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Orientation for TTL 2 Sample Syllabi Writers

June 30, 2016

COURSE SYLLABUS TEMPLATE

Course Name

Technology for Teaching and Learning 2 (TTL 2)

Course Credits

3 units

Course Description

TTL 2 is a 3-unit course which will focus on the application, design, production, utilization, and evaluation of Information and Communications Technology (ICT) materials for teaching and learning in Science and other related programs aligned to the K to 12 curriculum .

Contact Hours/week

3 hours/week

Prerequisite

Technology for Teaching and Learning 1 (TTL 1)/ Biological Science 1/Physical Science 1

Course Objectives

1. Use ICT to develop 21st Century Skills: Information, Media and Technology Skills, Learning and Innovation Skills, Life and Career Skills, and Effective Communication Skills.

2. Develop project- and problem-based, collaborative activities using technology tools

3. Use open-ended tools (such as word processing, spreadsheets, presentation software, and authoring tools) in subject specific application

4. Produce learning resources using technology tools in various subject areas

5. Evaluate the relevance and appropriateness of digital and non-digital resources based on the learning context

6. Use technology tools to collaborate and share resources among communities of practice

COURSE OUTLINE AND TIMEFRAME

Course Content/Subject Matter

Week 1-2

Using ICT in Developing 21st Century Skills/ICT in the 21st Century Skills

Week 3-5

Problem-Based and Project Based Learning

Writing Problem-Based and Project Based

Week 6-8

Characteristics of Good/Appropriate IMs and Technology Tools

Producing Learning Resources using Technology Tools

Week 9-13

Productivity Software Applications/Tools for Teaching and Learning

Week 14-16

Digital and Non-Digital Resources

Week 17-18

Technology Tools for Collaboration

SAMPLE LEARNING PLAN

Desired Learning Outcomes (DLO)

Course Content/

Subject Matter

Textbooks/

References

Teaching and Learning Activities (TLAs)

Assessment Task (ATs)

Resource Materials

Time Table

Use ICT to develop 21st Century Skills: Information, Media and Technology Skills, Learning and Innovation Skills, Life and Career Skills, and Effective Communication Skills.

Analyze Science learning plans in the context of the 21st century skills

Unit 1. Using ICT in Developing 21st Century Skills/ICT in the 21st Century Skills

Sample Learning plans and 21st century skills

Learning Activities to develop 21st century skills

Bitter, G. G. and J. M. Legacy. (2008). Using technology in the classroom. USA: Pearson Education, Inc.

pp. 242-246

Framework for the 21st Century Learning

http://www.p21.org/our-work/p21-framework

Have the student go over the 21st Century Learning Framework using the given site

Have students open various sites and allow them to explore how ICT can develop 21st century skills.

Suggested site :http://teaching.about.com/od/tech/tp/Interactive-Science-Websites.htm

EHeads-Activate Your Mind

Science Kids

National Geographic Kids

Wonderville

Try Science

Situated Judgment Tests complemented with e shopping

(The group is presented with a realistic hypothetical situation and a list of five to eight possible responses to the situation. The scoring of the test is based on the effectiveness of the options the group selects.)

http://www.p21.org/our-work/p21-framework

http://nces.ed.gov/timss/

http://teaching.about.com/od/tech/tp/Interactive-Science-Websites.html

ICT in Education. http://www.unescobkk.org/education/ict/resources/free-educational-resources/

Toward a Framework for Assessing 21st Century Science Skills. http://www.ncbi.nlm.nih.gov/books/NBK32690/

Computer

Projector

Pen

Paper

Develop project- and problem-based, collaborative activities using technology tools

Explain problem-based and project-based learning approaches

Unit 2. Developing Problem-based and Project-based Instructional Plans

Nature of Problem-based and Project-based approaches

Teaching with Projects

Project Based-Multimedia Learning

Using Technology to Enhance Student Inquiry

Solving Content-Specific Problems: The ABCS of Activity

J. F. Lebaron and C. Collier (2001). Technology in its place: Successful technology infusion in schools. California: Jossey- Bass Inc. pp. 3-14

Problem Based Model. http://ete.cet.edu/gcc/?/pbl_model

Begin by presenting a problem and ask the students to suggest solutions.

Present the 7 Essentials for PrBL (1. Need to Know 2. A Driving Question 3. Student Voice & Choice 4. 21st Century Skills 5. Inquiry & Innovation 6. Feedback & Revision 7. A Publicly Presented Product

Introduce the concept of Anchored Instruction. Anchored Instruction- is a framework for merging problem solving with content-specific instruction

Solving Content-Specific Problems: The ABCS of Activity

A is for Authentic Activities

B is for Building Knowledge Activities

C is for Constructing Activities

S is for Sharing Activities

Formulate a checklist of the elements of problem- and project-based approach as evidence of their understanding of the reviewed unit plans.

Essay discussing problem-based and project-based learning approaches

Hand-outs

Samples of Project-Based Multimedia Learning

Suggested sites to visit:

What is project Based Media Learning?

http://www.ascd.org/publications/books/102112/chapters/What_Is_Project-Based_Multimedia_Learning%C2%A2.aspx

Explain parts of a problem-based and project-based learning plan

Basic Parts of a Learning Plan/Unit Plan

Williams, M. D. (2000). Integrating technology into teaching and learning. Singapore. Pearson Education Asia Pte Ltd. pp. 18-35

Review samples of problem- and or project based unit plans (see https://engage.intel.com/docs/DOC-52038). Download desired samples and let students review each plans. Provide local DepEd samples of learning plans for further review. Let students formulate concepts on problem- and project-based learning based on the samples reviewed.

Comparison of the difference of Problem and Project Based Learning (use http://www.edutopia.org/blog/pbl-vs-pbl-vs-xbl-john-larmer) -Give time for students to read the article.

A paper discussing the parts of a problem-based and project-based learning plan

DepEd samples of learning plans f

Develop a problem-based and project-based learning plan

Writing a problem-based/project-based learning plan

Instruct the students to draft a PBL/PrBL learning plans. A peer critiquing session may follow

Suggested Activity:

1. The class is assigned (preferably randomly, by lottery) to Expert Groups. Each of the Expert Groups is then assigned to propose solution to assessed concerns to at least one particular facet of the overall project by using scientific method as the guide. For example, a class studying about environmental issues in their community may be divided into the following Expert Groups:

1. Air

2. Land

3. Water

4. Human impact on the environment

2. The AIDS investigation Project

The real-world connection to the AIDS epidemic will make the project relevant for students. The project may extend over many weeks, and students may be allowed to choose perspectives and make decisions about the design and interface for their presentations. Students maybe instructed to collaborate in small groups to research and implement each perspective in the presentation. Running Assessment will be done and multifaceted. Students' presentations including a variety of media: text, original artwork, scanned images, and animations.

Design problem-based and project-based learning plan

to be rated by the teacher using a rubric

Develop a problem based/project based assessment report on the given task in power point presentation

Students will be instructed to collaborate in small groups to research and implement each perspective in the presentation.

Assessment will be done on Students' presentations including a variety of media: text, original artwork, scanned images, and animations.

Paper

Pen

References

Lap top

Projector

(if not available-other alternate resources maybe used like jigsaw clippings)

Use open-ended tools (such as word processing, spreadsheets, presentation software, and authoring tools) in subject specific application

Identify uses of open-ended tools (productivity tools--whether freeware or Microsoft Office) in the teaching-learning of Science

Unit 3. Productivity Software Applications/Tools for teaching and learning

Open-ended tools and their uses in teaching and learning

Maximizing the Use of Microsoft Word, Spreadsheets, and Publisher

Effective Use of Powerpoint and Prezi

Adobe Photoshop and Movie Maker

Way, J. and T. Beardon. (2003). ICT and primary mathematics. USA: Open University Press. pp 29-52

Have a thorough review of the MS Office.

Ask the students on when and how they can use the different open-ended/productivity tools in the teaching-learning of Science.

Quiz

Computer

Projector

Create student outputs using computer application programs as evidence of learning

Establish mechanisms to ensure child online safety and prevent cyberbullying

Creating student samples using open-ended tools

Multimedia Elements (text, graphics, video, audio, animation

Podcasting and Using Social Networking Sites in Education

Using Mobile Phones in the Classrooms

Gaming in Education

Educational Apps for iOS and Android

Bitter, G. G. and J. M. Legacy. (2008). Using technology in the classroom. USA: Pearson Education, Inc.

pp.285-290

Direct the students to create outputs for presentation utilizing the different open-ended/productivity tools.

Students are directed to develop video, animation or any related open ended tools to disseminate their findings on the chosen concern (e.g environmental issues, AIDS health specific areas)

Try out podcasting in your class. Discuss how social networking sites like facebook, twitter, instagram etc. can be used in teaching.

Have a thorough discussion about child online safety and cyberbullying.

Case Presentation and Analysis on Cyber bullying highlighting the health effects and psychological effects of cyber bullying

*The New Kid in School

*Hateful Texting

*Psychological Impacts of Cyber bullying

*Health Effects of Cyber bullying

Ask the students to read the study about using mobile phones in teaching and learning science

(https://www.ubuntunet.net/sites/default/files/mtegaw.pdf)

Recording Lectures: The Flipped" Classroom

These teachers are recording their lectures using video or audio and students are listening to that outside of class as the homework and in class they are completing the practice and the teacher serves as a guide, re-teaching as needed.

Students without Cell Phones / Smart PhonesOther issues arise because not every student has a cell phone. The easiest way to work around this is to have students working in groups, collaborating and solving problems together. Now we only need one cell phone to report out the group work. If we get creative, any problem can be solved.

Ask the students to explore the following links:

http://www.sciencegamecenter.org/

https://www.lumosity.com/landing_pages/970?gclid=CjwKEAjw5cG8BRDQj_CNh9nwxTUSJAAHdX3fRRvTBbnAVFklu7SziNeBj53YNWCE71be_-8OhRQXHRoCqBTw_wcB

http://www.the-scientist.com/?articles.view/articleNo/33715/title/Games-for-Science/

PhET interactive simulations

Ask the students on how computer games may be used in teaching.

Instruct the students to do internet research on the different science-related Educational Apps for iOS and Android and present them to the class.

Student samples using open-ended tools to be evaluated by peer and the teacher

Presentation of self made/group made video/selected multi media format

Case Analysis on Cyber bullying

A paper regarding the rules and procedures on child online safety and cyberbullying.

Poll Health/Environmental Survey Participation Quiz:

1.Ask your students a question with the Poll Everywhere app

2.Students answer in real time using mobile phones, Twitter, or web browsers

3.See your response live on the web or in a PowerPoint presentation

Computer and application programs

Projector

Speakers

Site Visitation:

http://www.growingwireless.com/be-aware/cyberbullying/news-case-studies-on-cyberbullying

Hand-outs on anti bullying and cyberbullying act

http://www.growingwireless.com/be-aware/cyberbullying/news-case-studies-on-cyberbullying

http://www.osteopathic.org/osteopathic-health/about-your-health/health-conditions

Mobile phones

Internet Connection

https://www.polleverywhere.com/

Students may use this link:

http://gettingsmart.com/2013/01/part-1-44-smart-ways-to-use-smartphones-in-class/

iPad, tablet, smart phones

Prepare IMs for Science utilizing selected open-ended tools in delivering the learning plan

Making IMs using open-ended tools in

Revisiting of PB learning plan: integration of student samples and teacher-made IMs

Engage the students in preparing IMs for science using selected open ended tools using the problem based project developed complementing an authored learning plan.

For areas without internet:

Improvisation of Instructional materials

Evaluation of the IM and the learning plan using a rubric

Demonstration of the IM in science instruction

Computer and other materials needed to make the IMs

http://www.academia.edu/10680359/PREPARATION_IMPROVISATION_AND_UTILIZATION_OF_INSTRUCTIONAL_MATERIALS_AND_MEDIA_FOR_EFFECTIVE_TEACHING

Enhance the Science learning plan to develop 21st Century Skills through ICT integration

Selection of competencies requiring ICT integration

Revisiting of PB learning plan: integration of 21st century skills

Bitter, G. G. and J. M. Legacy. (2008). Using technology in the classroom. USA: Pearson Education, Inc.

pp. 298-308

Based on the observations made during demonstration lesson , teachers will

request the students to integrate suggestions for the enhancement if IM and learning plan.

Improved learning plan to be evaluated by peer and the teacher.

Computer

Projector

Learning Plans

Reflect on their own learning using technology tools

Electronic Portfolio

Expose the students to various ICT integration mechanisms in Science teaching. The students may use this link: https://www.fizyka.umk.pl/~pdf/EU_ISE/files/new/EUISEBookHR.pdf

Ask the students to improve the existing Science learning plans by integrating ICT

Blog or e-portfolio to be evaluated by the teacher using a rubric

Students may use this link to guide them in making their e-portfolios: h...