Louise’s Blog

Application of EdTech theory

EVALUATION OF OLD LESSON

GRADE: 9
UNIT: Poetry
LESSON: Introduction to the poetry
TITLE OF LESSON: What are you listening to?
QUICK SYNOPSIS: Students will discover that the songs they sing to very often double as beautiful poetry.

MODEL:  TECH

HANDOFF:

Students’ interests drive the learning experience with teacher guidance & flexible choice of tools & technology to achieve authentic & exemplary product

Student writes his/her own poem.  Student films a recital of the poem, using props, people, background, etc. to explain the theme of his poem.
Peer and self-assessment
On second thought: Grade could publish their own poetry book, or create a website with grade’s literary work.

CHOICE:

Teacher sets broad goals for student learning and offers a choice of tasks using a specified range of available tools

Analyse poetry provided by teacher.
On second thought: students can discover poetry on poetry websites, choose good poetry and offer an opinion on his choice.
Teacher provides poems for students to analyze – for meaning and techniques. Focus is on literary elements – students are given links to websites to help with understanding of literary elements.

ENHANCED:

Teacher integrates multiple tech tools to create enhanced learning experience for students

Lyrics in songs = poetry:
Read the lyrics to a song as if it is a poem. Students express an opinion, and do a quick analysis.
Students are asked if their opinion about poetry has changed.
Listen to more songs, and isolate the lyrics.
Depending on time:  Bring-your-own-song-day. (Teacher plays songs while students note the lyrics.)

TRADITIONAL:

Teacher designs the task using traditional pedagogy with technical supports.

Discussion:
What is poetry? Students provide own answers; then they get to research some definitions to share with others.
What are the most predominant literary techniques for writing poetry?
Poetry-day (Candles and lamps only (for atmosphere), and students each read / recite a favourite poem.


NEW LESSON:

Last year, the introduction to Lord of the Flies was a DEBATE on survival.  The class was divided into two groups.  They were each given a scenario, e.g. the plane you had been flying in crashes in the plains of Africa.  You have no idea in which country you are.  You were lucky enough to crash-land close to a river.  One team decides to leave the plane and search for life and rescue;  the other team chooses to stay behind and wait to be rescued.  They were given time to find a role for each of the team members:  builders of shelter, cook, medic, collect wood, etc..  They had to discuss how they would go about getting rescued.  They also had to discuss all the scenarios they could possibly face, and how to deal with it.  Then we had an informal debate where students could challenge one another on the validity of their choices.  It was so much fun.  There was no technology involved, though.  I would like to try something different this year.

GRADE: 11
UNIT: Lord of the Flies
LESSON: Introduction to the novel
TITLE OF LESSON: Who wants to be a survivor?
QUICK SYNOPSIS:  Students will complete, in groups of 2, in a game called “Who wants to be a survivor?” (Combination of “Survivor” and “Who wants to be a millionaire?”)  Teams who get the most questions right, move to the next round.

MODEL:  SAMR

R – Redefinition – Tech allows for creation of new tasks, previously inconceivable

The game show will take place.
Teams will compete in elimination rounds until there is one winner.
Technology: Video, PPT with questions, mobile phone for timekeeping

M – Modification – Tech allows for significant task redesign

Students have to decide who will answer questions.

There will be a tech team responsible for:
* Developing/coordinating the music and video for the opening sequence of the show.
* Timekeeping
* Presenter of the program – organize set
* Scorekeeper – develop set of rules
* Organizer to collate the sets of questions.
* PPT organizer.
* Designers of questions to test who will be in the chair next.  (Like the old “Who wants to be …”)
(Students who don’t want to answer questions, will be involved here.  They choose a role they are comfortable with.)

A – Augmentation – Tech acts as direct tool substitute, with functional improvement

Groups will collate their information on Google Docs, and design good questions with four multiple choice options. This will be done on a PPT – which will be used in the game show.  (Easiest tool to use for this purpose, unless I discover another.)

S – Substitution – Tech acts as direct tool substitute with no functional change

Students have to research survival tricks, tips, methods, etc.
They work in groups of two, and will compete as a team.
Teacher provides headings: water, food, shelter, fire, safety, rescue, danger, etc.
They will work together by adding all their research on a Google doc – using a concept matrix / Diigo (depends on permission granted by Admin)

 

 



2 comments ↓

  • #   dducheck on 10.18.16 at 13:58     

    Thoughtful analysis and an introductory unit that would be fantastic for L.O.T.F novel study.

    I’m wondering how long you would allot for this introductory project. Two to Three periods? More? I know myself, in a classroom, would probably just opt for the less Tech approach and have them present as a mini play. But after reading your analysis, I can see how the final product would be way better because of retakes and editing. The extra classes might be worth it.


  • #   lkondos on 10.23.16 at 14:12     

    Hello,

    Thank you for the encouragement!

    I would probably aim for 3-4 lessons, but I have learnt that I need to be flexible about time if a lesson is worth it, and going well. Adding another period when students are loving English, and learning at the same time, is definitely worth it!

    Last year, the students divided themselves into two groups, and had one period to prepare. The informal debate took about two periods – so much fun watching these students debating each others’ ideas. Then I prepared an pop quiz (that I set up) with questions on survival. Highest scores got Timmies cards.

    This year I am bringing technology into the mix, and asking them to find their own info. I love your idea of a mini play. Perhaps I will try that next year, with your permission, of course.


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