a. Do you think the classroom environment chosen is appropriate for the learning activities? Explain why.

Part 2:

Management of ICT classrooms (Secondary) – Managing ICT-Enhanced Environment

Video 1: Full Computer Lab 

Each student had access to a computer enabling individualised learning. This is an appropriate environment as it allowed students to learn independently and at their own pace as different students might visualise the mathematical concepts at a different pace.  

However, the CD-ROM merely took over the role as the ‘Maths Teacher’ in imparting knowledge to them. It did not allow interactive learning; students would have to wait for the teacher to attend to them when they needed to ask a question.

Also, students might just view the CD-ROM zooming into the questions they needed to answer in the given worksheet without internalising the mathematical concepts. To counter this, the teacher did check for understanding of the topic by posing a few questions to the students and reiterating some important concepts thus reinforcing the learning. There was also no opportunity for collaborative learning amongst students. As such, I felt that the learning was still more teacher- centred.   

Video 2: Half Computer Lab 

2 teachers pooled together resources in their team teaching about forest to help enrich the learning experience of students. First they introduced the background knowledge to the students and briefed them of what to expect for the next lesson.

The next day, they moved to a half computer lab where 2 students shared a computer and had to complete a worksheet in pairs.   This is an appropriate classroom environment as it allowed students to discuss and work in pairs, especially, in this case, to work with students from another class whom their might not be familiar with. When one is using the navigation guide to explore the CD-ROM, both will discuss and decide on what are the correct and relevant answers to be recorded on the worksheet, which will then be recorded by the other student of the pair. This enhances teamwork, communication and social skills. 

However, the teachers did not check for the students’ understanding nor reinforce learning before she concluded the session while the information is still fresh in the students’ mind. There was also no opportunity for each pair to present or discuss their findings to the class or another pair.  

Video 3: Learning Centres 

Students were brought to a science laboratory with different stations which are thematically linked for their science lesson. Students are required to rotate amongst all the stations in order to complete the worksheet given.  Each station is equipped with different learning tools eg. Laptops with CD-ROM, microscopes, diagram charts, skeletal models. Students are assigned to work in groups and instructed to discuss the answer as a group.    

This is an appropriate classroom environment as the many stations provided a variety of ways to explore the topic, in this case is the characteristics of a few categories of living things. This catered to the different learning styles of students and also engaged the students in the hands-on learning.  The students were given a task to complete (the worksheet) and acted like investigators, moving around to different stations to collect and discuss information as a group.  This kept the students interested and engaged. It also encouraged teamwork and collaborative learning.The teacher also reinforced learning after the groups have completed all stations by going through the answers.

Video 4: One Computer Classroom

I thought that this was a very appropriate classroom environment as the teacher transformed the usually ordinary one-computer classroom setting into an interesting and engaging learning environment, especially not all classes get to use a full/half computer labs for all lessons.

The teacher used the computer to engage the class in pyramid games involving words they have learnt in previous lessons. This acted as a good revision and reinforcement of learning.  Students were assigned teams and involved in deciding the sequence of the teams to play the pyramid game. The teacher stressed that everyone had to take turns and be involved; no one was to be passive. This ensured that all students had equal chance for the experience and be actively engaged. Teams were instructed by the teacher to be considerate and show good ‘sportsmanship’ while the other teams were at the game by not making too much noise to distract the team. Teams were however, strongly encouraged to cheer on their own team, each team with its own unique cheer.

These strategies used had set the classroom in a very interactive and engaged mode. They also cultivated strong team spirit. The teacher would step in to explain some words when necessary. This further reinforced learning.  At the end of the class, students were tasked to make use of some the words in the game to form a short story as homework. This ensured that learning is put to practice and internalised.      

In relation to case study 1

Some students were tasked to research on a topic, present to, share and clarify with the class. Students took responsibility for their learning as a team with minimal intervention by the teacher. This quality was not found in all the 4 videos.

Students work in pairs, encouraging teamwork, discussion and collaborative learning similar to video 2.

The forum also allowed clarification, and research, thus generating interest even after the class. This allowed student centred collaborative learning from various sources, not restricting to CD-ROM or classroom knowledge only.  This quality was not found in all the 4 videos. 

b. The students seem to be focused and on task. What strategies do you think the teacher has used to achieve this outcome?

Video 1: Full Computer Lab 

·         The teacher gave clear instructions and set the rules appropriately so as enable all students to be engaged in their learning with minimal disruption.

·         First, he assigned seats according to index number thus enabling the class to settle down in a orderly and efficient manner.

·         Then he appointed the row leader to collect the CD-ROM and distribute at an appropriate time, so as to minimise movement and distraction to the class.

·         He also engaged the assistance of the IT Rep to do minor troubleshooting at the initial stage so that all students can get started as soon as possible.

·         To further reduce disruption to students while they view the CD-ROM, he used different coloured cups for students to capture his attention when they need assistance, instead of the usual shouting out for his attention.

·         Also, when there was a need for him to attract the student’s attention, he dimmed the lights and also got the students to turn off the screen so as to ensure that all students were attentive.

 Video 2: Half Computer Lab 

·         Before the second lesson, the one teacher engaged the assistance of a TA set up the lab and tried out the system (hands-on) to avoid any delays for the students to be engaged in their learning.

·         Meanwhile, the other teacher organised the class by assigning seating position in pairs which they would be working with. This helps to eliminate any confusion and delay in the lab so that students can take their position in an orderly and efficient manner.

·         Once in the lab, teacher assigned roles to the pairs and gave instructions of each role.

·         She also sought the students’ attention by asking for a response in the mist of her instructions.

·         Teachers walked around the class to attend to those who needed assistance. 

 Video 3: Learning Centres

·         Students were assigned groups before they entered the labs. This ensured that they settled down quickly without being distracted by all the equipments at the stations.

·         Clear instructions were given by the teacher of what to do and look out for at each station

·         She appointed group leaders to facilitate the process

·         She explained about her expectation of the completion process of the worksheet

·         She gave clear cue 5 minutes before each rotation to allow ample time for groups to wrap up their work at each station

·         She gave clear instructions so that to allow all groups to be rotated in an efficient and orderly manner  

Video 4: One Computer Classroom

·         Students were assigned and arranged into groups very quickly, this enabled the activity to commence without much delay, it also enabled group discussions

·         The teacher engaged the assistance of an IT rep to set up the equipment so that the activity could be carried out without much delay

·         She also gave clear instructions on how to play the game and laid out clear rules (eg. No distractions while other teams are playing). 

c. What potential classroom management issues can possibly occur? What proposed solution(s) do you have?  

Video 1: Full Computer Lab

Ø  The teacher might find it overwhelming if too many students are with the red cups at a time since there were no background briefing of the topic before the students viewed the CD-ROM. This could be resolved by giving a brief introduction of the topic to clear some common and basic questions that students might have. Also, since this is self-paced learning, he could engage the assistance of students who have completed to ‘tutor’ the students who needed help. This would also allow the tutor to further reinforce his learning.  

Video 2: Half Computer Lab

Ø  As the CD-ROM and navigation guides were already in place when the teacher was given instructions before they start, the students fidgeted with the computer and were busy reading the navigation guide. Hence, some might not have listened to the instructions clearly. This could be resolved by issuing the CD-ROM and navigation guide only at an appropriate time, like in the case of video 1.

 Video 3: Learning Centres

Ø  If activities at each stations are not planned to take the same amount of time, it would create major problems when groups are due for rotation. This could be resolved by carefully planning the trying out each station prior to the class to ensure equal time distribution

If equipment at each station are not sufficient to support the group strength, it might deprive some of the group member of the learning experience. This can be resolved by either ensuring sufficient equipments or allowing sufficient time for each member of the group to take turns to use the equipment.

 Video 4: One Computer Classroom

Ø  Noise level in the class while playing the game and cheering their group might be too high thus disturbing the other classes. This can be resolved by either conducting the class in an enclosed room or by constant reminder for the class to keep noise level down.  

Part 1

Differences between Teacher-Centred and Student-Centred Learning EnvironmentsHow Student Centred was the Lesson?

My thoughts after studying Case Study 1:

(Scoring 1 – 10, 1 being the most Teacher Centred, 10 being the most Student Centred)

Teacher Roles (Score 9)

ü  Daphne has first tasks some students to be secret agents, sourcing for information about various environmental problems and possible solutions. These students would then have to present their findings to the rest of the class who acted as the World Bank Budget Committee who had to decide if the problem deserved funding. This encouraged students to take responsibility for their learning as a team. The learning was deemed useful and meaningful to them as their ability to accomplish the assigned tasks depended very much on the quality of their finding (in the secret agent’s case would be to convince the Committee; and in the Committee’s case would be to make informed decisions based on accurate and comprehensive facts presented by the agents). Hence, the students were all actively engaged in the learning process as they saw a purpose for it and thus arousing their interest.

ü  Daphne played the role of a facilitator, rather than an instructor, intervention was kept to minimal. She provided the class with the scaffolding of what is required of them and allowed them to build their own lesson based on this scaffolding.

ü  In the redesigned lesson, she walked the students through the process of using the Inspiration mindmaps so that students could capture information in a more meaning way. She also explained how the information captured should be made use of to derive at a decision via the decision making template.

ü  In the redesigned lesson, she also broke down the tasks into manageable parts (eg.allowing students to tidy up their mindmaps and completing the decision making template as homework). This enabled students to be engaged in the next stage of the lesson (eg. The forum) and not perpetually trying to tidy up the previous task.

ü  She monitored and guided into more thought provoking questions in the Forum 

Student Roles (Score 9)

ü Students took ownership and responsibility for their learning as a team. They were given a task and saw the purpose of learning thus keeping themselves engaged.

ü In the redesigned lesson, after Daphne’s explanation, students were able to better learn how to use the Inspiration to draw mindmaps while trying to capture as much information as possible. They also worked in pairs to allow discussion and collaborative learning.

ü ‘Secret Agents’ acted as tutors, imparting the knowledge they gathered to the class and assisted them in the mindmapping and decision making process, thus internalising and reinforcing their own learning.

ü  Rest of the class internalised their own learning by apply and relating the learning into making an informed decision. 

Curriculum Characteristics (Score 8 )

ü  This project met the curriculum goals of ensuring all students gained substantial knowledge of the topic.

ü  In the Forum, Daphne guided the students into questions that required higher order thinking

ü  In the redesigned lesson, she broke down the tasks into manageable parts (eg.allowing students to tidy up their mindmaps and completing the decision making template as homework). thus enabling students to be engaged in learning at each stage instead of just moving from task to task. 

Learning Goals (Score 8 )

ü  Learning goals were met in terms of teamwork as ‘Secret Agents’ have to work together to convince the class

ü Learning goals were met in terms of collaborative learning as ‘Secret Agents’ and the class involved in intensive discussion in the forum  

Types of Activities (Score 8 )

ü  Hands on exploration for the ‘Secret Agents’ scored a perfect 10, but not for the rest of the class

ü  Nevertheless, a wide variety of activities were present in the lesson enabling learning in varied styles. Eg. Hands on exploration and presentation by the ‘Secret Agents’, making use of Inspiration mindmapping to take notes and conceptualise ideas and the Forum for further clarification    

Assessment Strategies (Score 5)

ü  There were no clear indication or instruction as to how the students would be assessed 

Use of ICT (Score 9)

ü  ‘Secret Agents’ used the Internet to search and explored to obtain the necessary information.

ü  ‘Secret Agents’ used Powerpoint to present their findings to the class

ü  Inspiration software was used for taking notes and mind mapping

ü  On line discussion forum was used for the class to clarify doubts or obtain more information

ü  All information obtained was used to make an informed decision after which the class had to make an online poll.

In conclusion, I felt that the lesson was planned and conducted in a way that encouraged student centred collaborative learning. Students took ownership in their own learning and were interactively engaged. Optimal use of ICT also enhanced the learning.

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