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QQCCBBAAINTRODUCTION

Designing microLESSONS™

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AA BB CC QQTemplate designed by Mr Kenneth Wee <[email protected]> Copyright © 2000 NIE AA BB CCINTRODUCTION

Objectives: Be able to:

identify the characteristics of a microLESSON™.

provide examples in the various sections of context, activities, and tools of a microLESSON™.

apply pedagogical principles in designing the context, activities, supporting tools of a microLESSON™.

Target group: Trainee teachers, teachers and designers

Duration/Mode: 1 hour

AA BB CC QQTemplate designed by Mr Kenneth Wee <[email protected]> Copyright © 2000 NIE

HOME

Section A – Understanding microLESSON™

(A very short introduction of what is a microLESSON ™)

Section B – Context, Activities, Tools & Templates

(These are the main elements found in a microLESSON ™. You will participate in activities to find out more of these elements)

Section C – Learning from microLESSON™(This section will help you understanding how students learn from different examples of microLESSON ™ )

Click A, B or C to continue

Contents

AA BB CC QQTemplate designed by Mr Kenneth Wee <[email protected]> Copyright © 2000 NIE AASECTION A

A microLESSON is defined as a student centered instructional unit that focuses on a small section of a topic in the school curriculum.

It should not be ambitious but to fulfill one or two instructional objectives

The activities should preferably be completed within one or two class periods - either half an hour or an hour, the most.

microLESSONS should encourage students to explore and work together rather than alone. So collaborative work is a feature of microLESSONS.

Section A - Understanding microLESSON™

AA BB CC QQTemplate designed by Mr Kenneth Wee <[email protected]> Copyright © 2000 NIE AASECTION A

In summary:

A microLESSON is student centered focuses a small section of a topic fulfills one or two instructional objectives only can be completed within one or two class periods encourages students to learn on their own encourages working together rather than alone.

Understanding microLESSON™

AA BB CC QQTemplate designed by Mr Kenneth Wee <[email protected]> Copyright © 2000 NIE BBSECTION B

Section B: Elements of a microLESSON™

Context

Activities

Tools& Templates

MicroLESSON

Objectives

A microlesson will consist

of these following sections. Click on each section to read about it


Elements of a microLESSON™

Context

Activities

Tools& Templates

MicroLESSON

Objectives

Start by defining objectives. Remember, don’t be too ambitious. Keep the objectives to 2 or 3 and keep them small and achievable.



Context

Activities

MicroLESSON

Objectives

Tools& Templates

Click here for activityPrimary school examplesSecondary school examples

Design a context in which learning can take place. Make it as authentic (as real life) as possible and something relevant to the students. There are many ways to design context and you can explore further.



Context

Activities

Tools& Templates

MicroLESSON

Objectives


To allow students to apply and learn through activities situated within the context. You do not want the students just to recall facts, but instead your activities would encourage students to be involved in higher order thinking.



Context

Activities

Tools& Templates

MicroLESSON

Objectives


Various kinds of tools are required by student to support them in the activities. Tools can be in the form of activity sheets, Excel spreadsheets, Graphs, concept maps etc.


Click on the icon to open activity sheet on CONTEXT

The objective of this exercise is to discover various types of contexts in which learning can take place.

There are five samples of microLESSONS. Share out the tasks and then exchange your findings.

Context

Making choices Healthy Living Time Weather Pollution

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PRIMARY SCHOOL EXAMPLES


Click on the icon to open activity sheet on ACTIVITIES

The objective of this exercise is to discover the different kinds of activities that will promote learning.

Here are five samples of microLESSONS. Share out the tasks and then

exchange your findings.

Activities


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Click on the icon to open activity sheet on TOOLS.

The objective of this exercise is to discover the different types of tools that can be used to support learning.

Here are five samples of microLESSONS. Share out the tasks and then exchange your findings.

Tools

Class Discussion


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Click on the icon to open activity sheet on CONTEXT

The objective of this exercise is to discover various types of contexts in which learning can take place.

There are five samples of microLESSONS. Share out the tasks and then exchange your findings.

Context

Geography – Forests – to ConserveOr Not to Conserve

English – Reel Life

Biology – Blood Groups

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SECONDARY SCHOOL EXAMPLES

Mathematic– Magic Beans


Click on the icon to open activity sheet on ACTIVITIES

The objective of this exercise is to discover the different kinds of activities that will promote learning.

Here are five samples of microLESSONS. Share out the tasks and then

exchange your findings.

Activities

Microsoft Word

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Click on the icon to open activity sheet on TOOLS.

The objective of this exercise is to discover the different types of tools that can be used to support learning.

Here are five samples of microLESSONS. Share out the tasks and then exchange your findings.

Tools

Class Discussion

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Class Discussion

Context - presents a situation where learning can take place. Can you give examples of various learning contexts that you can design?



Activities - allow students to be engaged in learning. Students “pull” information rather than teachers “push” information. How are they different from your drill and practice or tutorial modes?

Class Discussion



Activities - allow students to be engaged in learning. Students “pull” information rather than teachers “push” information. How are they different from your drill and practice or tutorial modes?

Tools & Templates - support learning. Give students some form of support or framework to work with. How are they different from the typical worksheets?

Class Discussion


When you design a microLESSON, you must consider

Context

Activities

Tools & Templates

Your aim of doing all these is to help students learn by activities and not by rote learning or memorising facts.

AA BB CC QQTemplate designed by Mr Kenneth Wee <[email protected]> Copyright © 2000 NIE CCSECTION C

In this section, you and your friends will be exploring how students learn from microLESSONS and how you can ensure that your microLESSONS follow the framework.

Section C: How do students learn?


In general, here are some ways that we learn: Click on each to learn more.

a. Behaviourism

b. Cognitivism

c. Constructivism

d. Social constructivism

e. Student-centered

Click here for .pdf file on how we learn.

Click here to go to Activities for this section.


How do the students learn from microLESSONS?

Behaviourism

Have you been to the Zoo? Seaworld? Circus? - How can the animals perform such tricks? What rewards were given to the animals when they have performed a trick?

This is the principle behind behaviourism.

Reinforcement (rewards) encourage stimulus again

Stimulus

“Jump!”Response

Animal jumps

Reinforcement“good boy”



Cognitivism

If I ask you to memorise a 7-digit telephone number, you would probably try to break down the number, commit it to long term memory by repeating it many times. Sometimes you want to store in your short term memory while you grab a phone to dial the number

This is the principle behind cognitivism or information processing model.

SensoryRegister

Working Memory

Long-termMemory

Input

Short-term memory

AttentionRehearsalElaboratingOrganizingetc.

LostLost



Constructivism

When learning is an active process of constructing rather than acquiring knowledge then we would consider this as constructivism. In constructivism, student forms new knowledge through various activities (such as reading, summarising, experimenting) rather than being taught or being told by the teacher.

New knowledge

Student

Various kinds of activities

Own experiences

Own personal

knowledge



Social Constructivism

Here learning is not done independently but with the help of others in a society or within a group of learners. Other people’s points of views are also expressed and a learner has to negotiate with others before coming to a consensus or a decision.

agreed knowledge

Activities that require students

to work within a group

Student Own

experiences

Own personal

knowledge

Student Own

experiences

Own personal

knowledgeStudent

Own experiences

Own personal

knowledge


How do the students learn from the microLESSONS?

Is there a teacher teaching concepts and factual knowledge?

OR

Do the students interact with the microLESSONS and work with their friends?

Read Chapter 12: Promoting Student-centered learning of your textbook:Integrating Technology into Teaching and Learning. - Pages 230 -249.

Student Centered


Summary Activity Click on the icon to open activity sheet on LEARNING

Look at the tools and activities in each microLESSON and based on these, identify how students learn.

Write down a short reflection on how each microLESSON

promotes student-centred learning.

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AA BB CC QQTemplate designed by Mr Kenneth Wee <[email protected]> Copyright © 2000 NIE

QUITClick Q again to quit, or to go back CCBBAA QQ

CreditsPrepared by

A/P Philip Wong10 Jan 2002

INSTRUCTIONAL SCIENCE ACADEMIC GROUP

national institute of educationcopyright 2001

ACKNOWLEDGEMENTSAll images were taken from Microsoft® Office

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