View
216
Download
2
Category
Preview:
Citation preview
Leanne Cameron No 1
Leanne CameronMacquarie University
Leanne.Cameron@mq.edu.au
Visualising Learning Design
with Pre-Service Teachers
Leanne Cameron No 2
TEP Course Rationale:
• Encourage students to be thinkers, designers and life-long learners
• Select and model thoughtful and adaptive approaches to learning design
• Realise the potential of Web 2.0 tools:Plan their integration and effective pedagogical use
Leanne Cameron No 3
We needed to design effective learning activities that:
• Demonstrate a clear relationship between theory, research and practice
• Support active participation and student engagement
• Encourage critical thinking and reflection• Employ the collaborative investigation of
problems• Enable students to design, author and re-use
their designs • Provide opportunities for co-creation of
resources
Leanne Cameron No 4
A LAMS Sequence- How to buy a mobile phone
Leanne Cameron No 5
Leanne Cameron No 6
Leanne Cameron No 7
Leanne Cameron No 8
Leanne Cameron No 9
Leanne Cameron No 10
Leanne Cameron No 11
Leanne Cameron No 12
Leanne Cameron No 13
Leanne Cameron No 14
Leanne Cameron No 15
What is the point of writing a lesson plan?
Leanne Cameron No 16
Their textbook says:
• Ensures teachers are better prepared for instruction
• Enables them to consider different options
• Assists with evaluating the lesson
• Helps build-up their confidence
(Marsh, 2004)
Leanne Cameron No 17
My Students ask:
Does writing a “lesson plan” really make my lesson any better in the classroom?
To them, written lesson plan = paperwork
But LAMS = real lesson
Leanne Cameron No 18
Why use LAMS?
Leanne Cameron No 19
LAMS is an excellent scaffold for lesson design
Leanne Cameron No 20
Allows students to “visualise” the activity mix
Leanne Cameron No 21
Enables them to experience the lesson as a learner
Leanne Cameron No 22
Creates a standardised template facilitating re-use
Leanne Cameron No 23
Produces more than documentation so students
will do it
Leanne Cameron No 24
Learners as Designers
During these sessions collaboration, peer tutoring and workshopping of each others’ sequences was encouraged. Not only did this develop students’ ability to critically evaluate peer’s work, it also helped them reflect on the success of their own product.
Leanne Cameron No 25
Increased Variety of Assignment
Students who performed poorly in the formal written assignment, often achieved excellent marks and reported high levels of engagement and satisfaction with this (Reynolds).
Leanne Cameron No 26
Benefits of using LAMS with THEIR students:
Leanne Cameron No 27
Take advantage of the internet - with control
Leanne Cameron No 28
Sequence learning activities
Leanne Cameron No 29
Allow students self-paced tasks
Leanne Cameron No 30
Establish manageable group work
Leanne Cameron No 31
Experience comprehensiveclass discussions
Leanne Cameron No 32
Conclusion
Of most value is not the technical skills we incidentally teach but rather how we are teaching and how we are training our students to think about the implementation of technology in their own teaching
Recommended