Post on 14-Dec-2015
Plate tectonics
Pedagogical approach
• Pedagogical approach: Active
Learning
• Students discard the traditional role
as passive receptors and begin to
practice, and learn how to construct
knowledge and use them
meaningfully.
• Middle-ability level class
• More guided forms of instruction in teaching a new topic
• Provide them a structure and framework to work within
• Prevent confusion of new topic common in scenarios where
students explore freely or work on questions immediately
• Versatility of active learning allows us to use a variety of
methods to actively engage students with teaching
material.
rationale
Rationale: ROLE OF
TEACHERSUpdated and clear
Guides without providing all answers
Design authentic tasks
Facilitate discussions
Provide feedback
Give students an opportunity to answer and ask questions.
Create an environment that encourages and values responses.
Provide challenging questions to develop
students’ thinking.
Encourage students to think for themselves
and not look to the teacher for validation
Made clear standards for learning and has
set the classroom environment
Rationale: ROLE OF
TEACHERS
Rationale: ROLE OF
STUDENTSLearn intentionally by actively participating
in activities to new construct knowledge
Learn to restructure new information and
their prior knowledge into new knowledge
Learn to monitor and discuss their own
learning
Listen to and evaluate information given to
construct their own meaning
Communicate and collaborate with other
students
Students develop and practice skills in
constructing and using knowledge with
teacher’s guidance
Discover and construct a framework of
knowledge that can be applied to new
situations (McManus,2001)
Rationale: ROLE OF
STUDENTS
• First lesson:
Half Lab Setting where the basis is
approximately 2 students to 1
computer
• Second Lesson:
Full Lab Setting where the basis is 1
student to 1 computer.
Learning environment
Half Lab Setting where the basis is
approximately 2 students to 1
computer
• Useful for pair work especially during
the landform activity.
• Encourages cooperative learning and
discussion.
Half-Lab Setting
• Promotes peer coaching in which the
better pupils can help the weaker
pupils.
• Teacher has fewer equipment to
handle compared to a full computer
laboratory.
• More space for paper work especially
when discussing about the model
making.
Half-Lab Setting
• More room for teacher to move
around, to monitor and assist the
pupils.
• Able to allocate space for pupils to
come together during the
presentation without being distracted
by the computers in front of them.
Half-Lab Setting
class profile 1
Projector
Teacher’s Desk
20 computers, one pair share one computer
• Full Lab Setting where the basis is 1
student to 1 computer.
• Able to allocate space for students to
come together and not be distracted
by their computers during the game
show.
Full-Lab Setting
• Useful during the quiz where
individual work is required.
• Pupils can work at their own pace and
focus on their answers on the quiz as
they each have one computer to
themselves.
Full-Lab Setting
• It encourages independent learning
to put all their learning to the test so
as to self-evaluate.
• Teacher can walk around to ensure
that integrity issues are not
compromised during the quiz
Full-Lab Setting
class profile 2
Projector
Teacher’s Desk
40 computers, one Student to one computer
Lesson Plan
• Introductory Lecture• Student Activity 1: Discussion Session• Student Activity 2: Presentation• Student Activity 3: Location of landforms in
the world• Student Activity 4: Game show• Quiz
Introductory Lecture
•Topic: Plate Tectonics
•Teaching tool: Slides with animations,
videos and pictures
•Rationale:
• Provide students with scaffolding and
build on their prior knowledge
• Allow Students to explore and establish
links within the topic.
Introductory Lecture
•Rationale continued:
• Usage of graphics and colours captures
students’ attention and pique their
interest at the beginning of the lesson
•ICT Tool used: PowerPoint Slides
Sample ProductLecture slides
• Orientation:
• The class is broken up into groups of 5.
• Groups are to discuss how they are
going to demonstrate the formation of
landforms assigned, following specific
plate movements.
Student Activity 1: Discussion Session
• Activity:
• A list of key words is given for students
to use in their descriptions.
• Students are to make a model based on
the various plate tectonic theories.
• Teaching Tools used: Plasticine
Student Activity 1: Discussion Session
• Rationale:
Model making allows students to begin
constructing their own meaning
Model making also aids their
understanding as they get to visualize
the processes
Student Activity 1: Discussion Session
• Rationale continued:
Small groups gives each member equal
opportunities for contribution and
participation.
Group discussion gives students a
chance for peer-learning.
Student Activity 1: Discussion Session
• Activity:
• Each group is to build their model on the
visualiser.
• While building, they have to describe the
formation and movements of plates to the
class, very much similar to a cooking
show.
• Presentations will be recorded and
uploaded to youtube.
Student Activity 2: Presentation
Student Activity 2: Presentation
• Rationale:
A visualiser is used so the entire class
would be able to see it clearly on the
screen, as opposed to them crowding
around the demonstration.
Presentations are recorded so students
will be able to refer to it at their own
convenience in the future
• Rationale continued:
These videos will also add on to their e-
Portfolio so that they can evaluate their
own learning.
Class demonstration promotes peer-
teaching and learning.
Youtube provides free and easy access.
• Teaching Tool Used: Plasticine
Student Activity 2: Presentation
• ICT Tools Used:
Visualiser
Projector
OHP Screen
Video Camera
Youtube
Student Activity 2: Presentation
Sample ProductVideos
http://www.youtube.com/watch?v=Xv5qCub4mAE
• Activity:
• Students are given a type of boundary or
various well-known landforms from
around the world, to do in pairs. They are
to locate them on a world map.
• This is followed by a class discussion.
Student Activity 3: Location of landforms in the world
• Rationale:
Evaluate collaboratively, as a class, if
the locations of landforms and
boundaries were correctly identified.
Locate the possible links between the
location of landforms and plate
boundaries, and its impact.
Student Activity 3: Location of landforms in the world
• Rationale continued:
To guide and enable students to build
links between what they have learnt in
the lesson.
Lets them see the connections of plate
tectonics to the real world as well.
Student Activity 3: Location of landforms in the world
• Rationale continued:
The class discussion again promotes
peer-teaching and learning.
The teacher facilitates the discussion as
students learn collaboratively.
Student Activity 3: Location of landforms in the world
• ICT Tool Used:
Computers
Microsoft PowerPoint student activity
Classroom Management Software e.g.
Junglebyte, SynchronEyes
Student Activity 3: Location of landforms in the world
Each student to formulate 2 questions ,
questions then collated and randomly
selected for quiz.
Rationale:
Encouraged to think more deeply, get to
reflect on topic, gage their
understanding
ICT Tool Used: Computers
Student Activity 3: Location of landforms in the world
Sample ProductLandform Map
• Orientation:
• The class is broken up into 4 groups.
• Groups are pitted against each other to
answer the most questions correctly to
win a prize. The fastest group gets to
answer first.
Student Activity 4: Game show
• Rationale:
Incorporation of a game show is to enable to
the lesson to be more interactive and engaging
as well as student-centered.
To reaffirm their sense of understanding on the
topic and hopefully make clear certain
misconceptions.
Student Activity 4: Game show
• Rationale continued:
The class activity gives students a
chance to gain knowledge from each
other or learn from the others’
mistakes.
To evaluate the level of understanding
the class has of the topic thus far.
Student Activity 4: Game show
• ICT Tool Used: PowerPoint Slides
• Extrinsic Motivation Used: A prize (yum
yum chocolates)
Student Activity 4: Game show
Sample ProductGame-show
• Activity:
• Students are to answer Multiple-Choice
Questions (MCQ) in an online quiz.
• This is an individual work and scores will
be counted towards their Continual
Assessment grades, though only a small
percentage.
Student Activity 5: Quiz
• Rationale:
A formative assessment of the students
on how much they have gained.
For students’ to evaluate on their
amount of learning.
For teachers to evaluate individual
students’ ongoing performance.
Student Activity 5: Quiz
• ICT Tools Used:
Computer
Online quiz site, made using Hot
Potatoes.
Student Activity 5: Quiz
Sample ProductQuiz
• At the end of the topic:
• Describe the distribution of plates
• Describe the different plate
movements encountered at the
various plate boundaries
• Explain the movement of plates
Lesson Objectives
• Discuss the importance of plate
tectonics in influencing the general
distribution of phenomena and
landforms associated with plate
movements
• Explain the causes of phenomena and
landforms associated with plate
movements
Lesson Objectives
• Describe the characteristics of
phenomena and landforms associated
with plate movements
• Describe the structure of volcanoes
• Explain the form of volcanoes
Lesson Objectives
Lesson Objectives
• Allow students’ to gather an
understanding as well as a feel of
how landforms occur through the
plasticine modeling
• Access depth of student’s
understanding through the land-form
map and also through the game show
• Access individual students’
understanding through the Hot
Potatoes quiz
• Evaluate individual students’
progress through the Hot Potatoes
quiz
Lesson Objectives
• To put slides, videos and quiz in to a
collection so that students can go
back to look and refresh their
memory for revision
Lesson Objectives
• Microsoft office: PowerPoint
• Navigating guides in the form of key
points of the topic in both the
teaching and game-show slides
• Allow students to form meanings and
links
• Students’ tasks (ie to construct their
own learning) becomes more focused
and enhances their learning.
Teaching and Learning Materials
• Landform Templates
Pre-designed template using
Microsoft Office: PowerPoint showing
a map with a list of plate boundaries
and movement arrows
• Immediately open up file and get
started
• This enhances their learning faster as
the main content is already pre-fixed
for them.
Teaching and Learning Materials
• Hot Potato Quiz
• Complement the lesson taught
• Monitor students’ understanding
• Reinforce the more important key
points
• Extend pupils’ learning by using real-
case scenarios
Teaching and Learning Materials
• Hot Potato Quiz
• Questions provide focus and prompts
pupils to record their conclusions that
they perceive as most correct based
on their constructed understanding.
• All information is processed
• All the desired content of the various
activities using ICT are learnt.
Teaching and Learning Materials
• Wordpress
• Navigating guides in the form of brief
descriptions and links are put in the
blog posts
• Allow students to easily retrieve
either the files or to access the video
link on youtube.
• Students’ tasks (ie to retrieve)
becomes more focused and enhances
their learning.
Teaching and Learning Materials
• Computers• Hot Potatoes Programme• Map Images from the Web• Microsoft PowerPoint• Microsoft Excel• Projector• Video Camera • Visualiser• Wordpress• Youtube
Technology chosen
• Students
• learn intentionally in a facilitated learning
environment, using the teacher-prepared
slides
• Students are active learners in the
classroom
• Make their own decision on what they are
going to learn
Technology Use
• Students
• Learn to construct their own
meaning, make their own hypotheses
• Self-regulate their understanding
through visual enhancements and
graphics
Technology Use
• Communicate and Collaborate
effectively with each other
• Knowledge (both old and new)
constructed is now put into action
which further shapes and enhances
the knowledge
Technology Use
• Students are intrinsically motivated
to reach goals (get an ‘A’) they have
set for themselves
• Model making, Hot Potatoes
Programme help to make student’s
thinking and understanding visible to
the Teacher
Technology Use
• Teacher helps students work through
any more difficulties they have on the
topic by guiding and allowing them to
make connections to the real-world
thus allowing students to form
solutions that is satisfactory to them
Technology Use
• Teacher is able to track progress and
understanding of each student thus
making this a facilitated learning
environment
• Students are also able to learn from
and solve their problems or mistakes
through Teacher feedback
Technology Use
• Projectors and visualisers are already
present in the classroom and teacher
has access to them
• Extra provision of funding to buy
these equipment is not needed.
Technology affordance
• Map images can be taken from the
web, with citation of sources
• Teacher’s laptop, provided by the
Ministry of Education, has internet
access
• Laptops would have Microsoft Office:
PowerPoint as well
Technology affordance
• The computers in classrooms of some
schools may have these functions and
software
• Video cameras can be loaned for use
from the school, though limited in
quantity but sufficient for our lesson
plans
• No extra costs to schools
Technology affordance
Technology affordance
• Computers present in computer lab
allowing access of one student to one
computer
• Hot Potatoes Programme used in the
creation of the online quiz can be
obtained through an online download
at their website
Technology affordance
• Teacher’s laptop would also have
Microsoft Office: Excel.
• Extra provision of funding to buy these
equipment and software is not needed.
• Microsoft Office is already installed in
computers provided by the Ministry of
Education
Technology affordance
• Platform used to host the videos is
free i.e Youtube
• Platform (Wordpress) used to host
documents is free
• Quiz questions can be saved in PDF
format using Microsoft Office 2007
Technology pitfalls
• Introductory lecture
• Students cannot feel or experience the
lesson that is taught. PowerPoint’s
main focus is on visualization and
audio, thus other senses are not fully
utilized to let students understand the
concept, for example, sense of touch.
• Student Activity 2: Presentation
• Visualiser
• Resolution of captured image is not high,
making the images unclear
• Does not capture the images in full colour,
hard to differentiate between the 2
different plasticine colours in the models.
Technology pitfalls
Technology pitfalls
• Student Activity 2: Presentation
• Projector
• The received images from the
visualiser are not clear, displays the
same type of images, as there is no
edit function to make it clearer
• Student Activity 2: Presentation
• OHP Screen
• Depending on it’s position, not all students
may be able to clearly see the screen from
where they are.
• Screen is secured to the wall, not movable,
cannot be tilted or adjusted accordingly to
allow the students to have a better view.
Technology pitfalls
• Student Activity 2: Presentation
• Video Camera
• Quality of the video depends on the
lens of the camera. Lower the quality
of the video camera, the more unclear
the video is resulting in a reduced
visual impact.
Technology pitfalls
• Student Activity 2: Presentation
• Youtube
• The video may take longer to load
depending on the various internet
connections.
Technology pitfalls
Technology pitfalls
• Student activity 3: Landform Image
• Computer
• May slow down if a lot of pictures are
displayed at the same time
• Confines activity to the computer lab
Technology pitfalls
• Student activity 3: Landform Image
• Classroom Management Software
• Teachers are unable to immediately edit
students work from the main frame while
showing the class a student’s work. Only
able to point out mistakes but not make
moves to correct them from their computer.
• Student activity 3: Landform Image
• MS Powerpoint
• Restricted to the features available in
PowerPoint only
• Size of map is restricted to the size of
the slide – unable to increase canvas
size to make the map seem less
cluttered.
Technology pitfalls
• Student Activity 4: Game show
• MS PowerPoint
• Animations and positions of objects are
fixed while in slideshow mode. This limits
the level of interactivity as students, and
teachers, are unable to drag images or
objects around should they need to while
presenting.
Technology pitfalls
Technology pitfalls
• Student Activity: Quiz
• Computer
• Software may not be supported by all
of students’ computers, thus some
may not be able to view and do the
quiz
Technology pitfalls
• Student Activity: Quiz
• Online quiz site
• Requires the use of the internet to operate
• Some students may not know how to use
the site, displaying limited ICT knowledge.
The effect the quiz is minimised
• See plateytectonicy!• http://plateytectonicy.wordpress.
com/
Summary
Continental DriftA story of molten love across geologic timescales.
The end.