Scenario 1 Activity B
The first foremost step she has to do is to do orientation with the computer lab. She has to familiarize herself with the computer lab layout and decide where to seat her students. She has to test whether the computers and other equipment are working. It is equally important to visualize in detail how the class are to be carried out. I think Mrs Xing did not plan her lesson well with poor SIOs with lower order thinking and poor lesson objectives. She should review her SIOs and ensure that it is in the ABCD model and to include higher order thinking skills. One way to do this is to instruct the students to do peer editing. In this case, the students are able to achieve higher order thinking skills. If Mrs Xing were to carry out the editing on her own, one-by-one, it will be very time consuming. The students would learn little and would achieve nothing. Mrs Xing should also survey her students’ computer literacy level to have a rough idea of how well her students can use the computers. It will also be beneficial to have a pre-e-learning activity before this to brief students on behavior and on cyberwellness. She could also demonstrate to the students on how to use the programme as students may not be familiar with it.
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I believe a more thorough and detailed lesson plan, along with more meticulous planning, she could have prevented alot of hiccups. Looking at the flow of the lesson, it seemed that Mrs Xing had no idea how to continue. Apparently, she cannot foresee problems that may arise from ICT lesson.
ReplyDeleteAs for the higher order thinking skill activity (Peer editing), will it actually 'turn off' the weaker students? (In this case, students with weak command of the language.)
I post this example in my post. But was wondering whether it works for all students? Will it so-called backfired against the weaker students?
I think peer editing is pretty good. It gives the other students a sense of responsiblity. It will also give weaker students self-confidence as they are now given the chance to mentor their friends.
ReplyDeleteI remember last time in school, my friends were able to point out my grammer and vocab errors easily because it reminds them of the mistakes they often make and they find it fun to point out my mistakes of course.
just to share a personal experience:
ReplyDeleteI was weak in english and when i had to check my A+ friend's composition, i was like "dont understand, aiya all correct one lah". then my A+ friend was suggesting all sorts of stuff which i dont understand too.
mm.. maybe I was too quick to say that it gives them self-confidence but at least it makes them view and correct errors that they themselves could have made, instead of making them keep writing essays and they keep making the same mistakes.
ReplyDeleteBut then again what do I know about english... my english was (and still is) lousy.. that why I teach chemistry.
With regards to the issue on peer-editing, I have some views on it. Firstly, I believe in the use of peer-editing. When I was preparing for 'O' Level exam, I wrote an essay a day and asked my friend who was better in English to edit for me. Well, I admit that it would not be beneficial for my friend if I were to edit her essay. Hence, I feel that each student should get someone who is better in English to help in the editing of essays.
ReplyDeleteTeacher may group them into groups. (There should be one student who has higher proficiency in English.) As such, students can discuss their group members essays as a group. Note that the weaker students have to contribute to the editing too. Just that the better students will help them out in pointing out the mistakes.
Or to allow effective peer-editing to take place, teacher should choose the combination of pairs.( But I do not really like the idea as it may be possible that the 2 students do not like each other!)
To check for the effectiveness of group-editing, the teacher may want to edit the end product of the students. Students should also save their orginal copy of their essays so that both students and teacher can compare the before and after result.
Peer-editing or group-editing provide experiential learning for the students. Students are more likely to remember the mistakes which their classmates committed. Therefore, reduce the errors commit by the students.
Hey thanks everybody for the comments. Yes, I have to agree that weaker students may be 'lost' to edit the other's essays. I think it depends on the students themselves. Some weaker students may think that their 'better' friends will always be correct whilst some may want to 'die die' find some errors on their classmate's essay because their have the authority to edit other's essay.
ReplyDeleteI particularly liked siyun's idea of grouping the students together as it will benefit the weaker students with the guidance from the better students.