8004.2A

JV
by Jayatheeswaran Vijayakumar1 view·Updated Jun 12, 2020
Create your own

Audio TranscriptAuto-generated

  1. My name is Jay.
  2. I'll be presenting you with two ideas from 8004.2 a
  3. submission. My first idea is a game.
  4. This game is based on the popular trading card game
  5. Magic. The Gathering.
  6. Let's have a look at what the magic together in
  7. car looks like.
  8. So this is what a front facing the card normally
  9. looks like and for the purposes of my game, this
  10. is the proposed change on making.
  11. So this face has toss and these toss differentiated and
  12. scaffold it sufficiently so that the learners could have a
  13. broad understanding in an interesting learning experience.
  14. This is the back face of the card and on
  15. the back face there five times.
  16. Each gem represents a different color.
  17. In my game.
  18. This gem represent different competencies.
  19. So how did the five colors relate to the five
  20. capabilities White represents, Participating in tribute ing and relating to
  21. others. Black represents managing self using language, symbol and texts.
  22. Blue represents thinking and using language, symbols and text and
  23. right represents managing self and participating in contributing and lastly,
  24. green represents relating to others and thinking.
  25. So now that we are, we know the different colors
  26. and their corresponding corresponding capabilities.
  27. Let's have a look at some examples, so this is
  28. what a white tossed it looks like in this particular
  29. toss. On the right hand side, you can see that
  30. there are four tasks.
  31. The first task asked the learning to watch a video,
  32. the second to read article that the to draw five
  33. pain comic strip explaining what they have learned.
  34. And lastly, they're meant to create a five minute video
  35. off them, going to the U.
  36. N. And pleading the case on why the U.
  37. N should help them with coral bleaching.
  38. This is what a black to toss looks like.
  39. This is what a blue task heart looks like.
  40. This is what a red tossed cut looks like, and
  41. this is what a green toss cut looks like.
  42. At this point, I should mention that the cards are
  43. handed out randomly to the kids.
  44. What will then happen is the learners are given a
  45. five minute window to exchange the cart to trade the
  46. car with the other group mates.
  47. The idea behind this is to force the communication and
  48. collaboration in the classroom.
  49. The last type of card I would like to introduce
  50. you to as the power card.
  51. The public odds have special abilities and assigned at random
  52. at the start of the game.
  53. The learners have opportunities to earn these power cuts based
  54. on the quality of the work that they produce currently
  55. there to power cards in the game.
  56. The Steal, a Task and Spy time Steeler Tasks allows
  57. a group off learners to steal toss from another group
  58. of learners at the beginning of the lesson.
  59. The Spy Time Cat currently is the most powerful power
  60. card in the game.
  61. It allows the learners to pause all learning for three
  62. minutes, have a look at their pierce work and then
  63. with that inspiration, go back and try to make their
  64. lessons their own material better a key point about this
  65. card as well.
  66. This card is in play.
  67. All other learners are on a time out.
  68. This means that they can't participate for three whole minutes
  69. as this game is centered around completing the task of
  70. pastors and to the best quality possible.
  71. This car is really, really important.
  72. Next, let's have a look at some of the limitations
  73. and possible solutions to those limitations to that to limitations
  74. that I could think off.
  75. The first is it takes a long time to produce
  76. quality differentiator content, and the second it could possibly take
  77. a long time to assess the work produce Possible Solutions
  78. to these problems include leveraging a personal learning network to
  79. expedite and create more innovative and interesting tasks and trying
  80. to incorporate more self grading worksheets into task so that
  81. I am not overwhelmed by the Martin load.
  82. Let's have a look at the methodology I started by
  83. considering principles of Gamification.
  84. Adding Gamification elements showing shows a promising increase in learner
  85. performance. Next, I considered how to embed New Zealand curriculum
  86. key competencies into the task a good way to introduce
  87. deliberate teaching that supports learners to use key competencies across
  88. all learning areas.
  89. I was a considered perhaps depth of knowledge.
  90. The finder.
  91. Each task in the toss cards are scaffolding, the final
  92. toss off each task.
  93. Art looks to create products born from longer periods of
  94. critical thought, and as such, all the times prior to
  95. it helps Keppel Ernest.
  96. Next, I considered how to incorporate principles of design for
  97. learning into the task cards.
  98. I included blended learning student agency, student and activity differentiation
  99. and Magna meta cognitive strategies.
  100. These principles allowing me to get the most out of
  101. my learners because I'm able to private more choice and
  102. contacts in my activities while building on important real world
  103. lifelong skills.
  104. These strategies also helped create equality in the classroom as
  105. I have more time to interact with my learners that
  106. need scaffolding.
  107. Wilderness with sufficient scaffolding can move on to the next
  108. activity. If I'm unable to provide interesting, highly integrated activities
  109. to my learners, they could become disengaged.
  110. If this occurs, they could lose out on the added
  111. value from the activities, and that could lead to poor
  112. alone outcomes.
  113. Next, I would like to utilize my peeling next time.
  114. I would like to utilize my PLN in order to
  115. produce this activity.
  116. I feel if I have a wider input from my
  117. peers, I'm better able to create a more dynamic engaging
  118. and enough of it innovative lesson in a timely manner.
  119. This is my reference section.
  120. My next idea is a reflective general for experiments.
  121. What is this Until after every experiment experiment learners are
  122. given 10 minutes to reflect on the experiments They need
  123. to reflect on what went right, what went wrong and
  124. how they're going to troubleshoot the issue in the future.
  125. They will don't participate in intergroup discussion to so solicit
  126. feedback from their peers.
  127. How does it incorporate design for learning?
  128. So the goal of this task is to promote meta
  129. cognition in science that is important for learners to understand.
  130. Experiments do not always go as plan.
  131. They need to think about their approach and critically evaluate
  132. what went wrong and how to troubleshoot.
  133. If nothing went wrong, they need to consider how to
  134. improve the experiment to get a better result.
  135. This activity is designed to promote scientific methodology through reflective
  136. practice and to be an impetus for learners thinking about
  137. their thinking.
  138. So some of the limitations that you can face with
  139. this activity is let us take some time to get
  140. into their routine.
  141. Lenders could feel shy about sharing yeah, troubleshooting troubleshooting ideas.
  142. Possible solutions for this include maintained the routine, provide the
  143. learners for the starting sentence, uh, during the first couple
  144. attacks, use of many white.
  145. But to facilitate the group discussion portion, it is important
  146. to try to discover the early competencies that serve as
  147. building blocks for subsequent acquisition of knowledge.
  148. It is important to equip learners toe to be able
  149. to manage their own learning and learn difficult concepts, difficult
  150. concepts deeply.
  151. It is also important to help learners understand what they
  152. know and what they don't know and what they'd like
  153. to learn and to help them reflect on your learning
  154. and to evaluate their work against the continuum that their
  155. own. These are my three key reasons why I want
  156. to incorporate medical passion into my learning into my teaching.