3.+Learning+Space



My Instructional Plan

** Introduction ** This instructional plan will be provided for students who want to learn how to swim. In Taiwan, most parents like their children to know how to swim and hope their children take swimming class in summer. There are two different kinds of group of students who take swim class. The first groups of students don’t know how to swim and second groups of students are already know how to swim, but they just want to be a great athlete in swimming. For example, they will participate the Nation swimming championship in Taiwan. This instructional plan, I will design especially for K-12 students and try to help each different goal of students. ** Lesson content design ** In my content, I will include four types of swimming. Most students will choose one or two types swimming to learn. For instance, the breast stroke type and free style are most people choose to learn how to swim because these two swimming style are easy to learn for everyone. However, few students will learn all types swimming because they want to be an athlete and they are training for Nation swimming championship. For example, butterfly style, backstroke style, breast stroke type and free style are usually using in groups of Nation swimming championship. In my content, I will prepare a lot of information and questions to help my students (either) to learn each of swimming style. For example, who is a fast in freestyle in the world? And why he or she can swim fast? Students need to think about information and questions to improve their swimming. There are many questions to let students think and motivate students’ problems. ** Pedagogy ** Understanding by Design model For pedagogy, I will choose Understanding by Design model because Understanding by Design model will identify an instructional goal and then developing materials to involves a strong assessment and emphasizes assessment. What is understanding and how does it differ from knowing? What do we want students to understand and be able to do? What enduring knowledge is worth understanding? How will we know that students truly understand and can apply knowledge in a meaningful way? How can we design our courses and units to emphasize understanding and "uncoverage" rather than "coverage"? (McTighe, & Wiggins, 1999). Understanding by Design explores these questions and provides practical solutions for the teacher-designer. The Understanding by Design model focuses on a big ideas and Understanding by Design model of curriculum planning is giving students an authentic goal to complete (Brown, 2011). Students can use this model to do their tasks such as independently, working and learning at their own pace and they also can help each other when they get problem. Six Facet Rubric: Understanding by Design (Wiggins & McTighe, 2005) generally unaware or own specific ignorance; generally unaware or how prejudgments color understanding. || unaware of the bounds of own understanding and of the role of projections and prejudice in opinions and attempts to understand. || ** Formative Assessment **** s and Summative Assessments in Physical classes ** In the physical class, students are going to play sport which they really want to study. However, in the class, students’ abilities are not equal to each other. Using a strategy to separate the best students into many small group to be equal and then increate average abilities each students. Each group will have a high performance and solve the problems. Formative assessment is a policy or process used by teachers and students during instruction that provides a clear feedback to adjust ongoing teaching and learning to improve students’ accomplishment of intended instructional result.1 Formative assessment is a method of continually evaluating students’ academic needs and development within the classroom and precedes local benchmark assessments and state-mandated summative assessments. Teachers who engage in formative assessments give continual, explicit feedback to students and assist them in answering the following questions: 1. Where am I going? 2. Where am I now? 3. How can I close the gap between the two? In order to show students how to close the gap between where they are academically and where they want to be, teachers have to help students evaluate their progress in the learning process and give them a clear, descriptive feedback to the learning task. There is a tool calls Surveymonkey and this tool is a formative assessment tool. It can create many questions to research from your students. I will use this tool into my learning space and motivate my students in their learning. ** Summative Assessment **** s: ** Summative evaluation provides information on the product’s efficacy (its ability to do what it was designed to do). For example, did the learners learn what they were supposed to learn after using the instructional module. In physical class, students will know what problem they have and they will know how to fix the problem. On the other hand, summative evaluation can looks at more than one learner’s performance to see how well a group did on a learning task that utilized specific learning materials and methods. Summative assessment occurs at the end of a period of learning and provides students with opportunities to demonstrate their achievement of the important/enduring learning addressed during that period of time. It is used in combination with data from formative assessment to: For example: In the swimming class, the teacher gives the students a test allowing them to demonstrate their learning. In the class, the grade 7 teachers have the students do three different free-style swimming. The teacher asks the students to select two of the free-style and compare/contrast the swimming techniques used by each free-style swimming with other students. The teacher analyzes student’s condition to find out students problem. Therefore, both Formative assessment and Summative assessment can use in physical classes. It depends on what kind of assessment instructor want to include in class. There is a tool calls HotPotatoes and it is a summative tool for students. It can create 5 types of test such as JCloze, JCross, JMatch, JMix, and JQuiz. I will use this tool to evaluate my students and promote my students in learning. **__ Technology Selection __** For technology tool, I will use Wikispaces to be my digital tool for my teaching. I can design any own instruction in this digital to approach I and my students goal. Also Wikispaces can design specific front page to engage students’ interesting when they go back home. It is different from other space tools. However, wiki is more appropriate for higher level students because this tool is not very easy to learn and use. For example, Wiki is more an appropriate for high education such as college or university students because they are having more deep thinking. Protopage is more colorful and it can put a lot of interesting things to see and play. If I teach lower level student, I will choose Protopage to be my space tool for them. Wikispaces also can use posting, discussing, and downloading information for teachers’ instruction. The most important thing is Wikispaces can create a learning environment, membership and access permission controls. For this environment is including many skills such as creating an account, name your Wikispaces, choosing a template, settings-personalize, layout-add page elements, picture (from computer or internet), video, feed, creating a post, publish post, edit post, moderate comments, and bookmark your site. In this environment, I will combine my content and my pedagogy with Wikspaces to become a wonderful learning environment for my students. ** Handout ** Course description: This course is designed to gain Taiwanese K-12 students’ interest in swimming. It mainly uses media material (Wikispaces tool) in the classes or home. Teachers will teach students how to swim in two ways such as in classroom and at home. In classroom, students are doing action practice. For at home, students are thinking questions in which teacher gives to them with digital tool (Wikispaces). Students can also discuss each other and help each other to try to find the answer. ** Learning goals: ** Students will know how to use the media materials and practice in the real exercise. Understand the physical education knowledge (quiz). ** Assignment: ** There are not too many complex assignments however you will need to really understand the content from each assignment. The assignment will be given depends on everyday’s learning level. ** Discussion activity: ** Almost every class has some discussion activities. Students are expected to talk about their thoughts and understanding and try to solve their problem on their learning. Students will use discussion to get new ideas, share each opinion, and have some argument to prove their ideas. Discussion will use both inside classroom and outside classroom. For outside classroom, students will use Wikispaces and to have a discussion and argument. All of students can contact to each other even they are at home.
 * || **Explained** ||  ||   || **Meaningful** ||   ||   || **Effective** ||   ||   || **In Perspective** ||   ||   || **Emphatic** ||   ||   || **Reflective** ||   ||
 * || **//Sophisticated and Comprehensive//**: an unusually thorough, elegant, or inventive account (model, theory, explanation); fully supported, verified, justified; deep and broad; goes well beyond the information given ||  ||   || **//Insightful//:** a powerful and illuminating interpretation or analysis of the importance, meaning, significance; tells a rich and insightful story; provides a revealing history or context ||   ||   || **//Masterful://** Fluent, flexible, efficient, able to use knowledge and skill and adjust understandings well in diverse and difficult contexts—masterful ability to transfer. ||   ||   || **//Insightful and Coherent://** a thoughtful and circumspect viewpoint; effectively critiques, encompasses other plausible perspectives; takes a long and dispassionate critical view of the issues involved. ||   ||   || **//Mature://** disciplined, disposed and able to see and feel what others see and feel; unusually open to and willing to seek out the odd, alien, or different; able to make sense of texts, experiences, events that seem weird to others. ||   ||   || **//Wise://** deeply aware of the boundaries of own and others’ understanding; able to recognize own prejudices and projections; has integrity—able and willing to act on understanding. ||   ||
 * || **//Systematic://** an atypical and revealing account, going beyond what is obvious or what was explicitly taught; makes subtle connections; well supported by argument and evidence; novel thinking displayed. ||  ||   || **//Revealing//:** a thoughtful interpretation or analysis of the importance, meaning, significance; tells an insightful story; provides a helpful history or context. ||   ||   || **//Skilled://** competent in using knowledge and skill and adapting understandings in a variety of appropriate and demanding contexts. ||   ||   || **//Thorough://** a fully developed and coordinated critical view; makes own view more plausible by a fair consideration of the plausibility of other perspectives; makes apt criticisms, discriminations, and qualifications ||   ||   || **//Sensitive://** disposed to see and feel what others see and feel; open to the unfamiliar or different; able to see the value and work that others do not see. ||
 * || **//Circumspect://** aware of own ignorance and that of others; aware of own prejudices. ||  ||
 * || **//In-depth://** an account that reflects some in-depth and personalized ideas; student is making the work his own, going beyond the given; there is supported theory, but insufficient or inadequate evidence and argument. ||  ||   || **//Perceptive://** a reasonable interpretation or analysis of the importance, meaning, or significance; tells a clear and instructive story; provides a revealing history or context. ||   ||   || **//Able://** limited but growing ability to be adaptive and innovative in the use of knowledge and skill. ||   ||   || **//Considered://** a reasonably critical and comprehensive look at major points of view in the context of her own; makes clear that there is plausibility to other points of view. ||   ||   || **//Aware://** knows and feels that others see and feel differently and is somewhat able to empathize with others ||   ||   || **//Thoughtful://** generally aware of what he does and does not understand; aware of how prejudice and projection occur without awareness. ||   ||
 * **//Developed://** an incomplete account, but with apt and insightful ideas; extends and deepens some of what was learned; some reading between the lines; account has limited support, argument, data, or sweeping generalizations; there is a theory with limited testing and evidence. || **//Interpreted://** a plausible interpretation or analysis of the importance, meaning, or significance; makes sense with a story; provides a telling history or context. || **//Apprentice//**//:// relies on a limited repertoire of routines, able to perform well in a few familiar or simple contexts; limited use of judgment and responsiveness to feedback or situation. || **//Aware//**//:// knows of different points of view and somewhat able to place own view in perspective, but weakness in considering worth of each perspective or critiquing each perspective, especially her own: uncritical about tacit assumptions. || **//Decentering//**//:// has come capacity or self-discipline to walk in others shoes, but is still primarily limited to own reactions and attitudes, puzzled or put off by different feelings or attitudes. || **//Unreflective//**//://
 * **//Naive://** superficial account; more descriptive than analytical or creative; a fragmented or sketchy account of facts, ideas; glib generalizations; a black-and-white account; less theory than unexamined hunch or borrowed idea. || **//Literal://** a simplistic or superficial reading; mechanical translation; a decoding with little or no interpretation; no sense of wider importance or significance; a restatement of what was taught or said. || **//Novice://** can perform only with coaching of relies on highly scripted, singular “plug-in” (algorithmical and mechanical) skills, procedures or approaches. || **//Uncritical://** unaware of differing points of view, prone to overlook or ignore other perspectives; has difficulty imagining other ways of seeing things; prone to ad hominem criticisms. || **//Egocentric://** has little or no empathy beyond intellectual awareness of others; sees things through own ideas and feelings; ignores or is threatened or puzzled by different feelings, attitudes, views. || **//Innocent://** completely
 * describe what students know, can do and value
 * evaluate student growth relative to the purpose of the lesson/activity/unit/program
 * evaluate student growth relative to The Ontario Curriculum expectations and the provincial standards