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Approach and Assumptions Model instructional and assessment approaches which result in student directed learning and collaborative learning Carry Out authentic task throughout the professional development experience Develop resources which will support the ICT Mentor Initiative and their learning experience Regardless of your role or background, we assume that: You are open to new ideas You are willing to fully participate You like learning! Activities will Assumptions
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ICT Mentor Training
http://sites.google.com/a/moe.gov.sg/ict-mentor/
Day 2
Welcome
Day Two
8.30 am Getting-to-Know YouCharacteristics of Self-Directed and Collaborative Learning
10:00 am
Tea Break10:30 am Essential Conditions for Effective ICT
Integration12:00 pm Lunch
1:00 pm Essential Elements for Lesson Design2:30 pm Break3.00 pm
8.50 am
ICT-Based Lessons4.50 pm Reflection
Approach and Assumptions
• Model instructional and assessment approaches which result in student directed learning and collaborative learning
• Carry Out authentic task throughout the professional development experience
• Develop resources which will support the ICT Mentor Initiative and their learning experience
Regardless of your role or background, we assume that:
• You are open to new ideas• You are willing to fully participate• You like learning!
Activities will
Assumptions
Fave Favourite
experience involving the use of ICT
Getting to Know You“Fave, Slave or Crave?!”
1. Think individually2. Record your thoughts in the Google Form3. Share your thoughts within your group4. Introduce a group member and his/her thoughts
Slave Situation
about ICT that frustrates youCrave
Area of interest with ICT that you want to learn more about.
Students possess competencies for self-directed and collaborative learning through the effective use of ICT
Teachers have the capacity to plan and deliver ICT-enriched learning experiences for students to become self-directed and collaborative learners as well as nurture students to become discerning and responsible ICT users
School leaders provide the direction and create the conditions to harness ICT for learning and teaching
Goals of mp3
Objectives
• Identify essential conditions for effective ICT integration and suggest examples to achieve the conditions
• Describe characteristics of ICT-facilitated collaborative learning and self-directed learning
• Apply digital age skills for ICT integration
Characteristics of Self-Directed and Collaborative Learning
• characteristics of self-directed learning
• characteristics of collaborative learning
• conditions that make it successful
• roles of the teachers & students
1. Look for
2. Record your observations in Google Form3. View other gp’s observations & share with your gp.
Question or comment on their points at Coveritlive
What is SDL and CoL to a• Student• Teacher• School leader• Employer• Parent• Community
Inner Circle
Outer Circle
Characteristics of Self-Directed and Collaborative Learning
Collaborative Learning
• Effective Group Processes, e.g.- e.g. Accountable to
self and group• Individual and Group
Accountability of Learning
Self-Directed Learning
• Ownership of Learning• Management and
Monitoring of Own Learning
• Extension of Own Learning
Characteristics of Self-Directed and Collaborative Learning
ICT-Facilitated Learning
One thing you have learnt on the use of technology?
Take a Break
10.00 am – 10.30 am
ICT-Facilitated Learning
One/two word(s) that describe a positive
experience before break
What are essential conditions for effective ICT integration in your school?
Essential Elements for Lesson Design
• Brainstorm and create a web of conditions using mywebspiration
• Share your webs, view other groups’ webs and enhance your web.
• Propose suggestions on how conditions can be achieved
• Add suggestions to your web• View other groups’ suggestions and
enhance your web
Essential Conditions.doc
What are essential conditions for effective ICT integration in your school?
What part do you play in this?
As ICT Mentors
Essential Elements for Lesson Design
LUNCH
12:00 pm – 1:00 pm
Effective ICT Integration
What elements would you consider when designing an
ICT-based lesson?
As teachers
Range of Use
Shifting the Learning Paradigm (Student-centered)
In groups of 6, each of you will
• Read and learn one of the 4 standards of Authentic Instruction
• Share what you learned to group members
Authenticity of Learning
• Higher Order Thinking
• Depth of Knowledge
• Connectedness to the World Beyond the Classroom
• Substantive Conversation
Authenticity of Learning
Complexity of Thinking
Collaboration
• Debating
• Negotiating
• Commenting
• Video
conferencing
• Skyping
• Networking
• Emailing
• Chatting
LEvaluate
Create
Remember
Analyze
Understand
Apply
Higher Order Thinking Skills
Lower Order Thinking Skills
LEvaluate
Create
Remember
Analyze
Understand
Apply
Higher Order Thinking Skills
Lower Order Thinking Skills
1.Use the common fairy tale elements
2.Write a short fairy tale (about 100 words)
3.Record fairy tale using Vocaroo
Fairy Tales
4 Square Reflection
Fairy Tales
Instructional approach
What? How? Effective?
Thinking skills & Digital age skills
What? How? Effective?
ICT tools
What? How? Effective?
Authenticity
What? How?
Take a Break
2.30 pm – 3.00 pm
1.Read and deconstruct the lesson• ICT tools? Thinking skills and Digital
age skills? Instructional Approach? Authenticity?
2. Propose how you can bring the lesson to a higher level of thinking• Change of ICT tool (if different)?• Change of thinking skill?
Shapes
Shapes
4 Square Reflection Instructional
approach
What? How? Effective?
Thinking skills & Digital age skills
What? How? Effective?
ICT tools
What? How? Effective?
Authenticity
What? How?
Reflection
Positive experience you had
Area you could do better in
Interesting idea I have learnt
Google Form: Reflection_Day2
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