a. Do you think the classroom environment chosen is appropriate for the learning activities? Explain why.
Video 1 (Full computer lab):
The classroom environment was appropriate because ICT was used to enhance the lesson on congruent triangles which can be quite challenging to teach using the traditional way. Guidance in a form of instruction were given to facilitate the process of learning. Each individual also has a hands on exploration. Thus students can learn actively.
Nevertheless, the learning task could be further designed to promote individual and collaborating learning. Other than the given worksheet, the teacher can cast a challenging task to encourage the students to obtain information from the CD-rom by themselves. The teacher can allow further discussion to take place among students so that there will be collaboration with peers to develop a better understanding for the topic.
Video 2 (Half computer lab):
In a half computer classroom, the teacher asked questions as a form of assessment strategy to check of understanding of the topic. Similarly as in Video1, instructions in the computer lab were given as a guidance to create a conducive environment for learning and ICT was used to enhance learning process. The good aspect of this classroom is that it allows pair-work discussion to take place. Furthermore given 2 teachers in the class, more attention can be given to each students.
The drawback of this lesson lies in the learning task. Each pair should take turns for different roles in the specific tasks given in the worksheet.
Video 3 (Learning centres):
In learning centre, students are not restricted to computer as they can learn using a variety of tools eg. microscope,labtop and articles. Hence there were hands on activity and this helps to engage the student to the learning process. The worksheet served as a resource to allow discussion to take place so as to promote collaboration and cooperative learning among students. The learning task was also designed with good teacher support as a reasonable amount of time was given for each station.
Video 4 (One computer classroom):
The classroom environment was appropriate because students were actively engaged and challenged in the pyramid game as the game was constructed to stimulate thinking. Here, ICT was used to ensure the game flow smoothly.
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):
In this classroom, the instruction given were clear. The use of blue and red cups, dimming of lights served as an effective methods to capture students’ attention. The noise level such as movement around the lab was minimise as student raised their hands to ask questions. The task matched the student capability as they are well competence in IT. Hence students are very engaged.
Video 2 (Half computer lab):
The strategies used in this class is that roles were assigned to each pair where one to has navigate while the other has to take down note. This helps to promote teamwork and collaboration. Each pair was given a navigation guide to facilitate the learning proess. Two teachers were present during the lesson to provide more assistance to the students.
Video 3 (Learning centres):
The strategies used this classroom is to form the class in groups and each groups was assigned to do different activities at different stations. This station-based activities allow student to have different learning experience to suits different learning styles. The activity was designed such that there is enough time given to each station. In addition, this activity promote social interaction as students have to discuss among them.
Video 4 (One computer classroom):
The strategies used in this classroom is to engaged all student in the game as every student was given different role to play. The instructions given by the teacher was very clear-cut. Appropriate noise (cheering) was also allow to create environment that instill interest. Finally, homework related to the pyramid game was given so that student can combine experience (action) and thought (reflection) to build understanding.
c. What potential classroom management issues can possibly occur? What proposed solution(s) do you have?
Video 1 (Full computer lab):
The teacher may have to revise the design of the activity as a lot of students have many red cups at one point of time. Though the use of dim light is a good attention grabber but some student may just lose attention add to the noise level while waiting for the teacher to resolve the matter. Besides that,collabrative learning could be incoperate into the lesson by having the class to work in group or in pairs.
Video 2 (Half computer lab):
Although the use of ICT is incoporated into the lesson but it is not well designed to meet the student-centered environment. The activities on the worksheet does not develop thinking skills because it seems that student copied what they seen on the CD into their worksheet. Some students are not be able to finish tasks on time.
I proposed that the teacher may ocasionally asked for feedback to ensure that students were on task. The teacher may also ask question as a form of assessment to check the level of understanding.
Video 3 (Learning centres):
The noise level in this class can be quite high as students have to move around to different stations. Some of the students even went to the wrong stations. Aside from doing the required activities, students may just play around with the equipments.
I proposed that the teacher can arrange the station such that it allow student to move in a very organized way. The teacher may also include the station sequence list in the instructions so that student will know which station to go next. Since this activity may required student to discuss, hence the noise level may just went out of hand. In order not to hinder the learning process, the teacher may remind student to maintain the low noise level and discuss on only what is related to the activities.
Video 4 (One computer classroom):
Some of the group members behaved as an observers, as only 4 representatives from each group are required to participate. There is no follow-up action after the game to recapitulate the learning goal of the game.
I proposed grouping the class into smaller group so that everyone will participate actively. In addition, scores and rewards can be awarded to spurs the students’ interest to the game. The teacher should do a summary of what the student have learnt from the game and ask student to do a reflection journal as a follow-up action after the activity.
