Wireframing digital lesson planning

digital lesson planning

Teachers probably need to wireframe assessment plans and lesson plans on a reasonably regular basis. Wireframing means you can get the block areas of the document easily so that you are covering all the current requirements. I have put an example up from i21zone because one of the key features of this is that it covers technology in a sound way. A lesson plan (or assessment plan) now needs to include so many elements:

lesson goals/outcomes

lesson content

digital resources

cross curriculum links

other resources

acara subject

acara general capabilities

student performance standards

teacher performance standards

inclusion

accessibility

school site plan

There are other things which should and could be added and that is my point. Lesson planning and topic planning in the 21st century has become complex and mostly for good reason. It would be a good exercise, then to sit and map out a wireframe for the perfect lesson planning document to suit your needs. It would also be an interesting exercise to sit and group plan a wireframe for the most suitable lesson planning document. Wireframing could just be done with pen and paper. but there are free apps you can try for wireframing. You need to get a list of the elements first. Once that is done the blocks need to be designed and the y have to fit an A4 page. It’s all part and parcel of aitsl encouraging teachers to base their lesson planning on reason. It is also why the innovation unit in the UK has done so much work around getting the right lessons for students. In the end it is about getting a template which suits your needs and the needs of whom you are teaching. Without it you are carrying all that stuff around in your head and it’s draining.

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Match Three with STEAM components

STEAM Where would we be without gamification? I have just used the STEAM acronym and tried to find three indicators of each which start with the same letter to be indicative of meeting the component in lesson planning and delivery. This is a work in progress. It is not definitive and I have shared it so that others can be encouraged to break down the components of STEAM (Science, Technology , Engineering, Arts, Maths) into an applied model which is easy for teachers to consult as they think and plan. We need something like the Bloom’s Taxonomy – a STEAM Taxonomy to pin us all down and get us thinking in a more consistent fashion. I have a mix of verbs and adjectives. I’d prefer one or the other so that is my next challenge. Just throwing it out there.

Having fun teaching with technology.

Matthew Weathers teaches Maths at Biola University and can play some interesting technology tricks, with a little help from his friends, on his students. The clip has been out for 4 years so you may have seen it. He is using the element of surprise to engage his students and to gain a high level of interest which he can then utilise to lead them into some solid learning of concepts and ideas. We’d love to be this clever. We’d love to be able to do amazing things with technology. It would take time, energy , thought and very careful planning. Matthew Weathers is obviously very good at thinking out the logistics of a presentation such as this as well as having considerable skills. You can emulate the approach ,at least, and start your lessons with something which is eye-catching, interesting, highly amusing and bound to create  interest. We can all think about how to raise the bar at the beginning of the lesson. All I saw written on a science board in big letters this morning was Mendel’s Pea Plants. I wanted to know what that was about, who Mendel was and what was so scientific about peas. Thanks to the obliging science teacher I am now fully au courant with Mendel and his peas.

Think

tony robbinsAnthony Robbins is a life coach and a motivational speaker and this quote really meant something to me when I read it. This is a follow up to yesterday’s post on mastering your classroom because if it takes 10, 000 hours of practice to master something then with 30 students and 30 devices we have to be careful how we implement and organise everything. No time for faffing! So I started thinking and, as it turned out I think THINK is a good way to keep your technological classroom under control and vibrant:
Think

 

 

 

 

 

 

T  Time your information, presentations, activities.
H  Hone your skills and theirs. Be good at what you do.
I   Innovate and inspire. Don’t fear change.
N  Nudge them along and nudge yourself to do something different..
K  Know what you are doing and what you want to achieve.

Using technology

Using technology

Think – it’s all in the preparation
Connect – use technology to talk with your audience
Know – know your audience and your subject matter
Understand – do you know what they need and what they are looking for?
Convince – what you are teaching is beneficial to them.
Conclude – tie up the loose ends, connect the dots, join up information
Hold something back – leave the lesson with the next logical step ready to be learnt

We have some good choices in technology now so it is important to think out what you want to use and how. Yesterday I split the whiteboard screen to show a doc on one side and then use the interactive whiteboard on the other side. We then went to practising what we had done using a flashcard programme on the whiteboard which had sound as well. From there to a new programme we are learning so we can animate our next assignment. These students like active, like big visuals and they like a gaming approach. They will work hard and learn the content if I offer it to them in a way which really enables them. My year 11s and 12s had a surprise the other day. My Year 11s had to do an exam. So I had set that up. At the same time I was required to teach the year 12s. I could have sent them else where or told them they were to work silently for 2 hours. They are, after all , Year 12s. I thought about it. We have missed lessons for various reasons. Their year is a short one and the tasks are demanding. I told the year 12s there were two assignments we were going to get organised in that 2 hours. I had the Year 11s up and running with their exam. I had my laptop where I could see them and the time. Every 15 minutes I got up to supervise. Every 30 minutes I announced the passing of time. In between my year 12s and I wrote little notes to each other so I could help them and they messaged me rough copies of their work over the learner management system. With more students I could not have done that. With different students I could not have done that. You look at your classes , your capabilities and your tools and you work out the maximum use of technology to achieve something for those students and yourself. Sitting watching students for 2 hours is a poor use of me and my capabilities. Making sure everyone’s needs are met in an educational context is a good use. My year 12s were amazed how much we achieved so it was a good lesson in focussed learning for them. My Year 11s were comfortable because they knew I was there and looking after them but I was not looking at them all the time. For my year 9s we have the animation story board to prepare on Monday, for my year 11s I have their exams to return with the learning they will now need very clear and the year 12s can ramp up and start their big oral assignment. Preparation is everything and content is king.

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