Plate tectonics. Pedagogical approach Pedagogical approach: Active Learning Students discard the...

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


• Rationale:

Model making allows students to begin

constructing their own meaning

Model making also aids their

understanding as they get to visualize

the processes


• Rationale continued:

Small groups gives each member equal

opportunities for contribution and

participation.

Group discussion gives students a

chance for peer-learning.


• 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


• 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


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


• ICT Tools Used:

Visualiser

Projector

OHP Screen

Video Camera

Youtube


Sample ProductVideos

http://www.youtube.com/watch?v=Xv5qCub4mAE

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.



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.



The class discussion again promotes

peer-teaching and learning.

The teacher facilitates the discussion as

students learn collaboratively.


• ICT Tool Used:

Computers

Microsoft PowerPoint student activity

Classroom Management Software e.g.

Junglebyte, SynchronEyes


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


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.



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.


• ICT Tool Used: PowerPoint Slides

• Extrinsic Motivation Used: A prize (yum

yum chocolates)


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.


• ICT Tools Used:

Computer

Online quiz site, made using Hot

Potatoes.


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.


• Hot Potato Quiz

• Complement the lesson taught

• Monitor students’ understanding

• Reinforce the more important key

points

• Extend pupils’ learning by using real-

case scenarios


• 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.


• 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.


• 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


• 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



• 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

http://hotpot.uvic.ca/index.htm#downloads


• 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


• 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


• 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


• 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


• 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


• 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


• 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.


• 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

http://plateytectonicy.wordpress.com/

http://plateytectonicy.wordpress.com/

Continental DriftA story of molten love across geologic timescales.

The end.

Plate tectonics. Pedagogical approach Pedagogical approach: Active Learning Students discard the...

Documents

Transcript of Plate tectonics. Pedagogical approach Pedagogical approach: Active Learning Students discard the...