wee Copyright © 2000 NIE ABC INTRODUCTION Objectives: Be able to: identify the characteristics of a microLESSON. provide examples in the various sections of context, activities, and tools of a microLESSON. apply pedagogical principles in designing the context, activities, supporting tools of a microLESSON. Target group: Trainee teachers, teachers and designers Duration/Mode: 1 hour

4 ABCQ Template designed by Mr Kenneth Wee Copyright © 2000 NIE HOME Section A – Understanding microLESSON (A very short introduction of what is a microLESSON ) Section B – Context, Activities, Tools & Templates (These are the main elements found in a microLESSON. You will participate in activities to find out more of these elements) Section C – Learning from microLESSON (This section will help you understanding how students learn from different examples of microLESSON ) Click A, B or C to continue Contents

5 ABCQ Template designed by Mr Kenneth Wee Copyright © 2000 NIE A SECTION A A microLESSON is defined as a student centered instructional unit that focuses on a small section of a topic in the school curriculum. It should not be ambitious but to fulfill one or two instructional objectives The activities should preferably be completed within one or two class periods - either half an hour or an hour, the most. microLESSONS should encourage students to explore and work together rather than alone. So collaborative work is a feature of microLESSONS. Section A - Understanding microLESSON

6 ABCQ Template designed by Mr Kenneth Wee Copyright © 2000 NIE A SECTION A In summary: A microLESSON is student centered focuses a small section of a topic fulfills one or two instructional objectives only can be completed within one or two class periods encourages students to learn on their own encourages working together rather than alone. Understanding microLESSON

7 ABCQ Template designed by Mr Kenneth Wee Copyright © 2000 NIE B SECTION B Section B: Elements of a microLESSON Context Activities Tools & Templates MicroLESSON Objectives A microlesson will consist of these following sections. Click on each section to read about it

8 ABCQ Template designed by Mr Kenneth Wee Copyright © 2000 NIE B SECTION B Elements of a microLESSON Context Activities Tools & Templates MicroLESSON Objectives Start by defining objectives. Remember, dont be too ambitious. Keep the objectives to 2 or 3 and keep them small and achievable.

9 ABCQ Template designed by Mr Kenneth Wee Copyright © 2000 NIE B SECTION B Elements of a microLESSON Context Activities MicroLESSON Objectives Tools & Templates Click here for activity Primary school examples Secondary school examples Design a context in which learning can take place. Make it as authentic (as real life) as possible and something relevant to the students. There are many ways to design context and you can explore further.

10 ABCQ Template designed by Mr Kenneth Wee Copyright © 2000 NIE B SECTION B Elements of a microLESSON Context Activities Tools & Templates MicroLESSON Objectives Click here for activity Primary school examples Secondary school examples To allow students to apply and learn through activities situated within the context. You do not want the students just to recall facts, but instead your activities would encourage students to be involved in higher order thinking.

11 ABCQ Template designed by Mr Kenneth Wee Copyright © 2000 NIE B SECTION B Elements of a microLESSON Context Activities Tools & Templates MicroLESSON Objectives Click here for activity Primary school examples Secondary school examples Various kinds of tools are required by student to support them in the activities. Tools can be in the form of activity sheets, Excel spreadsheets, Graphs, concept maps etc.

12 ABCQ Template designed by Mr Kenneth Wee Copyright © 2000 NIE B SECTION B Click on the icon to open activity sheet on CONTEXT The objective of this exercise is to discover various types of contexts in which learning can take place. There are five samples of microLESSONS. Share out the tasks and then exchange your findings. Context Making choices Healthy LivingTimeWeather Pollution PRIMARY SCHOOL EXAMPLES

13 ABCQ Template designed by Mr Kenneth Wee Copyright © 2000 NIE B SECTION B Click on the icon to open activity sheet on ACTIVITIES The objective of this exercise is to discover the different kinds of activities that will promote learning. Here are five samples of microLESSONS. Share out the tasks and then exchange your findings. Activities Making choices Healthy LivingTimeWeather Pollution PRIMARY SCHOOL EXAMPLES

14 ABCQ Template designed by Mr Kenneth Wee Copyright © 2000 NIE B SECTION B Click on the icon to open activity sheet on TOOLS. The objective of this exercise is to discover the different types of tools that can be used to support learning. Here are five samples of microLESSONS. Share out the tasks and then exchange your findings. Tools Class Discussion Making choices Healthy LivingTimeWeather Pollution PRIMARY SCHOOL EXAMPLES

15 ABCQ Template designed by Mr Kenneth Wee Copyright © 2000 NIE B SECTION B Click on the icon to open activity sheet on CONTEXT The objective of this exercise is to discover various types of contexts in which learning can take place. There are five samples of microLESSONS. Share out the tasks and then exchange your findings. Context Geography – Forests – to Conserve Or Not to Conserve English – Reel Life Biology – Blood Groups SECONDARY SCHOOL EXAMPLES Mathematic– Magic Beans

16 ABCQ Template designed by Mr Kenneth Wee Copyright © 2000 NIE B SECTION B Click on the icon to open activity sheet on ACTIVITIES The objective of this exercise is to discover the different kinds of activities that will promote learning. Here are five samples of microLESSONS. Share out the tasks and then exchange your findings. Activities Geography – Forests – to Conserve Or Not to Conserve English – Reel Life Mathematic– Magic Beans Biology – Blood Groups SECONDARY SCHOOL EXAMPLES

17 ABCQ Template designed by Mr Kenneth Wee Copyright © 2000 NIE B SECTION B Click on the icon to open activity sheet on TOOLS. The objective of this exercise is to discover the different types of tools that can be used to support learning. Here are five samples of microLESSONS. Share out the tasks and then exchange your findings. Tools Class Discussion Geography – Forests – to Conserve Or Not to Conserve English – Reel Life Mathematic– Magic Beans Biology – Blood Groups SECONDARY SCHOOL EXAMPLES

18 ABCQ Template designed by Mr Kenneth Wee Copyright © 2000 NIE B SECTION B Class Discussion Context - presents a situation where learning can take place. Can you give examples of various learning contexts that you can design?

19 ABCQ Template designed by Mr Kenneth Wee Copyright © 2000 NIE B SECTION B Context - presents a situation where learning can take place. Can you give examples of various learning contexts that you can design? Activities - allow students to be engaged in learning. Students pull information rather than teachers push information. How are they different from your drill and practice or tutorial modes? Class Discussion

20 ABCQ Template designed by Mr Kenneth Wee Copyright © 2000 NIE B SECTION B Context - presents a situation where learning can take place. Can you give examples of various learning contexts that you can design? Activities - allow students to be engaged in learning. Students pull information rather than teachers push information. How are they different from your drill and practice or tutorial modes? Tools & Templates - support learning. Give students some form of support or framework to work with. How are they different from the typical worksheets? Class Discussion

21 ABCQ Template designed by Mr Kenneth Wee Copyright © 2000 NIE B SECTION B When you design a microLESSON, you must consider C ontext A ctivities T ools & Templates Your aim of doing all these is to help students learn by activities and not by rote learning or memorising facts.

22 ABCQ Template designed by Mr Kenneth Wee Copyright © 2000 NIE C SECTION C In this section, you and your friends will be exploring how students learn from microLESSONS and how you can ensure that your microLESSONS follow the framework. Section C: How do students learn?

23 ABCQ Template designed by Mr Kenneth Wee Copyright © 2000 NIE C SECTION C In general, here are some ways that we learn: Click on each to learn more. a. BehaviourismBehaviourism b. CognitivismCognitivism c. ConstructivismConstructivism d. Social constructivismSocial constructivism e. Student-centeredStudent-centered Click here for.pdf file on how we learn. Click here to go to Activities for this section.

24 ABCQ Template designed by Mr Kenneth Wee Copyright © 2000 NIE C SECTION C How do the students learn from microLESSONS? Behaviourism Have you been to the Zoo? Seaworld? Circus? - How can the animals perform such tricks? What rewards were given to the animals when they have performed a trick? This is the principle behind behaviourism. Reinforcement (rewards) encourage stimulus again Stimulus Jump! Response Animal jumps Reinforcement good boy

25 ABCQ Template designed by Mr Kenneth Wee Copyright © 2000 NIE C SECTION C How do the students learn from microLESSONS? Cognitivism If I ask you to memorise a 7-digit telephone number, you would probably try to break down the number, commit it to long term memory by repeating it many times. Sometimes you want to store in your short term memory while you grab a phone to dial the number This is the principle behind cognitivism or information processing model. Sensory Register Working Memory Long-term Memory Input Short-term memory Attention Rehearsal Elaborating Organizing etc. Lost

26 ABCQ Template designed by Mr Kenneth Wee Copyright © 2000 NIE C SECTION C How do the students learn from microLESSONS? Constructivism When learning is an active process of constructing rather than acquiring knowledge then we would consider this as constructivism. In constructivism, student forms new knowledge through various activities (such as reading, summarising, experimenting) rather than being taught or being told by the teacher. New knowledge Student Various kinds of activities Own experiences Own personal knowledge

27 ABCQ Template designed by Mr Kenneth Wee Copyright © 2000 NIE C SECTION C How do the students learn from microLESSONS? Social Constructivism Here learning is not done independently but with the help of others in a society or within a group of learners. Other peoples points of views are also expressed and a learner has to negotiate with others before coming to a consensus or a decision. agreed knowledge Activities that require students to work within a group Student Own experiences Own personal knowledge Student Own experiences Own personal knowledge Student Own experiences Own personal knowledge

28 ABCQ Template designed by Mr Kenneth Wee Copyright © 2000 NIE C SECTION C How do the students learn from the microLESSONS? Is there a teacher teaching concepts and factual knowledge? OR Do the students interact with the microLESSONS and work with their friends? Read Chapter 12: Promoting Student-centered learning of your textbook: Integrating Technology into Teaching and Learning. - Pages Student Centered

29 ABCQ Template designed by Mr Kenneth Wee Copyright © 2000 NIE C SECTION C Summary Activity Click on the icon to open activity sheet on LEARNING Look at the tools and activities in each microLESSON and based on these, identify how students learn. Write down a short reflection on how each microLESSON promotes student-centred learning.

30 ABCQ Template designed by Mr Kenneth Wee Copyright © 2000 NIE QUIT Click Q again to quit, or to go back CBAQ Credits Prepared by A/P Philip Wong 10 Jan 2002 INSTRUCTIONAL SCIENCE ACADEMIC GROUP national institute of education copyright 2001 ACKNOWLEDGEMENTS All images were taken from Microsoft ® Office return to micro lessons


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