How to Plan a OBE Lesson incorporating ICT to support aspects of Learning & Thinking In the Classroom by Ceanlia Vermeulen attending the INNOVATE 2008 SCHOOLS’ ICT CONFERENCE CAPE TOWN 1-3 OCTOBER 2008

1. Presents: Planning OBE Lesson Incorporating ICT Ceanlia Vermeulen INNOVATE 2008 SCHOOLS’ ICT CONFERENCE CAPE TOWN 1-3 OCTOBER 2008

2. How to Plan a OBE Lesson incorporating ICT to support aspects of Learning & Thinking In the Classroom

10. Wanted: Resilient, independent learners who have flexible skills and competencies; who can work well in teams and lead themselves and others to perform up to and beyond their potential. What do we as Educators want for the 21 st century learning school

13. I(c)T’s about learning “ The genie is out of the bottle. There is no turning back…This is not just a change from inputs (teaching) to outputs (learning). Rather it is a paradigm shift in the conceptualization of the school, where everyone is a learner and even the organization is allowed to make mistakes and be a learner ” (David Loader, Principal, Wesley College, Melbourne in “The Inner Principal”, 1997)

16. Info in Processing Processing Info out

18. Creativity questioning memorisation conceptualisation communication analysis comparison reasoning interpretation

19. Conception – 14 months 14 months – 4 years 4 – 11 years PQ EQ IQ

28. Instead, we often seem resigned to ensuring classrooms of "3’s" and "4’s." So how do we respond to the question "Why do I need to know this?" And why does this question exist at all if we are teaching effectively? Must our response always be, "You need to know this because it will be on the test"?

31. It is not enough to have knowledge of a particular medical procedure or to be able to calculate an interest rate on a new car loan. These skills mean very little without the ability to know how, when, and where to apply them.

34. The taxonomy is divided into six levels , from basic factual recall, or Knowledge , to the highest order, Evaluation , which assesses the value of theories or asks the teacher or learner to discriminate among ideas.

35. In the 1950s, Bloom found that 95% of the test questions developed to assess learner learning required them only to think at the lowest level of learning, the recall of information.

36. ICT and Learning Empower Pupils take control of learning Use ICT to research and manage own learning Exchange Exchange OHPs for data projectors, using whiteboards as projection screens Enrich whiteboards used interactively and with wider range of teaching resources and methodologies Edutainment? Computer assisted learning? Content based software? Computer games? ?? Extend Significantly alter the way that teaching and learning takes place using ICT Enhance Deeper learning though the use of ICT based teaching and learning resources Knowledge Comprehension Application Analysis Synthesis Evaluation Where is embedded? Passive Active pupil engagement learning Deep Shallow

37. A Differentiated Classroom in Balance F L E X I B L E Solid Curriculum Sense Of Community Teacher-Student Partnerships A Growth Orientation Time Groups Resource Approaches to teaching and learning Concept- based Inviting Product Oriented Focused Safe Respect for individual Respect For Group Shared goals Shared responsibility Shared Vision On-going assessment to determine need Feedback and grading ZPD Target Tomlinson-oo Affirming Shared Challenge

39. BLOOM’S REVISED TAXONOMY Creating (synthesis) Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating (evaluation) Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analysing (analysis) Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Applying (application) Using information in another familiar situation Implementing, carrying out, using, executing Understanding (comprehension) Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Remembering (knowledge) Recalling information Recognising, listing, describing, retrieving, naming, finding http://www.apa.org/ed/new_blooms.html Bloom’s Taxonomy (revised)

43. Logical-mathematical intelligence ("number/reasoning smart") Multiple Intelligences Multiple intelligences explains how we learn best. We can use it to focus on our strengths or build on our weaknesses. Spatial intelligence ("picture smart") Bodily-Kinesthetic intelligence ("body smart" – physical experience) Musical intelligence ("music smart") Interpersonal intelligence ("people smart" – social experience s Intrapersonal intelligence ("self smart“ ) Linguistic intelligence ("word smart") Naturalist intelligenc e ("nature smart")

46. MULTIPLE INTELLIGENCES & BLOOM’S TAXONOMY PROGRAM ORGANISER : Celebrations Hold your celebration Make the decorations for your celebration Make the food for your celebration Practise the customs you will be using at your celebration role play Dress up for a special celebration Kinaesthetic I enjoy doing hands-on activities Has everyone illustrated their celebrations in exactly the same way? Why? Make a collage of pictures of celebrations from around the world Compare three celebrations using a Venn diagram Categorise the pictures and add them to the wall display Draw images of different celebrations that are important to you and your family Decorate the room for your special celebration Visual I enjoy painting drawing & visualising Discuss if everyone feels the same about special days and events Make up the customs and symbols for your celebration Carry out a PMI on your chosen celebration Classify celebrations into family and community categories Make a picture graph of events children in the class celebrate Make a calendar of celebrations involving class members and collect a media file including photos Mathematical I enjoy working with numbers & science Discuss which celebration the class likes the most Plan an end of term celebration as a class Why do you prefer one celebration over another Design an invitation to your celebration Prepare a talk on your favourite celebration List the things we celebrate Verbal I enjoy reading, writing & speaking Evaluating Creating Analysing Applying Understanding Knowing Bloom’s Taxonomy: Six Thinking Levels Multiple Intelligences

47. MULTIPLE INTELLIGENCES & BLOOM’S TAXONOMY PROGRAM ORGANISER : Celebrations Write a report on your favourite celebration Complete an X chart on celebrations What would you change about your favourite celebration Tell us about a celebration from another country that you found interesting Write about your feelings for the celebrations that are important to you Find out about a celebration from another country Intrapersonal I enjoy working by myself Prioritise the celebrations you investigated in your groups Work with your group to make a planning checklist. With your group investigate three different kinds of celebrations e.g. religious, cultural, national, community or family Report, with your group, the celebrations you investigated. Record details on a class chart As a class discuss common things and differences in the celebrations in the pictures In your group list the things that are special about the celebration in the picture Interpersonal I enjoy working with others Perform your song with movement at assembly Create your own celebration song or rhyme Do all celebrations have special songs? Create some dance movements to enhance the performance of ‘Celebration Listen to different celebration songs e.g. Christmas carols, Easter Birthday Learn the song “Celebration” Musical I enjoy making & listening to music

82. How and what our students learn is a reflection of how and what we teach!

83. Cognitive Taxonomy Benjamin Bloom Information/ Knowledge Comprehension Application Analysis Synthesis Evaluation Recall of facts or information Use criteria to judge value of ideas and information Put ideas together to create a new or unique product Explore understandings through integral parts Use learned knowledge, rule or method in a different situation Demonstrate understanding of information

91. Thank you! Ceanlia Vermeulen [email_address] Cell: 082 905 9339