My final ICT integration lesson reflection.

 

My Fourth ICT Integration Lesson Plan

 

Lesson Plan no. 82

Name of teacher: Tobgay       

Name of teacher observer: Mrs. Dechen Wangmo      

Date: 9th November 2021    

 Period: 2nd       

Duration: 50 minutes

Class: IV and V (MGT)       

No. of students in class: 24      

Subject: Science                            

 Topic: Our Moon( the phases of moon in different weeks)

TLM: Projector, Laptop, and Screen

Lesson Objective(s): By the end of the lesson, a child will be able to 

i.     Investigate the shape of the moon based on a four week lunar cycle to name the different     phases of the moon through observations using the internet.

ii.   Describe different phases of the moon through different activities to recognize its    significance in Bhutanese socio-cultural settings.

In the introduction, I used the following order of activities to let the learner investigate the shape of the moon based on four week phases of the moon from the link https://ccnmtl.github.io/astro-simulations/lunar-phase-simulator/. Learners in groups were called in front and fiddle the 3D shape of moon. Before a month of this lesson, I have instructed the learners to observe and take photos of the moon and keep record on a daily basis starting from the new moon for a month. But, it was very disheartening to se only few individuals drew photos of moon.

Lesson Development: In the lesson development, I again projected the link  Moon Phases / Lunar Phases Explained (moonconnection.com) on screen. I explained the phases of moon in a month. Then, I used PowerPoint link to make the lesson more clear to my students by using the link https://www.slideshare.net/cshep22/moon-powerpoint?next_slideshow=1 followed by question and answer discussion. The learner explores and gathers information on a four week cycle of the moon to name its different phases.  The learner writes the names and shapes of the different phases of the moon on the heir drawing in the note book. The learner in teams, compares and discusses the names and shapes of the moon drawn by the individual learner. had thorough discussion whenever felt necessary while projecting the lesson and used question and answer technique in the activity. We discussed what causes day and night, the tilt of the axis, what is rotation, and the time it takes to make a complete round.

Closure: Finally, as a revision of the lesson, I have projected the link https://www.youtube.com/watch?v=f4ZHdzl6ZWg and students watched it. To evaluate my lesson, I have instructed the whole class that I will ask individual students to respond to the quiz. I provided clear instructions on how the quiz will be conducted and the award of points for the direct question and indirect questions. Used the link https://kids.playquiz2win.com/class-4/movements-of-the-earth/ and asked individual students to answer the questions. After the conduct of quiz, I thanked the class for learning well and  I have assigned my students to ask elderly people on the significance of different shapes of the moon in Bhutanese socio-cultural settings and records it as home work in their own language.

What went well: I have learnt that when we teach such lessons, it enhances the data and help us deliver right information. Also, ICT has enhanced the mode of communication and experienced learners enjoying the lesson. My lesson was very lively and conducive.

What didn’t go well: My lesson would have been more interesting and enriching if we had enough laptops for each child. The only laptop where my learners were asked to fiddle the #D shape of moon took lots of time.

 

 

 

 

 

 

 

My fourth ICT integration lesson reflection

My Fourth ICT Integration Lesson Plan

Lesson Plan no. 64

Name of teacher: Tobgay       

Name of teacher observer: Mrs. Dechen Wangmo      

Date: 14th November 2021    

 Period: 3rd       

Duration: 50 minutes

Class: IV and V (MGT)       

No. of students in class: 24      

Subject: Science                            

 Topic: Our Earth 

TLM: Projector, Laptop, and Screen

Lesson Objective(s): By the end of the lesson, a child will be able to 

1. investigate the effects of the rotation of the earth from the youtube link.
2. can design a model of the earth and say the effect of rotation of the earth on the occurrence of day and night.

In the introduction, I projected the link https://www.dkfindout.com/uk/space/solar-system/day-and-night/ to build the background foundation of the solar system and revise what learners already knew about the solar system. During the lesson, I asked a few questions like- What is a Solar system? What are there in the solar system? Does the moon have its light? What revolves around the Earth? Then I wrote the topic Earth on Board and said that today we will investigate the effect of rotation of Earth on.

Lesson Development: In the lesson development, I again projected the link  https://youtu.be/hWkKSkI3gkU on screen. We had thorough discussion whenever felt necessary while projecting the lesson and used question and answer technique in the activity. We discussed what causes day and night, the tilt of the axis, what is rotation, and the time it takes to make a complete round.Also to built further experience, I used https://solarsystem.nasa.gov/resources/2393/earth-3d-model/ to let students experience the shape and rotation of 3D shape of Earth.

Closure: Finally, to evaluate my lesson, I have grouped my learners in 4 groups of 6 members each. I provide clear instructions on how the quiz will be conducted and the award of points for the direct question and indirect questions. Used the link https://kids.playquiz2win.com/class-4/movements-of-the-earth/ and carried out the quiz in groups. I have assigned my students to prepare a model of the earth as homework and bring it to the next lesson and they are expected to explain the effects of shape and rotation of the earth using the model.

What went well: Since we couldn’t have contact teaching last year, it was important for me to teach the same lesson using the MGT strategy of whole-class teaching as both the classes can revise and learn new things. I learned that using ICT to teach such topics is very convenient for the teacher to plan the lesson and students can feel through eyes and ears the entire solar system around the earth. Children learn better through ICT. I have achieved the lesson objectives without any doubt.

What didn’t go well: as always, our school location being in remote doesn’t have good internet connectivity, where we have to wait in the middle of lesson for connectivity when connectivity drops. This kills the interest of learners and we have to wait patiently. And whenever I integrate ICT in the lesson for all the components of the lesson, I land up not being able to finish the lesson on time.   

 

 

 

 

 

 

 

  

 

 

 

 

 

 

 

 

My third ICT integration lesson reflection

 

My third ICT integration lesson reflection

Lesson Plan no. 86

Name of teacher: Tobgay

Name of teacher Observer: Ms. Dechen Wangmo

Date: 6th October 2021 Period: 4th Duration: 50 minutes

Subject: Science Class: IV and V (multi-grade) No of students: 16

Topic: Circuits (Scope: concept, activity on types of circuits and construct simple circuits).

Objective(s):

1. By the end of the lesson, a child can explain the parallel connection and series connection in a circuit correctly.
2. Use PhEt simulation to construct a complete simple circuit using a battery, wire, bulb, and switch to determine the flow of electricity.

In the lesson introduction, to arouse the curiosity of learners, I projected a simple complete circuit which is prepared beforehand on screen, and put on a switch to glow the bulb and put off to switch the light off. Then asked why the bulb is glowing? Why it is getting off? What makes the circuit complete?... to introduce the lesson. I feel the enjoyment and curiosity when the circuit is complete by using the PhET simulation.

In the lesson development, I projected the youtube link https://youtu.be/js7Q-r7G9ug on the screen to discuss what is the circuit and the 2 types of circuits with their benefits. Whenever necessary, we paused and discussed in length to make sure learners understand and jot the notes in their notebooks.

In the lesson activities, first I taught my learners how to construct circuits using PhET simulations from the link https://phet.colorado.edu/sims/html/circuit-construction-kit-dc/latest/circuit-construction-kit-dc_en.html and demonstrated step by step to construct two types of complete circuits- series and parallel circuit. Then, students in groups of 4 constructed circuits as per the instruction card and the circuit they need to construct. The groups are expected to construct a simple circuit using PhET simulation link using the tools (dry cell, bulb, wires, switch) based on the information gathered from the youtube link and the demonstration done by the teacher. Each group explains the concept of a simple circuit/type of circuit and the flow of electricity in it using the simple circuit constructed. Since our students are very new to ICT resources and not familiar with using computers, it was often very challenging for me. 

The balance of the mouse and dragging the items from the menu bar in PhET simulation was quite difficult for my learners. However, with help and assistance, they were able to construct although it took more time. I would assume, it was the best lesson for my learners if we had enough computers and a good network. I could see the satisfaction and joy when their circuits glow and panic when the cell is on fire.

 

 

In the evaluation and assessment part, I divided the students into two groups and used the link http://www.primaryhomeworkhelp.co.uk/revision/Science/elec.html  to evaluate the lesson by scanning through the 12 quiz question. My learners enjoyed the quiz although both the team couldn’t answer few questions. 

As homework, I have assigned the individual learners to constructs a simple circuit using the physical tools (dry cell, bulb, wires, switch) based on the information gathered from the virtual circuit constructed in class and bring it to present in the next class. My observer commented that it was a lively lesson where learners were very interactive. The insufficient ITC resources and learners not very familiar with the computer is a challenge and we are expecting in few weeks, we will get our supplies. I enjoyed the lesson and was motivated by the learners to integrate more ICT in my lesson.

My Second ICT integration Lesson Reflection

 

 

My Second ICT integration Lesson Reflection

Lesson Plan No. 78

Name of teacher: Tobgay                                 Name of Observer: Mr. Rinzin Nima

Date: 6th September 2021                               Period: 4th Duration: 50 minutes

Class: V                                                           Subject: Science

Topic: Food Chains and Food Webs

Teaching Learning Materials: Laptop and Projector

New words: food chain-producer, primary, secondary, tertiary, and quaternary consumer

Lesson Objectives:

By the end of the lesson, a child will be able to

i.                    explain a food chain based on feeding relationships correctly.

ii.                   build food chain based on the feeding relationship observed in the link provided  and represent it in game.

 

I introduced my lesson by a brainstorming session by asking questions on how plants and animals are interdependent, what sort of foods are eaten by human beings, and what do plants need for growth and development to conceptualize the feeding relationship among the organisms in nature. Then I projected the link https://www.youtube.com/watch?v=FFloV2J-eKI and delivered the lesson to explore the food chain and food web. My learners identified as many food chains from the food web using the information from the link provided. The learner indicated the producer and consumers (primary, secondary, tertiary, and quaternary) in the food chain through discussion.

In the lesson development part, the learners shared their reflection on the consequences of removing one of the organisms from the food web, on the ecosystem from the food web picture

shared on screen. Since we don’t have laptops for students, learners copied a smart draw diagram from the screen and drew it in their book in pairs.

 

Learners constructed their food chain with the feeding relationship in pairs. I took the photo of their finished work and shared it on screen for discussion. They reflected on the consequences of removing one of the organisms from the food web, on the ecosystem. The learner indicates the producer and consumers (primary, secondary, tertiary, and quaternary) in the food chain identified.

In the second activity, using the link https://www.cserc.org/sierra-fun/games/build-food-chain/  to build a food chain in groups of four turn wise. Before the game, I gave clear instructions on how to build a food chain using the link. 

Also, I have identified low achievers to begin the game first as there are 4 food chains and as each group completes each food chain, the next group gets a more challenging food chain to build.

For assessment, again students in the same group were given the link https://toybox.tools.bbc.co.uk/activities/id/gm2zlfh9hq/exitGameUrl/https%3A%2F%2Fwww.bbc.co.uk%2Fbitesize%2Ftopics%2Fzbnnb9q%2Farticles%2Fz93vdxs/palette/colour-palette-7/language/en-GB/project/blocks-bitesize to play food chain challenge game. It was fun for students and seen students discuss more, some argue to pick the items for chain of food.

My lesson went well, however, with the non-availability computer lab and poor network connection; it always remains a challenge for me to integrate ICT in my lesson. With the only laptop, my students need to take turns to complete each task, and observed that some students were very excited to explore the game without a time limit. For the next lesson, am encouraged to borrow at least a laptop for each group of four in my lesson, to let my learners explore more on ICT. I also observed that it’s very difficult for my students to balance the cursor as they didn’t get to fiddle computers. I realize in the lesson development part that facilitating food chain and food wed together was quite lengthy and difficult to achieve my objective, so I emphasis more on the food chain and decided to take another lesson for the food web. So, in my next lesson, I will take account of time distribution and plan properly.

 

Thank You.

My teaching-learning reflection I

 My teaching-learning reflection I

The successful integration of ICT into the learning environment will depend on the ability of teachers to structure teaching-learning in new ways, to merge technology appropriately with new normal curriculum, pedagogy, develop socially active classrooms, and encourage co-operative interaction and collaborative learning and group work. ICT has become a core in the teaching-learning process. Although my school is located in a far remote corner with the challenges like limited access to a good network, inadequate ICT gadgets, and limited resources, with the need of time, to make the teaching-learning more successful, I have to make use of what is available.

On 5th August 2021, I taught Science on the topic “nutrition” for 8 students in class 6. The lesson duration was 45 minutes and it was observed by my teacher colleague Ms. Dechen Wangmo. The lesson was taught in the ICT room (which we call) where we have a laptop, a projector, a smart LCD TV, and a sound box.

To achieve my lesson objective to design a food guide pyramid and explain the importance of eating a balanced diet, I used the 5E learning model to deliver the lesson. In the Engage part, children were shown different types of food pictures that we eat every day on smart TV and talked about what they knew about the different types of food pictures. Then, to explore the lesson information, I have projected a video link-THE FOOD PYRAMID | Educational Video for Kids. - YouTube. Learners carefully watched the video, recorded the key observation in their book. After watching the video, the learners listed down different foods that they ate at home in the past two days and classify the food into different food groups- Energy giving food, bodybuilding food, and protective food. Based on the list of food, the learners designed a personal food guide pyramid to promote a healthy lifestyle. The food guide pyramid was evaluated by their shoulder partner. To extend the learning, learners were taken to the school kitchen to check what they have for lunch and discussed the different food groups for lunch, and check if it was a balanced diet. To evaluate the lesson, in the table group(two tables), we had a quiz competition among the table groups. A clear set of instructions were provided and a recording table was maintained on the green board as the quiz online score is for an individual. I have used the online quiz link https://www.sciencequiz.net/newjcscience/jcbiology/food/food.htm . The lesson was very lively, interactive, and fun.

Although the lesson objective was fulfilled, I have observed few issues for improvement in my next lesson while integrating ICT in the lesson. The lesson took more than the actual time of 45 minutes. The recess time had to be used to evaluate the lesson due to the bad network as the quiz was online. It took more time to open the link and each quiz question. While it took time to open, I observed that some learners got distracted. So, in my next class, I will prepare well and use more offline resources by downloading resources and prepare quiz questions using Ms PowerPoint to evaluate learning. My observer also felt that I should have asked my students to prepare a balanced diet plan for a week at home to disseminate the importance of eating nutritious and healthy food for the parents too. In my engagement part video link which students watched, different food items were not familiar to my learners. I have learned that I should curate resource/ content which is familiar to the learner before I use it in my lesson to make the teaching-learning effective with higher-order thinking skills.