Redefinition Sample Lesson Plan

(storyjumper, 2018)

storyjumper. (2018). storyjumper. Retrieved from storyjumper: https://www.storyjumper.com/library/my

Name: Miss Carter Learning Area: English
Date taught: 26.3.18 Objective: A
Time: 50 minutes

Grade: 3

Topic: Writing and Representing 1

Context: 2nd lesson on composing a mother’s day story book

 

 

Content Description:

–       plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language EN2-2A

Learning Elaborations:
Students learn about…

 

–       The process of; planning, writing, editing and producing a story.

 

Students learn to…

  • identify key elements of planning, composing, reviewing and publishing in order to meet the demands of composing texts on a particular topic for a range of purposes and audiences
  • experiment and share aspects of composing that enhance learning and enjoyment
  • discuss aspects of planning prior to writing, eg knowledge of topic, specific vocabulary and language features
  • reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation
  Assessment evidence

Performance Task:

–       As a class, students create a book called “Why I love my Mum”. (Through storyjumper) Each child is to create one page that is to do with their own mother (or carer) that answers the assigned questions. (These are questions that students created in a previous class) The book once completed can be put onto an e-book form and sent to their parents and anyone else they would like. (e-book form allows students to send it to people overseas or from anywhere around the world)

Other evidence:

–       Observation of students

  Learning Resources:

–       Student individual devices

–       Student created planning worksheets (from class before)

–       Individual accounts with storyjumper

–       Student workbooks/pencils

Lesson Introduction

–       Complete a game of hangman with the students. (The words are to be ‘Why I Love my Mum’)

–       Discuss with students again the idea of creating a book for their mums for Mother’s Day.

Time: 4 mins
Links to Prior Learning

–        Remind students of the questions they created last week and the planning that they each undertook individually, about what their page would look like.

–        Instruct them to take out that planning worksheet they completed.

Time: 1

mins

Lesson Development

–       Send students a link to the class ‘Why I love my Mum’ book (storyjumper) and allow them the ability to edit.

–       Instruct students to write up a draft of their page for the book and show the teacher.

–       Once teacher gives approval of the page, students are to write them up on to the storyjumper online book that they were sent.

Time: 40

mins

Lesson Closure

–        As a class look over some of the pages that they have put into the book.

–       Remind students that when it is Mother’s Day they will be able to share this book as an e-book with their parents and whoever else they would like to show. (from anywhere in the world)

Time: 5 minutes

Redefinition (SAMR) Examples:

Referring to the SAMR model, ‘Redefinition’ is when technology allows for activities to be created that were “previously inconceivable”. (Walsh, 2015) One example of technology that was truly inconceivable up until recent times is called Google Expeditions. “Google Expeditions is a virtual reality tech tool” that allows teachers to guide their students on class excursions from places all around the world, from the safety of their own classroom. (Edtech 4 Beginners, 2016) Google Expeditions is a free app that can be used with or without the purchase of other equipment. For classrooms, a good purchase to make for this experience is called Google Cardboard. (Google , n.d.) Google Cardboard is a much more affordable alternative to a real virtual reality headset that can give students a similar experience. This application can be such a beneficial resource to incorporate into classrooms throughout many different subjects as students get to experience the content first hand. It makes learning extremely meaningful and real for each student.

 

Below is a link that will give more detail about this brilliant application, as well as a video of students using it within a classroom. Watch to see their excitement and pure engagement as they experience a whole new world within their own classroom.

 

https://edu.google.com/intl/en_au/expeditions/#how-it-works

 

Another way to incorporate technology into the classroom in a way that completely redefines an activity is through the use of Skype. Skype is a part of Microsoft and is an application that allows users to make video calls, audio calls, and message. (Microsoft, 2018) While this technology has the potential to be used in multiple aspects of the SAMR model, it can also be used for redefinition. Throughout school, students learn about many other cultures and places in the world. Through the use of Skype, teachers can now link up with other schools and allow their students to physically see and communicate with these other cultures they have learnt about. This idea benefits both parties as students are provided with an opportunity to experience other cultures in a real and meaningful way. Similar to Google Expeditions, this technology engages students deeply in their learning as they find themselves immersed fully in the content at hand, and are provided with a real-life experience.

 

Edtech 4 Beginners. (2016, September 27). Google Expeditions Tutorial. Retrieved from Youtube : https://www.youtube.com/watch?v=8yPjqgFZWJ4

Google . (n.d.). Google Cardboard . Retrieved from Cardboard : https://vr.google.com/cardboard/

Microsoft. (2018). About Skype. Retrieved from Microsoft: https://www.skype.com/en/about/

Walsh, K. (2015, April 20). 8 Examples of Transforming Lessons Through the SAMR Cycle. Retrieved from EmergingEdTech: https://www.emergingedtech.com/2015/04/examples-of-transforming-lessons-through-samr/

Podcasting – Example Lesson Plan

Another great way to incorporate technology into the classroom is through the use of Podcasts. Podcasting can be a modification activity as students move away from writing a typical report or reviews, and put their material/ knowledge into a podcast. Podcasting is a great way to involve students in the use of technology and has many benefits including it; opens up the audience to a much wider community, allows for student collaboration and students are vocally speaking (or reading) content which can allow for personality/character to be brought into their presentation. Below is an example of a lesson plan, for a grade 4 class, which incorporates the use of podcasting.

 

Name: Miss Carter Learning Area: HASS
Date taught: 19.10.18 Strand/Objective: History
Time: 50 minutes

Grade: 4

Topic: The First Fleet

Context: 4th Lesson on the First Fleet

 

 

Content Description:

Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHASSK085 – Scootle )

 

Learning Elaborations:
Students learn about…

–       The life of individuals involved with the First Fleet.

–       What happened during the First Fleet.

 

 

 

Students learn to…

ü  Investigate reasons for the First Fleet journey, including an examination of the wide range of crimes punishable by transportation, and looking at the groups who were transported.

ü  Investigate attitudes to the poor, the treatment of prisoners at the time and the social standing of those who travelled to Australia on the First Fleet, including families, children and convict guards.

ü  Investigate daily life in the Botany Bay penal settlement and challenges experienced by the people there and how they were managed.

  Assessment evidence

Performance Task:

–       Students are to script and produce a podcast in pairs that last between 4-5 minutes. One student is to be an ‘interviewer’ and one student is to role play someone who was involved in the First Fleet. (this may be people such as soldiers, convicts or Captain Arthur Phillip) The content of the podcast must show students have an understanding of; what life was like for their chosen individual during the time of the First Fleet and what happened during this time period.

Other evidence:

–       Observation

  Learning Resources:

–       Individual student devices

–       Whiteboard

–       Application which allows students to create a podcast (e.g. Anchor or Garage Band)

–       Paper and pencils or application such as ‘Microsoft Word’ to write down script.

Lesson Introduction

–       Play a game of hang man with students to re-introduce the topic of the First Fleet.

Time:  2 mins
Links to Prior Learning

–        Recap with students some of the people they have learnt about who were involved in the First Fleet. Write these ideas up on the whiteboard.

Time: 3

mins

Lesson Development

–       Recap with students what a podcast is and what it’s purpose is.

–       Explain to students that today they are going to be working in pairs to create an interview which will be recorded as a podcast. This podcast is to be around 4-5 minutes long. One student is to be the ‘interviewer’ and one student is to be their chosen member of the First Fleet. Refer to the board if students are struggling with who to pick from the First Fleet.

–       Inform students that this podcast needs to ensure that their audience learns about what happened during the First Fleet and what life was like for whatever individual they choose to interview.

–       Students must write up a script in their pairs which clearly highlights the questions the interviewer will ask, and a rough draft of what the First Fleet member will say in response.

–       Remind students of the applications that they have used previously to create a podcast.

–       Instruct students to find a spot around the classroom or outside under the veranda, where they will still be visible, and give them 35 minutes to complete this activity.

–       Once students have completed their podcasts, encourage them to post their podcasts on to Edmodo where their peers will be able to view them at a later time in the day.

Time: 40

mins

Lesson Closure

–       Bring students back in to their desks.

–       Go around the class room, and let each pair explain who they chose to interview.

–       Explain that later in the day they will get an opportunity to view some of their peer’s creations.

Time: 5 minutes

Modification (SAMR) Examples:

Referring to the SAMR model, ‘Modification’ is the term used when technology is introduced into an activity/task/lesson and it allows for significant task redesign. One example of an activity that may be modified through the use of technology, may be when students are encouraged to create notes on mathematic strategies/rules. Originally, this task would be completed using paper or a notebook. A modified version of this task may involve students using the website ‘Explain Everything’. (Explain Everything , 2018) This website is a great tool which allows students to record themselves speaking as well as incorporate visuals (such as an online whiteboard) to explain or convey content. This allows students to begin gathering content for an e-portfolio of mathematic strategies/rules. This modification example is extremely beneficial for the student (and teacher in some ways), because; it is generally more engaging for students, students can personalise their notes more through the use of both visuals, audio and videos, it targets a broader scope of students from a range of different learning styles and it is easy to file/store.

Presentations are an activity/assessment that many teachers integrate into their classroom routines. The benefits of presentations are students are able to learn in depth about a particular topic as well as view a range of other topics through their peer’s presentations. A modification example of this activity may involve students putting their presentations on to a blog site. Some examples of student-friendly blog sites to use include; SimpleSite and WordPress. (SimpleSite, 2018) (WordPress, 2018) Student blog sites can be beneficial as students are encouraged to; comment on their peer’s post, have online discussions and open up their audience to the wider community. This is a great way to give students a true sense of meaning within their learning as they produce something which will be presented to a much wider audience (potentially) than just their class. Additionally, it is a great tool to aid students in a deeper sense of learning as they comment and discuss their peer’s presentations.

 

Explain Everything . (2018). Explain Everything . Retrieved from Explain Everything : https://explaineverything.com

SimpleSite. (2018). SimpleSite. Retrieved from SimpleSite: https://www.simplesite.com

WordPress. (2018). WordPress. Retrieved from WordPress: https://wordpress.com

Sample Lesson Plan – Google Sites

Name: Miss Carter Learning Area: Health and Physical Education
Date taught: 25.10.18 Strand/Objective: Personal, Social and Community Health
Time: 1 Hour

Grade: 6

Topic: Health, Safety, Wellbeing

Context: 2nd Lesson

 
 

 

Content Description:

Plan and practise strategies to promote health, safety and wellbeing (ACPPS054 – Scootle )

 

 
Learning Content/Elaborations:  
Students learn about…

–       Strategies to promote; health, safety and wellbeing

–       Creating a website

–       Collaboration

 

 

 

Students learn to…

  • suggest ways to improve the nutritional value of meals
  • propose and implement opportunities to increase physical activity levels at school or at home
  • script/rehearse how to refuse drugs they may be offered, such as medication, tobacco products or alcohol
  • select and practise appropriate responses to promote safety in different situations
 
  Assessment evidence

Performance Task:

– Students are to create a website as a class, where each student, in pairs, contributes a section of work to the site. The site is to be about; health, safety and wellbeing and a range of strategies that may be implemented to promote these areas. Students will be assessed on; the content presented on their page; both the description/introduction and strategies students have included and the visual presentation of the page.

Other evidence:

–       Observation and questioning

  Learning Resources:

–       Pre-prepared site made by the teacher; https://sites.google.com/view/health-safety-and-wellbeing

–       Individual devices

–       Screen to project teacher pre-prepared site

–       Whiteboard

 
Lesson Introduction

–       Have drawn on the whiteboard the three headings; Health, Safety and Wellbeing.

–       Brainstorm with student’s different subheadings that might fall under each category. Give students the examples of; safety when riding a bike, physical activity, how to refuse drugs… Write the answers on the board.

Time: 5 mins
 
Lesson Development

–       Group students into pairs.

–       Explain to students that they are going to create a website as a class, that covers many of the topics they have written on to the board.

–       Pull up the pre-prepared site. Give students an overview of the site.

–       Using the whiteboard, assign student pairs a topic.

–       Share the teacher pre-prepared site with students so that they have access to edit.

–       Explain to student pairs that they are going to create a page, similar to the example site, on their own assigned topic. Their page will need to contain; a heading of either; health, safety or wellbeing (depending on what was assigned), a short explanation/introduction of the topic they were given, pictures, a video (if appropriate) and strategies which will promote their given topic. Write these requirements on the board. Explain to students that they are creating one site as a class and each pair will be contributing their one page.

–       Instruct students to begin work and while they do research and find resources, the teacher is to create a page on the site for each pair to upload/edit. (The pages created are to clearly show student names so they are aware which page they can edit)

–       Give students 35-40 minutes to work on this task and present it all on the site.

 

Time: 45

mins

Lesson Closure

–       Once students are finished, encourage them to view the page’s their peers have created and discuss the topics in their pairs.

Time:  10 minutes

 

The site I created as an example for my students can be found at; https://sites.google.com/view/health-safety-and-wellbeing

 

Augmentation Examples (SAMR)

It is a well-known fact that for students to truly thrive and succeed in an academic learning environment, that timely and effective feedback must be acquired. For a student to recognise areas of weakness or misunderstanding, they must be guided and receive feedback. Traditionally, tests or quizzes have been completed with paper and pencils, and have been marked individually by the teacher and handed back after some time. One form of augmentation within this situation may be to implement student quizzes being completed through google forms. This direct tool substitute has a range of functional improvements which include; students have the ability to receive feedback immediately, a teacher can view results immediately and in a form that highlights explicitly the areas of weakness and strength amongst the class in general and it is paperless. This example of augmentation is definitely beneficial within a classroom, as previously stated, the ability to provide or receive feedback within a classroom is so valuable.

 

Within a classroom, typically students are encouraged to create many reports throughout their schooling journey. An augmentation example in this situation may involve students creating a PowerPoint presentation on a particular topic. This example is augmentation as the technology being introduced has functional improvements, however, does not modify the task at hand. As students engage in a task using this medium, students are given the opportunity to incorporate functions such as; text, images, video’s, audio, etc. PowerPoint offers a more engaging and student appealing way of presenting information to an audience, in contrast to simply writing a report. “90 percent of computer-based presentation visuals in this country are created using PowerPoint.” (Telg & Irani, n.d.) While this fact is referring to America, it’s relevance still holds true in Australia and enabling our students to interact with this medium is a great skill/ability to teach.

Telg, R., & Irani, T. (n.d.). Getting the Most Out of Power Point. Retrieved from Distance Education Faculty Training Program: http://training.ifas.ufl.edu/old/deft/produce/pptart.htm