Lesson Planning

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Lesson Planning by Mind Map: Lesson Planning

1. Podcast Lesson

1.1. Objectives

1.1.1. ICT Continuum

1.1.1.1. Cognitive objective 1

1.1.1.1.1. Pr-3.3 designs and creates simulations and models using ICT applications

1.1.1.2. Affective Objective

1.1.1.2.1. S-3.2 weighs benefits versus risks to society of creating new ICTs

1.1.2. Manitoba Curriculum

1.1.2.1. Outcomes

1.1.2.1.1. Students communicate ideas effectively and logically as modeled by the teacher and other French speakers including recorded oral documents.

1.1.2.1.2. Students correctly use vocabulary and syntax of the French language related to the topics and communicative intent.

1.1.2.1.3. Students demonstrate accuracy in pronunciation

1.1.2.1.4. http://www.edu.gov.mb.ca/m12/frpub/ped/fdb/cadre_4-12/docs/aff_result_app.pdf

1.2. Resources

1.2.1. Materials

1.2.1.1. Computers

1.2.2. People

1.2.2.1. Students

1.2.3. Facilities

1.2.3.1. Computer Lab

1.3. Prerequisites

1.3.1. Review

1.3.1.1. listen to various French learning podcasts

1.3.1.2. we found a certain pattern in certain podcasts for learning correct pronunciation and grammar

1.3.1.3. how to use podcasting ICT tools (jing, audacity)

1.3.2. Goals

1.3.2.1. make students comfortable with podcasting

1.3.2.2. help students discover the internet and ICT tools as effective language learning resources

1.3.3. Set context

1.3.3.1. importance of listening and speaking in order to learn a new language

1.4. Notes

1.4.1. Lesson or Series Title

1.4.1.1. Creating a French Learning Podcast

1.4.2. Goals of Each Lesson

1.4.2.1. 1. listen to a couple of podcasts that are out there for French learning

1.4.2.2. 2. discover most important elements of a language learning pocasts; pros and cons of certain ways of delivering the oral messages

1.4.2.3. 3. introduction to podcast ICT tools (jing and audacity)

1.4.2.4. 4. split class up in groups of 2/3 and let them start working out a plan for their French learning podcast

1.4.2.5. 5. time to work on podcast; make sure that students are decently comfortable with the podcast technologies and that they have a good plan of what their podcast should include

1.4.2.6. 6. time to prepare presentation of their podcast with reasoning behind the way they set it up and a written short description of how they used the ICT tool

1.4.3. Objectives

1.4.3.1. efficient and collaborative group work with ICT podcast tools

1.4.3.2. increase the comfort level of speaking French

1.4.4. Reasoning

1.4.4.1. podcasts are a great support tool in oral language learning

1.4.4.1.1. moving forward from a podcast to an online platform where we can collaborate and share in French

1.4.5. Content

1.4.5.1. ICT basics for podcasting

1.4.5.2. elements of oral language learning

1.4.6. Method of Instruction

1.4.6.1. show-and-do lessons when working with the podcast ICT tools

1.4.6.2. group work phase will be very free during class time; inquiry-based learning

1.4.7. Method of Evaluation

1.4.7.1. observation of participation checklist

1.4.7.2. peer evaluations throughout the group phase

1.4.7.3. evaluation rubric on pronunciation and senseful set-up of the podcast

2. Videocasting

2.1. Objectives

2.1.1. ICT Continuum

2.1.1.1. Cognitive objective 1

2.1.1.1.1. Pr-3.3 designs and creates simulations and models using ICT applications View examples (examples: spreadsheet modelling of a real situation, animation of an abstract concept or process, computer-aided design of a real object...) View student friendly version I design and create my own simulations and models to explain concepts.

2.1.1.2. Affective Objective

2.1.1.2.1. M-3.1 synthesizes knowledge and information to solve unique ICT problems View student friendly version I combine what I already know, with new information, to solve new ICT problems.

2.1.2. Manitoba Curriculum

2.1.2.1. Outcomes

2.1.2.1.1. S.1.S1.B.1 Apply and adapt activity-specific movement skills (e.g., serving...) in physical activities, including individual/dual games/sports (e.g., badminton, tennis...).

2.2. Prerequisites

2.2.1. Review

2.2.1.1. the acquired knowledge and skills for badminton in this unit (underhand serve, forehand and backhand, smash, etc.)

2.2.2. Goals

2.2.2.1. demonstrate their ability to execute a certain skill properly and to explain it to an amateur audience step by step

2.2.3. Set context

2.2.3.1. This lesson will be towards the end of the badminton unit in grade 9. The students will have learned the basic skills in class and will now need to demonstrate those in front of a wide audience through a videocast. The students will become more confident with the handling of this ICT tool and will learn to appreciate videocasting as a visual help for movement learning in physical education.

2.3. Notes

2.3.1. Lesson or Series Title

2.3.1.1. From forehand to backhand in the first few lessons, to underhand serve and smash as a more offensive move. Rules and etiquette of badminton will also be covered throughout the unit.

2.3.2. Goals of Each Lesson

2.3.2.1. 1. playing cooperatively in small groups with the techniques that the students already know

2.3.2.2. 2. teach underhand serve and point out the differences between fore- and backhand

2.3.2.3. 3. review of acquired skills, add the smash as new offensive skill; lots of small group game play

2.3.2.4. 4.tournament set-up (competitive play), rules and history of badminton

2.3.2.5. 5. first half of lesson will be introduction to project of videocasting for movement/locomotor learning; second half will be final rounds of the tournament

2.3.2.6. 6. computer lab lesson: the students have a chance to explore with their partners the programs Jing and Screencast-O-Matic

2.3.2.7. 7. the groups get their topic for their videocast; we play different kinds of small tournaments (round robin, pyramid, ladder,...)

2.3.2.8. 8. presentations of their videocasting projects, giving constructive feedback; if time allows, free game play

2.3.3. Objectives

2.3.3.1. Engage all students in my Physical Education class

2.3.3.1.1. the ones that just want to play a lot (lots of game play during my lesson)

2.3.3.1.2. the ones that want to learn skills and techniques very specifically (time to learn new skills in every lesson, plus their chance to teach it to others through videocast)

2.3.3.1.3. the ones that are very much into technology will be able to finally teach the "athletes" something in Physical Education class (videocasting tools; feel a strong accomplishment)

2.3.4. Reasoning

2.3.4.1. I want to integrate videocasting into my Physical Education class, since it has been proven in a long time that the visual feedback and instruction, the demonstration of skills, strategies, and techniques is extremely effective in the majority of youth athletes. In a narrated video, the more so audio learners will also get a rich learning experience, I believe.

2.3.5. Content

2.3.5.1. free play

2.3.5.2. rules and history of badminton

2.3.5.3. skills and techniques

2.3.5.4. different ways to play in small groups (scoring, switching, timed, etc.)-good ratio of playing time and ball contact time

2.3.5.5. learning through visual demonstration: videocasting

2.3.6. Method of Instruction

2.3.6.1. see what the students already know and are able to do

2.3.6.1.1. build the skills instructions parts of my lessons from there

2.3.6.2. lots of game play

2.3.6.2.1. you learn the game through playing the game

2.3.6.3. computer lab: showing the students how to use Jing and Screencast-O-Matic, then give them time to try it out with their partners (exploration and self-directed learning)

2.3.6.4. from cooperative play to competitive play

2.3.6.4.1. stressing the importance of respect in sports

2.3.7. Method of Evaluation

2.3.7.1. observation of participation in class

2.3.7.2. videocast: rubric will be on the correctness of the skill demonstration+audio commentary, plus on the "professional" use of the ICT tools

2.3.7.2.1. Rubric

2.4. Resources

2.4.1. Materials

2.4.1.1. Raquets

2.4.1.2. Balls

2.4.1.3. Nets and Poles

2.4.1.4. Computers

2.4.2. People

2.4.2.1. Students

2.4.2.1.1. have to work with even or uneven numbers of students in class (different game set-ups

2.4.3. Facilities

2.4.3.1. Gym

2.4.3.2. Computer Lab

3. Mapping

3.1. Objectives

3.1.1. ICT Continuum

3.1.1.1. Cognitive objective 1

3.1.1.1.1. Pr-3.1 designs and creates non-sequential ICT representations

3.1.1.2. Affective Objective

3.1.1.2.1. M-3.1 synthesizes knowledge and information to solve unique ICT problems View student friendly version I combine what I already know, with new information, to solve new ICT problems

3.1.2. Manitoba Curriculum

3.1.2.1. Outcomes

3.1.2.1.1. 7.1.3 Global Population Trends KL-018F Locate on a world map the major francophone countries.

3.2. Prerequisites

3.2.1. Review

3.2.1.1. What is Google Maps?

3.2.1.2. French is a world language

3.2.1.3. What factors influence the movement of people around the world?

3.2.1.3.1. Examples: environmental, economic, political, social...

3.2.2. Goals

3.2.2.1. realizing that French is spoken in many countries all over the world

3.2.2.2. a comfortable use of Google Maps

3.2.2.3. doing some research on the francophone countries

3.2.2.3.1. self-directed learning

3.2.3. Set context

3.2.3.1. This lesson will be in the first half of the unit Global Population Trends after Outcome KL-018 Locate on a world map the major population clusters and explain the relationship between population distribution and the natural environment.

3.3. Notes

3.3.1. Lesson or Series Title

3.3.1.1. French as a World Language

3.3.2. Goals of Each Lesson

3.3.2.1. 1. Major population clusters and relationship between distribution and environment

3.3.2.2. 2. Intro to Google Maps: use, advantages, share maps

3.3.2.3. 3. intro to the project and start working on it with a partner

3.3.2.4. 4. work period on Google Maps project

3.3.2.5. 5. presentation of their maps

3.3.2.6. 6. start discussion on different levels of development in francophone countries

3.3.2.6.1. Why is a nation considered to be more or less developed? (KG-032)

3.3.3. Objectives

3.3.3.1. showing students that it is worth to learn French as a second or third language

3.3.4. Reasoning

3.3.4.1. using Google Maps as ICT tool in order to have the students interactively engaged in finding out about different francophone nations

3.3.5. Content

3.3.5.1. Sharing a Google Map in which 5 different francophone countries are marked and the tasks of the project assignment are completed (pin point countries, population, date, interesting fact)

3.3.6. Method of Instruction

3.3.6.1. after introduction to Google Maps, giving the students the project assignment online and let them start working on it independently with a partner if they wish; self-exploring

3.3.7. Method of Evaluation

3.3.7.1. shared map will be evaluated on correctness

3.3.7.2. observation of participation in group work

3.3.7.3. formative evaluation on confidence with ICT tool (Google Maps)

3.4. Resources

3.4.1. Materials

3.4.1.1. project assignment: https://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwiEhZbX2MLJAhXxrIMKHVDLAGsQFggcMAA&url=https%3A%2F%2Fshare.ehs.uen.org%2Fsites%2Fdefault%2Ffiles%2FExample_5_Countries_French-PatLambrose.kmz&usg=AFQjCNEmEev-iqZUcEgEC5TJBX9dtWOn8w&sig2=yVTgoxFs6NANeSlOYedXPg

3.4.2. People

3.4.2.1. students

3.4.3. Facilities

3.4.3.1. computer lab

4. Online Collaboration Lesson

4.1. Prerequisites

4.1.1. Review

4.1.1.1. What elements and factors are included in an action plan for active living? Incorporate all parts of life, such as physical activity, mental health, nutrition, relationships with self and others...

4.1.2. Goals

4.1.2.1. Students should collaboratively work on this action plan for active living in order to experience the advantages of sharing goals and ideas and then feeling more responsible to stick to their plans; get great inspiration from other students' experiences/ideas/resources

4.1.3. Set Context

4.1.3.1. This lesson will be right after the introduction lesson to MindMeister. The students will be shown a model mindmap from the teacher which demonstrates the main components of this mindmap and then the students will have time to start working on the collaborative class mindmap.

4.2. Objectives

4.2.1. ICT Continuum

4.2.1.1. Cognitive objective 1

4.2.1.1.1. C-3.1 adjusts communication based on self-evaluation and feedback from a global audience

4.2.1.2. Affective Objective

4.2.1.2.1. Co-3.2 weighs benefits and challenges of collaborating on learning with ICT

4.2.2. Manitoba Curriculum

4.2.2.1. Online Collaboration: Health, Grade 12; the whole class starts in beginning of year to work on a mind map together, each student gets their own part and we create together a big map that shows each student's health and fitness goals; we can give advice and encouragement to each other and we can log our daily activities and share that way with everyone in class

4.2.2.2. Outcomes

4.2.2.2.1. S.5.S2.A.2 Design an action plan for active living on a daily basis for self and/or others (e.g., friend, sibling, senior citizen...)

4.3. Notes

4.3.1. Lesson or Series Title

4.3.1.1. Our Collaborative Class Action Plan for Active Living

4.3.2. Goals of Each Lesson

4.3.2.1. 1. Elements of a healthy daily living plan

4.3.2.1.1. Goals

4.3.2.1.2. Action Plans

4.3.2.1.3. Obstacles/Problems

4.3.2.1.4. Suggestions that other students can add/share on the collaborative mind map

4.3.2.2. 2. Introduction to MindMeister as a collaborative ICT tool

4.3.2.2.1. advantages of this ICT tool for attaining healthy lifestyle goals

4.3.2.3. 3. look into resources that provide ideas/help for creating an action plan for healthy living

4.3.2.4. 4. appreciate the advantages of collaborative mind mapping and discuss the disadvantages/dangers of it

4.3.3. Objectives

4.3.3.1. a good comfort level with this collborative ICT tool

4.3.3.2. pursuing each individual's healthy living goals with more sense of accountability

4.3.4. Reasoning

4.3.5. Content

4.3.6. Method of Instruction

4.3.6.1. emphasizing respectful online behavior

4.3.6.2. the collaborative work in this mind map will continue throughout this unit

4.3.7. Method of Evaluation

4.3.7.1. observation of level of proficiency with MindMeister ICT tool

4.3.7.2. evaluation of collaborative mind map

4.3.7.2.1. participation (amount and quality input of each student)

4.4. Resources

4.4.1. Materials

4.4.1.1. Manitoba Physical Education Curriculum

4.4.1.2. Computers

4.4.2. People

4.4.2.1. Students

4.4.3. Facilities

4.4.3.1. Classroom with some computers available for the times when students can work on the mind map during class time; otherwise will need to be done from home