Presents:

Planning OBE LessonPlanning OBE Lesson

Incorporating ICTIncorporating ICT

Ceanlia Vermeulen

INNOVATE 2008 SCHOOLS’ ICT CONFERENCE

CAPE TOWN 1-3 OCTOBER 2008

How to Plan a OBE Lesson incorporating ICT to support

aspects of

Learning & Thinking

In the Classroom

PresenterPresenter

• Ceanlia VermeulenCeanlia Vermeulen

• Grade 7 Facilitator/EducatorGrade 7 Facilitator/Educator

• Hillcrest Primary SchoolHillcrest Primary School

• Phone: 031 – 765 7393Phone: 031 – 765 7393

• Fax: 0866 943 205Fax: 0866 943 205

• Email: Email: ceanlia@gmail.comCopies of examples and planners used duringCopies of examples and planners used during

this presentation are available through email.this presentation are available through email.

I am Ceanlia I am Ceanlia VermeulenVermeulen

If I had to summarise myselfIf I had to summarise myselfin one word it would bein one word it would beBohemian: n. A person Bohemian: n. A person with artistic or literary with artistic or literary interests who disregards interests who disregards conventional standards conventional standards of behaviour.of behaviour.

What is my motto?What is my motto?

UmuntuUmuntu ungumuntu ngabantu – ungumuntu ngabantu – a person is a person because of a person is a person because of

other people. If you want to other people. If you want to achieve what you want to achieve what you want to achieve, help other people achieve, help other people achieve what they want to achieve what they want to

achieve. achieve.

Who is Ceanlia Vermeulen?Who is Ceanlia Vermeulen?

I am CeanliaI am Ceanlia

I am a qualified Educator & Remedial Specialist.

I’m teaching at Hillcrest Primary School in Durban.I am here today to share with you

background info on how to Plan a OBE Lesson incorporating ICTICT & how it can be used to support aspects of

Learning & ThinkingLearning & Thinking

Friday will be a hands-on Friday will be a hands-on workshop on this topic.workshop on this topic.

Defining ICTDefining ICT

"Information and communications technologies (ICT) are the

computing and communications facilities and features that variously

support teaching, learning and

a range of activities in educationeducation.

Wanted: Resilient, independent learners

who have flexible skills and competencies; who can work well in teams and lead themselves and others to perform up to and beyond their potential.

What do we as Educators

want for the 21st century learning school

‘Empty vessels’ come to life in the ‘age of uncertainty’

• Learning is not sequential

• Learning is a social activity

• ‘Learning is a consequence of thinking’ Perkins 1992

• Learning is emotional• ‘Deep’ Learning =

change• Learning is most

effective when it is fun

The world has changed:• ICT - the information society• school/community links• Workplace demands• Multiple careers• Flexible learning• Multi-national, multi-

cultural, multi-faith communities

‘Certainty is out; experiment is in’ (Handy)

Essential Learning??• Subjects or skills?• IQ or EQ?• Teachers or coaches?• Knowledge or competencies?• Classrooms or computers?• Metacognition or rote learning?• Summative exams or formative self-assessment

• How can we help them acquire the habits of emotional intelligence that will create the resilience to be a lifelong learner?

I(c)T’s about learning

“The genie is out of the bottle. There is no turning back…This is not just a change from inputs (teaching) to outputs (learning).

Rather it is a paradigm shift in the conceptualization of the school, where everyone is a learner and even the organization is allowed to make mistakes and be a learner”

(David Loader, Principal, Wesley College, Melbourne in “The Inner Principal”, 1997)

What then is good learning?

“Unless individuals take a very active role in what it is that they are studying, unless they learned to ask questions, to do things hands on, the ideas just disappear”

Howard Gardner

There are a wide range of thinking skills or There are a wide range of thinking skills or processes. What are the range of processes. What are the range of thinking processes that can be defined?thinking processes that can be defined?

When asked about When asked about thinking skillsthinking skills generally, an audience might well come generally, an audience might well come up with a fairly random range of skills, up with a fairly random range of skills, such as these:such as these:

PQPQ

EQEQ

IQIQ

Conception – 14 months

14 months – 4 years

4 – 11 years

One way to One way to categorisecategorise thinking thinking skills is to use an existing skills is to use an existing

framework. framework. A framework which is stillA framework which is still

regarded as being helpful in this regarded as being helpful in this respect is that devised respect is that devised by by Bloom Bloom (1952).(1952).

He produced a He produced a taxonomy [classification, taxonomy [classification, categorisation]categorisation] of of knowledgeknowledge handling handling

skills where he used skills where he used six categoriessix categories::

Bloom’s Taxonomy

Everyone in education has heard of Bloom’s Taxonomy.

We all know that there are different levels of thinking and inquiry and that in an ideal classroom,

we would help learners

move up the ladder to

higher-level thought.

Bloom’s Taxonomy

But in the real world of teaching, we often can’t find the time or the resources to make that happen.

The Web

The Web —

despite its reputation for providing information and nothing more —

can help you push your learners to higher-level thinking.

Theory vs. practice

The standard reproach

teachers give when presented with innovativeinnovative or

pedagogically powerful teaching methodsteaching methods, methods that addressaddress various learning learning

stylesstyles or target critical critical questioning skillsquestioning skills is,

Theory vs. practice

"Does this help me prepare my learners for the end-of-program/end-of-grade end-of-program/end-of-grade

test?" test?"

The current frenzy spawned by accountability systems across the nation all but eliminates the slightest thought of preparing our learners to thinkthink.

Instead, we often seem resigned to

ensuring classrooms of "3’s" and "4’s."

So how do we respond to the question

"Why do I need to know this?" "Why do I need to know this?"

And why does this question exist at all if we are teaching effectively?

Must our response always be,

"You need to know this because it will be on "You need to know this because it will be on the test"?the test"?

In the past few years, though, a considerable amount of attention has been given to learners’ ability to thinkthink

criticallycritically about

what they do.

Leaders in business, medicine, and business, medicine, and various other professionsvarious other professions have all announced their concern that schools are notnot preparing learners to be critical thinkerscritical thinkers.

It is not enoughnot enough to have

knowledge of a particular medical procedure or to be able to calculate an interest rate on a new car loan.

These skills mean very little without the ability to know how, when, and ability to know how, when, and where to where to applyapply them. them.

Bloom’s TaxonomyBloom’s Taxonomy

Recognizing that there are different levelsdifferent levels of thinking behaviours important to learning,

Benjamin Bloom and his colleagues developed a classification classification systemsystem which has served educators since 1956.

Bloom’s Taxonomy

This system, known as Bloom’s Taxonomy,

is a common structure for categorizing categorizing

test questions and test questions and

designing instruction. designing instruction.

The taxonomy is divided into

six levels, from basic factual recall,

or Knowledge,

to the highest order,

Evaluation, which assesses the value of theories or asks the teacher or learner to discriminate among ideas.

In the 1950s, Bloom found that 95% of the test questions developed to assess learner learning required them only to think at the lowest level of learning,

the recall of information.

EmpowerPupils take control of learning

Use ICT to research and manage own

learning

EmpowerPupils take control of learning

Use ICT to research and manage own

learning

ICT and LearningICT and Learning

Passive Activepupil engagement

lea

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allo

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ExchangeExchange

OHPs for data projectors,

using whiteboards as

projection screens

ExchangeExchange

OHPs for data projectors,

using whiteboards as

projection screens

Enrichwhiteboards

used interactively

and with wider range of teaching

resources and methodologies

Enrichwhiteboards

used interactively

and with wider range of teaching

resources and methodologies

Edutainment?Computer assisted learning?

Content based software?Computer games?

Edutainment?Computer assisted learning?

Content based software?Computer games?

?? ExtendSignificantly alter the way that teaching and learning takes place using ICT

ExtendSignificantly alter the way that teaching and learning takes place using ICT

EnhanceDeeper learning though the use

of ICT based teaching and

learning resources

EnhanceDeeper learning though the use

of ICT based teaching and

learning resources

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Where is embedded?Where is

embedded?

A Differentiated Classroom in BalanceA Differentiated Classroom in Balance

FLEXIBLE Sense

OfCommunityTime

Groups

Resource

Approachesto teachingand learning

Concept-based

Inviting

ProductOriented

Focused

SafeRespect forindividual

RespectFor

Group

Sharedgoals

Sharedresponsibility

SharedVision

On-goingassessmentto determine

need

Feedbackand

grading

ZPDTarget

Tomlinson-ooAffirming Shared

Challenge

MapDiagramSculptureDiscussionDemonstrationPoemProfileChartPlayDanceCampaignCassetteQuiz ShowBannerBrochureDebateFlow ChartPuppet ShowTour

LectureEditorialPaintingCostumePlacementBlueprintCatalogueDialogueNewspaperScrapbookLectureQuestionnaireFlagScrapbookGraphDebateMuseumLearning CenterAdvertisement

Book ListCalendarColoring BookGameResearch ProjectTV ShowSongDictionaryFilmCollection

Trial

Machine

Book

Mural

Award

Recipe

Test

PuzzleModelTimelineToyArticleDiaryPosterMagazineComputer ProgramPhotographsTerrariumPetition DriveTeaching LessonPrototypeSpeechClubCartoonBiographyReviewInvention

Creating (synthesis)Generating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.

Evaluating (evaluation)Justifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judging

Analysing (analysis)Breaking information into parts to explore understandings and relationshipsComparing, organising, deconstructing, interrogating, finding

Applying (application)Using information in another familiar situationImplementing, carrying out, using, executing

Understanding (comprehension)Explaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explaining

Remembering (knowledge)Recalling informationRecognising, listing, describing, retrieving, naming, finding

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lBloom’s Taxonomy(revised)

Visual learners •Prefer to see rather than be told•Quick to spot details•Enjoy doodling, drawing and writing•Can visualise what they are told•Can quickly forget auditory information

Auditory learners•Follow verbal instructions quickly and easily•Rely on memory rather than notes•Oral skills are better than written•Enjoy talking and explaining

Kinaesthetic learners•Enjoy practical ‘hands on’ activities•Need to be active and can appear unsettled•Prefer to try out rather than read the instructions•Can be ‘turned off’ by purely visual or oral teaching

Learning styles defined

Visual: Auditory Kinesthetic

• Learns by seeing and imagining• Speaks quickly• Is a good speller• Good visual memory• Remembers what was seen• Highly organised• Observant• Visual association to memorise• Fluent and fast reader• Less distracted by noise more by physical surrounds• Prefers art to music• Appearance oriented• Difficulty remembering verbal cues• Good long range planner

• Learns by hearing and verbalising• Medium speech and rhythmical• Phonetic speller• Remembers verbal instruction• Memorises by steps, procedures or sequence• Mouths words in silent reading• Easily distracted by noise• Likes music• Speaks clearly and confidently• Often talks to self• Better speaker than writer• Difficulties with spatial awareness

• Doer, toucher, mover and manipulator• Often has trouble with spelling• Remembers overall impression of experience• Points when reading• Appears restless in long passive periods• Needs to interact with environment• Responds to physical rewards• Touches for attention and close personal space• Moves and gestures a lot• Responds physically

Blue HatBlue HatManaging The Thinking

Setting The FocusMaking Summaries

Overviews ConclusionsAction Plans

Green HatGreen HatCreative Thinking

Possibilities Alternatives New Ideas New Concepts

Black HatBlack Hat

Why It May Not WorkCautions DangersProblems Faults Logical Reasons Must Be Given

Yellow HatYellow HatWhy It May Work

Values & Benefits(Both Known & Potential)

The Good In It

Red HatRed HatFeelings & Intuition

Emotions Or Hunches “At This Point”

No Reasons or JustificationKeep It Short

White HatWhite HatInformation & Data

Neutral & ObjectiveChecked & Believed Facts

Missing Information & Where To Source It

FOCUSFOCUS

Facts

Positive, optimism,

constructive ideas

Processes, definitions,

boundaries & conclusions

Creative adaptation, “outside the box”

Opportunities alternatives

Negative, flaws, faults

www.edwarddebono.com

Feelings &

Intuition

Logical-mathematical intelligence ("number/reasoning smart")

Multiple IntelligencesMultiple intelligences explains how we learn best. We can use it to focus on our strengths or build on our weaknesses.

Spatial intelligence ("picture smart")

Bodily-Kinesthetic intelligence ("body smart" – physical experience)

Musical intelligence ("music smart")

Interpersonal intelligence ("people smart" – social experiences

Intrapersonal intelligence ("self smart“)

Linguistic intelligence ("word smart")

Naturalist intelligence

("nature smart")

All teachers develop questions at various times that span the levels of Bloom’s taxonomy. The difficult part is to address each level in the same lesson.

Take a look at this analysis of a lesson plan, which highlights all six of Bloom’s levels in a Celebrations lesson.

A close study of this lesson reveals how a teacher can help learners advance beyond simple repetition to self-regulated learning. If this is so powerful and so easy,

then why doesn’t every teacher do it every day?

MULTIPLE INTELLIGENCES & BLOOM’S TAXONOMYPROGRAM ORGANISER: Celebrations

MultipleIntelligences

Bloom’s Taxonomy: Six Thinking LevelsKnowing Understandin

gApplying Analysing Creating Evaluating

VerbalI enjoy reading, writing & speaking

List the things we celebrate

Prepare a talk on your favourite celebration

Design an invitation to your celebration

Why do you prefer one celebration over another

Plan an end of term celebration as a class

Discuss which celebration the class likes the most

MathematicalI enjoy working with numbers & science

Make a calendar of celebrations involving class members and collect a media file including photos

Make a picture graph of events children in the class celebrate

Classify celebrations into family and community categories

Carry out a PMI on your chosen celebration

Make up the customs and symbols for your celebration

Discuss if everyone feels the same about special days and events

VisualI enjoy painting drawing & visualising

Decorate the room for your special celebration

Draw images of different celebrations that are important to you and your family

Categorise the pictures and add them to the wall display

Compare three celebrations using a Venn diagram

Make a collage of pictures of celebrations from around the world

Has everyone illustrated their celebrations in exactly the same way? Why?

KinaestheticI enjoy doing hands-on activities

Dress up for a special celebration

Practise the customs you will be using at your celebration role play

Make the food for your celebration

Make the decorations for your celebration

Hold your celebration

MusicalI enjoy making & listening to music

Learn the song “Celebration”

Listen to different celebration songs e.g. Christmas carols, EasterBirthday

Create some dance movements to enhance the performance of ‘Celebration

Do all celebrations have special songs?

Create your own celebration song or rhyme

Perform your song with movement at assembly

InterpersonalI enjoy working with others

In your group list the things that are special about the celebration in the picture

As a class discuss common things and differences in the celebrations in the pictures

Report, with your group, the celebrations you investigated. Record details on a class chart

With your group investigate three different kinds of celebrations e.g. religious, cultural, national, community or family

Work with your group to make a planning checklist.

Prioritise the celebrations you investigated in your groups

IntrapersonalI enjoy working by myself

Find out about a celebration from another country

Write about your feelings for the celebrations that are important to you

Tell us about a celebration from another country that you found interesting

What would you change about your favourite celebration

Complete an X chart on celebrations

Write a report on your favourite celebration

MULTIPLE INTELLIGENCES & BLOOM’S TAXONOMYPROGRAM ORGANISER: Celebrations

Using the web

Most of us think of the Internet as a giant library…and not always a very good one. But the World Wide Web is more than just a warehouse for disorganized information.

Using the web

For the creative teacher, it’s a vast opportunity to encourage learner inquiry at every level of Bloom’s Taxonomy, from knowledge to evaluation.

Knowledge

• Knowledge measures recall. On this level, learners are asked to remember pieces of information, specific terms and techniques.

• The learner will name… • Label the diagram and

list… Define these terms…

Knowledge• Resources for finding,

practicing, and memorizing information are sites that support knowledge-level questioning and includes ready-reference sites, like almanacs and encyclopaedias, for learners to find facts.

KnowledgeSome sites include puzzle

generators and a quiz generator,

tools teachers may find useful to help learners practice and recall terms and facts.

Comprehension

Comprehension is understanding. On this level, learners are asked to grasp

meaning and to demonstrate understanding by summarizing or explaining.

• Paraphrase the following… • The learner will explain… • Illustrate the concept of… and give

examples.

Resources that foster understanding through

discussion,

description, and

translation are sites that support comprehension-level questioning.

The tutorials and self-paced instructional materials from eHow provide the context for learning anything from pet care (How to train your dog not to beg at dinner) to holiday planning (How to throw a perfect Birthday party).

Application

• Application is when you use

what you know. learners are expected to take what they learn and apply it in a new, real-life situation.

• The learner will demonstrate…

• Using this information, prepare… Solve the following…

Application

• Sites with activities that allow learners to use the knowledge they have gained are sites that support application-level questioning. CNN learner News has weekly activities that encourage learners to draw conclusions from a series of facts. For example, given information about the life and work of an individual, learners can try to guess the person’s identity.

Analysis

• Analysis answers why.

• It is the breaking down of knowledge into parts and the relation of those parts to the whole concept.

• Differentiate between… The learner will analyze and infer… Reduce these materials, then outline…

Analysis

• Sites that dissect the subject matter, explain how the parts fit together, and then encourage learners to seek more information support analysis. Teachers may use the Problem-based Learning Clearinghouse to find questions to use with their secondary-level classes or to learn to develop their own scenarios and role-playing questions.

Synthesis

• Synthesis is assembling knowledge into a new whole.

• This means collecting information, then creating a new insight.

• The learner will design…

• Devise a new…

• Revise this work and integrate…

Synthesis

• Sites that encourage cooperative learning activities that use a variety of materials to create new products support synthesis-level questioning.

Synthesis

• ThinkQuest is an activity in which learners can work together to create interactive, content-rich Web sites. Explore projects in the ThinkQuest Library to see some amazing creations.

Synthesis

• A WebQuest is "an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. WebQuests are designed to use learners’ time well, to focus on using information rather than looking for it, and to support learners’ thinking at the levels of analysis, synthesis, and evaluation.

Synthesis

" By definition, then, the WebQuest model is an activity using higher-level thinking skills. This activity is very popular; in addition to the activities listed on the official site, there are WebQuests online to cover virtually any subject.

Evaluation

• Evaluation is judging. Given criteria, learners judge the value of the information for a specific purpose.

• Evaluate the given material…

• Using these criteria, critique…

• The learner will compare…

Evaluation

Sites that require the learner to

evaluate contain information, often primary-source information, that the learners must judge and then convey their opinion.

EvaluationOpportunities for debate abound!

42eXplore’s Oral History site gathers the firsthand expressions of individuals who have lived through experiences the learners may be studying. learners must consider the role of the speaker, the relationship of the interviewer, and the time in which the interview took place in order to properly evaluate the content of the oral history piece.

A dynamic learning environment

• Bloom’s Taxonomy and the World Wide Web are two pieces of a puzzle that forms a dynamic learning environment.

• With them in place, the

remaining two pieces,

the teacher and the learner,

will be changed.

A dynamic learning environment

If the teacher creates a constructivist or inquiry-based classroom environment, then both teacher and learner must behave differently to

take advantage of the

learning opportunity

it affords.

The learner

• In an inquiry-based classroom, learners are not relegated to the traditional desks in straight rows. learners are not empty vessels waiting to be filled.

The learner

They assume an active role in which they must locate, evaluate, organize, synthesize, and present information, transforming it into knowledge in the process.

(Note the distinction here from Bloom’s definition of knowledge — see below.)

The learner

Learners work collaboratively with classmates to explore a problem. This makes it possible for each learner to come to his or her own understanding of a particular topic

as he or she

constructs knowledge.

The learner

This environment is focused on the learning and is more learner-centered than the traditional classroom.

The teacher

If the classroom has become more learner-centered, then what does this mean for the teacher? Is he or she no longer necessary? Of course not. In fact, the teacher’s role is just as important as it has always been — if not more so.

The teacher

With a knowledge of learning styles and of Bloom’s Taxonomy coupled with access to the wealth of resources provided by the World Wide Web, the teacher works alongside the learners.

The teacher

Teachers scaffold learning so that learners can assume a more active role in their own learning. This means that lessons are in fact more carefully constructed to guide learners through the exploration of content.

The teacher

Teachers’ instructional arsenal contains a greater variety of instructional techniques and knowledge of instructional design. Their role has evolved from the limited didactic form of lecturing once held as the standard view of an effective teacher.

• Attention to Bloom’s Taxonomy does not mean that every class period must be optimally designed to place learners in inquiry-based roles.

Teaching requires that we constantly assess where learners are and how best to address their needs.

This may mean that on certain occasions it is necessary to lecture.

• In the long run, it means that the teacher balancesbalances methods of instruction by providing opportunities for the learners to take some ownership of their ownership of their learninglearning.

It means that it is more likely that various learning styles will be various learning styles will be addressedaddressed.

And it means that we may not hear the dreaded question

Why do I need to know this?Why do I need to know this?

so often

How and what our students learn is a reflection of how and

what we teach!

Recall of facts or informationUse criteria to judge value of

ideas and information

Put ideas together to create a new or unique product

Explore understandings through integral parts

Use learned knowledge, rule or method in a different situation

Demonstrate understanding of information

Cognitive Taxonomy

Benjamin Bloom

Final thoughts: A Bloom by any other name

• Benjamin Bloom did his work long before the advent of the "Information AgeInformation Age," and some of his terms conflict with the way we often talk about the Internet.

• It has become common to say that what learners find on the Web is only informationinformation, and that they have to construct construct knowledgeknowledge from that information on their own.

Final thoughts: A Bloom by any other name

If Bloom were devising his taxonomy today, he might call the first level Information Information instead of Knowledgeinstead of Knowledge.

• Perhaps the point to remember is that it doesn’t much matter what you call it, as long as you as long as you teach itteach it.

• Bloom’s Taxonomy is a convenient means of talking about higher-level thinkinghigher-level thinking, but other taxonomies could be (and have been) designed with different names for more or fewer levels.

• I will conduct a hands-on workshop on this topic on Friday 10:45 in Classroom 2

If your learners are analyzinganalyzing,

synthesizingsynthesizing, and

evaluatingevaluating,

they’ll be able to decide for decide for themselvesthemselves what to call their ideas!

Reflection Quotes‘I hear and I forget. I see and I remember. I do and I understand.’

Old Chinese proverb!“Children do not just passively take in information from the world around them and learn it; rather, they actively transform it into something that is unique and personally meaningful. They use their experience as the context for building new meanings and skills onto what they have already learnt.”

Levin 1996:74 in Dau,E Child’s Play 2001:7

Thank you!

Ceanlia VermeulenCeanlia Vermeulen

ceanlia@gmail.com

Cell: 082 905 9339Cell: 082 905 9339