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Usage of ICT resource room to provide ICT access to all the pupils in a class concurrently. A ratio of 1 student to 1 computer followed by 2 students to 1 computer during pair work.
ICT resource rooms should have effective space management and arrangement of computers that encourages collaborative learning. JungleByte or monitoring softwares should be installed in the teacher's terminal to allow teacher to facilitate and monitor students' learning.
The P6 student will be able to describe what is counter-attack in Rugby and identify at least 3 out of 5 factors of a counter-attack according to the International Rugby Board:Introducing Rugby
Detailed description of lesson
Description of activities
1. Teacher creates typewith.me page and writes the url on the board. An explanation on how to carry out KWL reflection is done consequently.
2. Students log in to their school computer accounts and enter the typewith.me url created by the teacher. Students select their preferred font colour and listen to teacher's introduction of KWL strategy.
working typewith.me server
KWL introductory slides
1. Teacher mentions about the main topic of the day: Counter-attack play in Rugby
2. Students start to reflect on what they have learnt in Rugby attacking and defending gameplay.
3. Students list down what they what to find out about Counter-attacking gameplay.
working typewith.me server
Pair work I
1. Teacher reminds students about cyberwellness and remedial actions to be taken when in doubt.
2. Teacher instructs the start of research on questions students have and expected pair-work presentation.
3. Students go on a collaborative learning journey about Rugby counter-attacking play based on what they want to find out as a pair.
4. Students start to identify and include points into their popplet mindmaps. Videos, pictures and research discoveries included.
popplet accounts logged in
Pair work II
1. Teacher restarts online stopwatch and instructs students to firm-up and organise their popplet mindmaps.
2. Students start to organise their popplet mindmaps and sequence the appearance of the individual popplets.
3. Students may type a script to facilitate their presentation.
popplet accounts logged in
Reflection on learning
1. Teacher restarts online stopwatch and instructs students to enter typewith.me url.
2. Teacher asks students to review and compare what students wanted to find out and what they have discovered on Counter-attack gameplay.
3. Students enters their learning into the last segment of KWL and identify what they have learnt by putting into words.
working typewith.me server
1. Teacher summarises the concept and key factors of counter-attack gameplay by asking questions to check for understanding. e.g.
When is a good time to execute a counter-attack move?
What are the things to look out for when executing the move?
Students' typewith. me KWL charts
Part 2: Lesson Plan Rationale
a) Dimensions of meaningful learning
Engaging prior knowledge(supporting dimension)
To spark students' interest, the class reflection activity makes use of KWL to help the students recap what they have learnt in attack and defence from their own prior experiences of playing rugby. It also facilitates thoughts and questions about how to execute and apply the new concept which they are going to learn in Counter-attack. The KWL helps them to access "what I Know, determine what I Want to find out, and recall what I learnt"
Engaging Prior Knowledge is a good tuning in activity to recap the previous lesson or to start a new chapter. It allows students to correct certain misconceptions perceived about a topic. The teacher can evaluate students' comprehension of previous taught concepts and be able to acknowledge the weaknesses and strengths of students by knowing their pre-existing knowledge, thus allowing the teacher to facilitate and pace his lesson according to the students' needs.
The students' learning become more personal and meaningful as they construct their own understanding toward the new knowledge. The ability for students to build on their prior knowledge leads to effective learning through easier comprehension and retention of new knowledge (NIE Blackboard e-Learning Hub, 2012). Through understanding the learners, the dimension of engaging prior knowledge facilitates assimilation by connecting new knowledge with prior knowledge.
Collaborative learning(main dimension)
In pairs, students work collaboratively to contribute to the entire discovery process of what is counter-attack all about. Having each student take charge of one role (i.e. mindmap editor) ensures that different cognitive processes are in place and each student's contributions are considered in the final completion of their Popplet mindmap. Through teacher's facilitation and class discussion, students collaborate as a class to construct a summative Popplet mindmap, thus integrating all they have learnt in a reflection on group and individual learning processes.
Collaborative learning requires students to negotiate and set common goals, consider own ideas clearly and consider others' point of view objectively. People skills such as compromising, teamwork and even patience in collaboration and cooperative learning tasks are nurtured and it is a life long skill for an individual to have and for my students to identify as essential in their everyday life. I find Collaborative Learning to be really useful as students learn more by working with each other. Increased communication will lead to increased noise level, hence some procedures and instructional methods to manage my students, preferably self-regulating approaches for independent learning are employed.
Self-directed learning(supporting dimension)
By having the students list down what they want to find out in thpeir individual KWL chart, students take ownership of their learning during pair discussion. They need to go through a thinking process while filtering information from the world-wide web and presenting the information in their own words on their Popplet mindmap. With the class Popplet mindmap, they can continue to take initiative to add on to one another's mindmaps.
Self-directed learning facilitates the three areas below:
- Ownership of learning in pointing out learning gaps, set learning goals and set tasks to achieve the goals.
- Extension of own learning by applying learning in new context, learning beyond the curriculum.
- Management and monitoring of own learning by exploring alternatives and make sound decisions, formulate questions and generate own inquiries, plan and manage work load and time effectively and efficiently, reflect on their learning and use feedback to improve their school work.
b) Integration of Information Communication Technology(ICT) and its importance for my lesson
Incorporation of typewith.me
Engaging the learners is the first step to getting them to learn. Tapping on their prior knowledge or getting to know what they are interested in will enable them to be motivated or be eager to learn more. The use of typewith.me as a tuning in for delivering lessons gives us the advantage of getting the attention of our learners who are digital natives in the 21st century.The use of ICT enabled hands on activities enables the learners to be engaged in using their senses for learning, consequently processing what they have learnt and use them in real world context which is what learning is about - not just knowledge within the four walls but problem solving skills to be applied in the world outside the classroom. The utilising of typewith.me enables all participants, including the teacher to have a real-time feel of how engaged the peers are, thus creating an effective learning environment.
Incorporation of Popplet
Popplet is a great mind-mapping, concept-mapping, story-boarding, brainstorming application that can be used to organise ideas, thoughts and concepts. The possibilities are quite extensive as there is the option of showcasing one's work and inviting collaborators to join in the organisation and generation of ideas. It is a very powerful platform for this lesson as it allows students to integrate pictures, soundclips, videos into their mindmaps. Instead of only using words and drawings on a traditional "mahjong paper", students are now able to link-up their photographs, and different multi-media additions to show an actual occurrence of counter-attacking scenarios, as well as highlight key concepts to look out for via the freehand function. This is exceptionally useful for depicting possible areas to exploit in a space invasion game such as Rugby.
The drag-click feature allows students to manoeuvre the popplet mindmap in a creative manner and encourages students to decide on the most coherent way to present their findings. This promotes constructivism, thus leading to better information retention and meaningful learning. The aesthetics and multi-coloured nature of the platform also makes consolidation of information fun and engaging. Besides, another key affordance of the tool is the avenue for students to invite collaborators to comment on one another's mindmap, allowing for feedback and peer evaluation. Within the timewarp setting, teachers are also able to track their students' contributions and activity over time, enabling monitoring and assessment of students' progress.
Part 3: Cyberwellness Issues
Cyber Wellness is about maintaining the positive well-being of Internet users. An understanding of the risks of harmful behaviours and an awareness of how to protect oneselfk online is required for cyber well-being.
The issue of copyright is prominent in the preparation of a piece of work. Caution needs to be exercised and impressed upon the students so that they do not copy ideas that did not originate from them. Since copyright was implemented to respect intellectual property, I believe that it is important to explain to the students what intellectual property is and the repercussions of intellectual property theft/plagiarism. They have to learn to acknowledge the respective authors for their efforts when they adopt ideas from a source. Since students are also tasked to conduct research over the Internet, it is highly likely that they would include images or videos they have found over the Internet into their Popplet mindmap. Therefore, as a teacher, I should exemplify relevant citations during the demonstration and show them what is the proper way of citation.
One strategy I would employ is to teach students to always note down the source of their information. I would teach them the correct way to give credit to owners of intellectual property. In addition, I would introduce Creative Commons to students so that they will know suitable databases of information where they can legally borrow if they adhere to the rules. More importantly, I would role-model and aim to cultivate a habit of acknowledging information sources (in my own presentations during lessons). Before they proceed to their research, I would give gentle reminders, and encourage them to synthesise the information and write in their own words in their Popplets such that they can proudly call it their own masterpiece.
Furthermore, since Popplet is a public platform that allows collaboration and sharing online, I will also educate my students to make use of the "popplet permissions setting" such that they can apply what they have learnt about copyright and plagiarism by only allowing permission to his classmates and teachers for the viewing of his personal work.
Handling inappropriate content
Not all websites publish content that is suitable for the students. Some contents could be promoting harmful or even illegal activities. Therefore, it is important for the students to know the difference between content that are appropriate for them and those that are not. As a facilitator in an ICT class, it is important for me to impress upon the students before they start their research about what to do when faced with inappropriate pop-ups or content.
They are not to believe everything that they see or learn through the Internet. It is important to be critical of any online information and cross-reference with teachers or guidebooks provided in school. If the content makes them feel uncomfortable, confused or they think it might be flouting the school rules, they are to turn off the monitor immediately and inform the teacher.
To prevent clicking on inappropriate links, the teacher will have to teach the students to read and evaluate the search results before clicking on them. The importance of respecting warning pages and accessing age appropriate behaviour cannot be over-emphasised before the research journey.
The teacher has to be authoritative in his classroom management as students might be distracted from gaming websites and lose focus on the task at hand. It is paramount for the teacher to mention that any student who lose focus during research and visit other websites, they shall be answerable for their misbehaviour.