a. Do you think the classroom environment chosen is appropriate for the learning activities? Explain why.
Video 1
The classroom environment is appropriate. The aim is to use the computers as a 1 to 1 tutor to the students. The cd rom allows the students to virtualise the triangles and answer the required tutorial questions. The full computer lab allows each student to have their own computers. They get to be fully in charge of their own learning as they explore the cd rom on their own. The individualised learning also allow each student to learn at their own pace.
Video 2
The classroom environment is quite appropriate. There are two sessions. In the first session, students learn throught the traditional way as the teacher give a presentation using powerpoint and then ask a way questions to make usre that they had understood the lesson. The advantage to this is that the teacher can present the concepts in a clear and concise manner. However, often, students may not be able to stay focused in the lesson. The aim of the second session is to learn to work in pairs and have discussions. Each student has their own role to play in the pair work. The second session further enhance their understanding in the first session and promote peer co-operative learning.
Video 3
The classroom environment is appropriate. The aim of the lesson is to provide a variety of ways to explore the subject . Students get to make use of charts, cd-roms, science equipment and discussions to learn. It makes the lesson more interesting and excitiing as they switch between the stations.
Video 4
The classroom environment is appropriate. The aim of the lesson is to promote team spirit and interest in learning through the game. It allows more interactions between the students as they learn from each other. Learning vocabulary can be rather boring. This environment makes the learning more interesting.
Relating to Case Study in part 1 (story 1)
The environment is not very appropriate. Students doing the mind mapping should be using the video 1 concept to have a computer to each student. Only 1 of the 2 students get to have an hands on experience to use the mind mapping. By using pair work as that of video 2, students should have time to engage in discussion. However, in the case study, students were simply trying to note down whatever points they hear.
During the forum sharing, students should be sitting in groups as that of video 4 so that they can discuss the appropriate questions and answers. This further enhance group spirit as well and lead to less confusion. Discussion can be done in a more orderly manner instead of everyone trying to say their views.
b. The students seem to be focused and on task. What strategies do you think the teacher has used to achieve this outcome?
The teachers use the following strategies:
Video 1/2/3/4
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Clear and specific instructions in each task eg. when to switch on the computers, when to put in the cds. Students are very clear of their roles and the tasks.
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Clear instructions were given in the seating and grouping to reduce confusion.
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Students were supposed to hand in assignments at the end of the lesson. They had to stay focused and on task to finish the assignments.
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Various means to get students’ attention eg. dimming the lights, saying things like ” Can someone please answer my question”
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Using navigation guide in video 2. Students were given clear instructions on how to use the cd rom.
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Using coloured cups to signal to teachers if they have questions, having teacher assistant to move around to help the students so that they won’t be “lost”.
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In video 4, the students were in their teams and were competing. By doing so, students are enthusiastic and stay focused in order to win the game.
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The teacher in the video 3 had planned well to ensure that each station takes up about equal amount of time so that students can finished their task and moved to the next station.
Relating to Case Study in part 1 (story 1)
Generally clear instructions were given. However, the teacher fail to explain to the students that the mind mapping tool serves to aid them in the decision making. Students were not focused in the first attempt as inadequate planning was done by the teacher. They did not have sufficient time to complete their task and were still thinking of the mindmapping or discussion forum when they were supposed to do the mind mapping. In the redesigned lesson, students were more focused as more time were given to them to complete their tasks. The teacher went through how to use the mindmapping tool and decision making template to reduce confusion.
What potential classroom management issues can possibly occur? What proposed solution(s) do you have?
Video 1 and 2
Issues:Students had to work on their own or in pairs. The cd rom may not be interesting to them and they may simply anyhow fill in the answers or give up answering the tutorial questions. They may even start talking to their friends or walk around. Others may copy answer from their friends.
Solutions: Motivate them by putting the top scorers of the assignments online. Make them present their answers to the tutorial questions. Having teachers and IT assistant to walk around to help them and monitor them.
Video 3/4
Issues:Some students may not have learnt anything at the end of the lesson as they may not participate enthusiastically. They could rely on their group members answers or not aware of what’s happening. Also, noise level could be too high to allow for condusive learning.
Solutions: In video 3, allow more time for discussion and teachers to monitor their progress. In video 4, the teachers should control the noise level and to explain the vocabulary each time after the students had guessed the word correctly.
Relating to Case Study in part 1 (story 1)
In the mind mapping session, issues similar to that of video 1/2 may arises and similar solutions may be used.
In the discussion forum, some students may not have particpated in it while others were shouting to get attention to the presenters. Solutions will be similar to that of video 3.
