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Teaching IT/Computer in SchoolTeaching IT/Computer in School
Computer Computer SystemSystem
Network Network TechnologyTechnology
Communication Communication TechnologyTechnology
PowerPointPowerPointTopics TaughtTopics TaughtExcelExcel
Webpage Webpage publishingpublishing
Visual Basic Visual Basic ProgrammingProgramming
Logo Logo ProgrammingProgramming
MSWordMSWord
Security Security IssuesIssues
CJ inputting CJ inputting methodsmethods
Pascal Pascal ProgrammingProgramming Computer Computer
EthicsEthics
Information Information AgeAge
GIF AnimationGIF Animation
PhotoImpactPhotoImpact
MS AccessMS Access
Teaching IT/Computer in SchoolTeaching IT/Computer in School
Social Social IssuesIssues
Multimedia Multimedia ProductionProduction
Computer Computer ApplicationsApplications
DiversificationDiversification
Computer/ Computer/ Communication/ Communication/
Network Network TechnologyTechnologyWord Word
ProcessingProcessing
ProgrammingProgramming
Information/ Information/ Knowledge Knowledge
ManagementManagement
Teaching IT/Computer in SchoolTeaching IT/Computer in School
DiversificationDiversification Weak Weak Conceptual Conceptual
LinkageLinkage
FragmentationFragmentation
Problems/ChallengesProblems/Challenges
Content Content VolatilityVolatility
T: I can only teach the skills in using PhotoImpact without any sense of aesthetics…..
T: I’m afraid of touching on those social issues since I have no undergraduate training related to this area!
T: Students find it difficult in learning software packages since they share very little similarity ….
T: It’s difficult to prepare notes since new version comes up every year!
Which Teaching Approaches Which Teaching Approaches and Methods to adopt?and Methods to adopt?
deductive approach?deductive approach? inductive Approach?inductive Approach? task-based approach?task-based approach? problem-based approach?problem-based approach? project-based approach?project-based approach?
http://www.broward.k12.fl.us/ci/strategies_and_such/teaching_strategies.htmlReference:
http://staff.ed.uiuc.edu/m-weeks/induct.htmlhttp://lrs.ed.uiuc.edu/students/m-weeks/deduct.html
http://www2.imsa.edu/programs/pbl/cpbl.htmlhttp://pblmm.k12.ca.us/PBLGuide/WhyPBL.html
Deductive ApproachDeductive Approach
students are first taught students are first taught general general rulesrules, and are then asked to apply , and are then asked to apply them to particular situations to them to particular situations to reinforcereinforce learning. learning.
Inductive ApproachInductive Approach
Through interpreting given examples Through interpreting given examples and analysis of data (with teacher’s and analysis of data (with teacher’s guidance), students ‘guidance), students ‘discoverdiscover’ and ’ and make make generalisationsgeneralisations by by themselves. themselves.
Which Teaching Approaches Which Teaching Approaches and Methods to adopt?and Methods to adopt?
deductive approachdeductive approach
inductive Approachinductive Approach
task/problem/task/problem/project-basedproject-based
Which Teaching Approaches Which Teaching Approaches and Methods to adopt?and Methods to adopt?
Hands-holding approach
Self-exploratory approach
Balance point: appropriate scaffolding + anticipated exploration
Task-base learningTask-base learning
1.1. Illustration of the task/productIllustration of the task/product• What? What? authentic examples authentic examples• Why? Why? relevance, purpose, linkage with relevance, purpose, linkage with
other subject domains or their daily-life other subject domains or their daily-life experienceexperience
• How? How? planning; help students identify planning; help students identify different components of the task; sub-taskingdifferent components of the task; sub-tasking
2.2. Illustration of skills or concepts at the beginning Illustration of skills or concepts at the beginning of each sub-task of each sub-task
3.3. Allocation of reasonably sufficient amount of Allocation of reasonably sufficient amount of time for students to do the sub-tasktime for students to do the sub-task
4.4. Conclusion and summaryConclusion and summary
Sub-taskingSub-tasking
Illustration of the taskIllustration of the task
Sub-task 1Sub-task 1
Sub-task 2Sub-task 2
Summary/conclusionSummary/conclusion
Student workStudent work
Student workStudent work
Briefly summarize what have been achieved
Illustrate key concepts or skills
Supply students with instruction guide
Templates for each sub-task
Establish the purpose, legitimacy and motivation
capable students can accomplish the task at a faster pace
Fragmentation and DiversificationFragmentation and Diversification
ChallengeChallenge How to work with other subject How to work with other subject
teachers to derive meaningful teachers to derive meaningful tasks from or across subjects?tasks from or across subjects?
PhotoImpact → Arts TeacherPhotoImpact → Arts Teacher Excel → Math. TeacherExcel → Math. Teacher (e.g. teaching system of equations/ (e.g. teaching system of equations/
quadratic equations etc. )quadratic equations etc. )
Weak Conceptual LinkageWeak Conceptual Linkage
ChallengeChallenge How should I teach students How should I teach students
PASCAL programming so that they PASCAL programming so that they could have better could have better transferrabilitytransferrability of of knowledge in understanding knowledge in understanding Visual Visual Basics, JAVASCRIPT, JAVA, C++, Basics, JAVASCRIPT, JAVA, C++, ActionScript, Lingo Script, PHP, etc?ActionScript, Lingo Script, PHP, etc?
Weak Conceptual LinkageWeak Conceptual Linkage
Commonality Among LanguagesCommonality Among Languages How to fire an action under certain How to fire an action under certain
condition(s)?condition(s)? How to fire a set of actions How to fire a set of actions
repeatedly?repeatedly? How to reuse a set of instruction How to reuse a set of instruction
without bothering to rewrite it again?without bothering to rewrite it again? etc.etc.
Content VolatilityContent Volatility
What is the difference between What is the difference between learning algebra and learning algebra and learning the use of a web learning the use of a web
publishing tool?publishing tool?
AlgebraWeb publishing tools, e.g. DW/ Flash/ Director/ Authorware
Well-defined & logically structured
ill-defined, depending on the designer’s conception of the nature of problems and how they are to be solved.
Content VolatilityContent Volatility
Challenge 1Challenge 1 Problem/Task oriented Approach:Problem/Task oriented Approach:
Learning computer application is Learning computer application is meaningful only when it is used to meaningful only when it is used to solve a meaningful task. solve a meaningful task.
Content VolatilityContent Volatility
Challenge 2Challenge 2 How to equip students with How to equip students with
necessary skills so that they are necessary skills so that they are competent enough to explore and competent enough to explore and learn on their own?learn on their own?
How to help student develop a How to help student develop a habit of looking up the HELP habit of looking up the HELP menu, relevant websites, etc.?menu, relevant websites, etc.?
Issues to considerIssues to consider
Nature of Tasks/ Nature of Tasks/ ProblemsProblems
DeliveryDeliveryQuestioningQuestioning
•Avoid always hands-holding
•Allow exploration but with sufficient scaffolding
•Break up the task into appropriate sub-tasks.
•Avoid irrelevant and close-ended questions
•Think ahead one or two key conceptual question(s)
•Encourage more students to participate
•Is the task/problem interesting enough?
•Is the task/problem challenging enough?
•Break down the task/problem into more achievable sub-task/problem
Teaching IT/Computer in SchoolTeaching IT/Computer in School
Lesson Planning RevisitLesson Planning Revisit
Why should we bother Why should we bother spending time writing lengthy spending time writing lengthy lesson plans to satisfy the lesson plans to satisfy the requirements of PGDE requirements of PGDE supervisors?supervisors?
Lesson Planning RevisitLesson Planning Revisit
Thinking through the Thinking through the purposes and structure of purposes and structure of one’s teaching activitiesone’s teaching activities
Lesson Planning RevisitLesson Planning Revisit
It ensures that the key aspects of a It ensures that the key aspects of a lesson are well thought out, and lesson are well thought out, and that the lesson is suitably that the lesson is suitably designed to achieve clearly designed to achieve clearly defined objectivesdefined objectives
Recall: Lesson PlanRecall: Lesson Plan
Lesson planLesson plan
the SETthe SET
student activities
homework
key key questionsquestions
evaluation
introduction
development
summary
teacher activities
Advanced organizer
Building up The SET Building up The SET
RelevancyRelevancy
LinkageLinkageInterestInterest
DurationDuration
Building up The SET Building up The SET
What you What you teachteach
What they What they learnlearn
≠≠>>>>
Questioning TypeQuestioning Type
Close-ended Close-ended questionsquestions
Open-ended Open-ended questionsquestions
low order thinking low order thinking quick feedbackquick feedback
Promote high order thinking Promote high order thinking exploratory talksexploratory talks
Nature of activityNature of activity
Low level skillsLow level skills
Drills and Practices
Nature of activityNature of activity
Challenge Challenge aheadahead
How can we make the activities or tasks more authentic and meaningful?