THIS is my learning diary for module 4. The title of module 4 is ‘Teachers as learning designers and peer reviewers‘.
The learning objectives for this module are (taken from @eu_schoolnet):
1. Understand the principles behind the conception of the teacher as a learning designer, and be aware of the tools and techniques you can put into practice to be an effective learning designer.
2. Design a lesson plan/learning activity incorporating elements of technology-enhanced teaching using the Learning Designer tool, developed by the UCL Institute of Education in London.
3. Appreciate the principles behind teacher peer assessment, and be aware of useful tips as well as practices to avoid to ensure you are an effective peer assessor as well as peer assess.
4. Exercise your peer assessment skills you have learned about during the course by reviewing three participants’ lesson plans/learning activities, created using the Learning Designer.
Thoughts/Notes from Module 4 Learning:
Innovative teachers in the 21st century learn through collaboration and reflection.
Learner Designer allows you to think more fully about how you use the time with the learners and encourages the use of technology in learning. The idea of using technology is to be more creative and enhance the learning experience creating further independent learning. Teachers have suggested that the pie chart element helps them to plan the learning time effectively?
Learner Designer seems to help teachers ensure that lessons are balanced. It also allows teachers to use, update and develop other teachers lesson plans for your own teaching. Apparently this can save a lot of time in lesson planning. It is interesting to see that Blooms Taxonomy is used to to gauge how challenging the outcome is for the learners. It seems to be a very visual, interactive and collaborative piece of software. My own peer review of the resource is THIS. The pie chart is useful to identify the different types of learning taking place and for time planning. I am concerned however that in reality the lesson plan feels quite time consuming and MAY not address the progress of all learners effectively. Maybe a differentiation section would also be useful? I would suggest that these additional elements need to be built into the online lesson planning resource?
Peer & Self Assessment: Peer assessment is about assessing others work and learning from it to improve your own performance. It is important when setting up a peer review that there are defined outcomes that learners are working towards and that the peer reviewers understand the rules. They will also need guidance for the structure of the review in order to make it constructive for the learner. In my view when working with young people and doing peer review, a significant amount of time ‘will’ need to be put into the ‘training’ of young people for it to become effective. Also, some thought needs to placed on how they can be engaged in the process?
Here is a list of basic criteria which has been taken from the course guidance from @eu-schoolnet and should be considered when creating the lesson plan.
– The lesson plan is well aligned with its learning outcomes: Activities and assessment clearly link with the defined learning outcomes and allow the teacher to determine by the end of the lesson(s) if the objectives have been achieved.
– The lesson plan is balanced: There is a good mix of activities with at least four different Teaching & Learning Activities used (TLAs in the Learning Designer) and none of the Activities taking up more than 35% of the time (check the pie chart for this)
– The lesson plan is learner-centred: The lesson plan facilitates personalized learning, engaging students directly and encouraging them to take responsibility for their own learning (taking into account individual learners’ prior knowledge, motivation and abilities and offering tailored and detailed feedback)
– Feedback to students is properly taken into account: The lesson plan should clearly indicate how students receive feedback at various points of the lesson; are they involved in any self-assessment or peer assessment activities? Are they receiving feedback from the teacher through a whole-class discussion or in group work? Are they receiving feedback from a computer programme? Moreover, how is this feedback contributing to students’ learning, and allowing them to make progress? Is it effective in doing so?
– The lesson plan incorporates elements of Technology-Enhanced Learning: The students’ use of technology should be clearly linked to the lesson’s learning outcomes, and should allow them to achieve learning outcomes that otherwise wouldn’t be possible, or at least would not be achieved as effectively, if it were not for using a specific technology in a particular way. The way in which the technology should be used and for what pedagogical purpose should be clearly indicated in the lesson plan.
– The lesson plan incorporates elements of Technology-Enhanced Teaching: The teacher’s use of technology, whether in the preparation, implementation or follow-up of the lesson, should clearly bring added pedagogical value (i.e. not just be used for the sake of using it, and not be used as an alternative to other more effective ways of bringing about the same outcome)
My completed lesson can be found within the Learner Designer and by following this link.
The idea of the course is to receive peer reviews in order to make improvements to my own teaching and learning within this lesson plan. I also intend to use the constructive reviews to improve my teaching in the future. We are due to receive 3 reviews as part of the course. My reviews can be seen below:
- “Excellent topic, absolutely stunning implementation. Well done.” By Petros Boboris.
- “I think your lesson plan has all the necessary stages and optimally allocated time for each activity. Lesson Plan aims to introduce pupils to know environment, the scripts, comprehension by students the basic programming routines and apply for creating a simple game. Congratulations on the well done job!” By Bircan Keleş.
- “Hello! It is the most organised lesson plan from the three that I have had to review. Very well planned lesson. The use of engaging and innovative methods is clear. It’s focus on teaching concepts, progress and skills is well aligned with its learning outcomes. Finally, it is well balanced and the timing has been designed clearly. Congratulations!” By Angeliki Syropoulo.
Thank you to all my reviewers. I would of course be happy to receive any further constructive reviews from any teachers who read this, in order to improve my own teaching CPD.
THIS is Module 4… and now the course… Done!
THIS is my MOOC_Certificate for completing the course.
Featured Image: http://www.europeanschoolnetacademy.eu My fourth Mozilla Badge showing that I have completed the fourth and final module of the course.
THIS is an update:
While the comments I received about my TET lesson from participants on the course was flattering I was hoping to gain some constructive feedback to allow me to make some improvements. I therefore decided to adapt my plan and ask a work colleague, Simon Lawrence, who delivers workshops to teachers to aid their educational CPD for teaching and learning. This demonstrates how I have sought additional support and how I have adapted my strategy to gain to gain further constructive advice
His advice is highlighted below…
“Greater emphasis could be placed on how technology could be used to decide on the methods and techniques that the learners will use. They could create a short questionnaire or survey that they could then use with other learners, this could also be used as part of the pairs activity. They could also look at the pros and cons of using different methods/techniques.”
“You could start this lesson with some Flipped Learning. Find a few short clips on You Tube to do with carrying out research or some short documents for them to read. Provide the learners with a link to the videos or documents before the lesson for them to prepare for this new topic. Emphasis the fact that learners will find it easier to engage in the lesson by preparing in this way. Ask each learner to come to the lesson with two points they had learnt from their preparation. You could create a Padlet wall www.padlet.com for learners to post their responses and ask any initial questions they may have.”
Simon Lawrence (ASDAN – National Development Co-ordinator)