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Discussion Forum Summary: Module Two – Unit 1

Groups: 1-4 Facilitator: Mary Hooker Dates: June - July, 2017 Topic: Module 2 – ICT and Classroom Organization; ICT in the Classroom and Computer Lab

Introduction: This module 2 discussion centred the use of ‘simulation’ software, ‘collaborative learning’ and ‘classroom management’ in the classroom and the computer lab. The simulation discussion was challenging at first – while teachers shared their ideas on what the tool is and how they could use it. Teachers shared their experiences on collaborative learning between the classroom and the computer lab. Photos from school visits started to come in during the DF showing teacher exploration of both spaces with student collaborative group arrangement in circles, in stations, in u-formation. Specifically, the main questions discussed in module 2 covered two units and 4 topics: Unit 1

Topic 1: Simulation in STEM Lessons (TCK) Topic 2: Collaborative Learning in the classroom and computer lab (TPK)

Unit 2 Topic 1: Simulation Experience (TK) Topic 2: Lesson design, observation & re-design (TPACK)

In this summary we present your discussions from unit 1 on the first two topics (TCK and TPK). The summary presents some of your comments – as it is not possible to include all of your rich discussions. Summary of discussions: Topic 1: Simulation in STEM Lessons (TCK) Question 1: What are your seeing as the advantages and challenges of integrating ‘simulation’ software in your teaching? Advantages you identified • It is an advantage integrating simulation in t/l coz most importantly it helps learners develop

competence in critical thinking • One advantage is that you capture the learners interest. • The ideas or concepts that you teach are easily understood by the learners • It creates a lot of interests in the learners and they look forward to having more lessons. This

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popularizes the subject. • Simulations have advantages in that they make learning relatively real and interesting,

breaking the classroom boredom • simulation may fit in our lessons at content development stage to bring out what may be the

result of or outcome. • Interactive Simulation in my teaching subject will helps increase student confidence in the

subject and help them develop interest and curiosity in the subject. It will help the teacher understand the problems of student and develops a solution to particular challenges in a given topic through the feedback he/she will get

• Simulations enable students to have a deeper sense of experiential, and this makes to participate fully in the lesson through giving their views and understanding, therefore encouraging collaboration

• I totally agree that simulation has made learning easy and enjoyable. my students have grown so much when it comes to handling digital materials. I can see that they are empowered and enlightened

Advantages

• It helps links theory with practice of teaching in a given classroom • Simulation helps increase student confidence in a given subject and removes fear • The teacher is able to understand the problems of student and develops a solution to

particular challenges in a given topic • It helps in developing critical-thinking in students • It helps in developing efficiency in teacher while teaching a given topic • It will help provides feedback to teachers and help improves in areas with weakness

Disadvantages you identified • It may be a disadvantage to slow/ poor listeners in class. • Some simulation videos are in a language not easy to comprehend, and students are likely to

miss a point • A disadvantage is that for some of the simulations the accent may be challenging to some

Learner's. However when you expound the learners understand the simulations. • Some learners may not easily get the concepts right • It’s also time consuming in terms of lesson preparation • The main challenge is accessing the simulations related to the right content, and most

simulations are almost uncustomisable to suit classroom situations in regards to time and particular concept and syllabus scope

• Disadvantages include time consuming, technology failure especially when there's black outs. Some students may get excited till they will forget the subject matter as watch the simulations

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• The use of simulations are more advantageous in teaching and learning. it is makes the class more lively and some concepts that you could find difficulty to teach theoretically are now easy to teach. the only challenge that we are facing is the network problem when looking for them online especially when downloading from the sites. they also require some tailoring to fit your subject objective(especially in English).

• Disadvantages-a bit difficult to get a simulation of a content you want to teach and if you get, the downloading it is a bit challenging..

Disadvantages

• It requires supervision and skills for it to be implemented • Simulation may portray a real situation in a simple way while in the real sense the

process is difficult • It may reduce seriousness of learning as simulation is just an imitation of real

situation • Simulation may not inculcate the learning skills as the practical aspect required-hands

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Question 2: Which of the resources lessons in topic 1 received your vote for the best use of simulation to present hard to learn concepts? Why this lesson?

• Biology Form 1 ‘Nutrition - Eating and Exercise’ Simulation • Chemistry Form 4 ‘Electrochemistry - Voltaic Cell’ • English Form 1 ‘Vocabulary and word meaning - E-Dictionary’ Simulation • Mathematics Form 2 ‘Circles and Angles- GeoGebra’ Simulation • Physics Form 4 ‘Photoelectric Effect’ PEE Simulation • Physics Form 2 ‘Waves’ Simulation

• I will give my vote to Chemistry Form 4 “Electrochemistry - Voltaic Cell” as best lesson

where simulation has been used

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• These simulations seems to be working well with science and mathematics. I've looked at

the biology one, it's good. • I teach English, how can I get the simulations? The Elizabethan mail one is not working. • I teach English, I've tried the simulation on Email but not seen how it works, for sciences it

seems to work pretty well. Please help me out. • On your question on simulations of emails - can this British Council resources help - called

'starting and finishing emails' at: https://learnenglish.britishcouncil.org/en/english-emails/unit-4-starting-and-finishing-emails

Question 3: Your questions • What is simulation? • Are there standard simulation for particular subjects that do not need editing and all that? • Hae, to be precise, av not understand well the so called simulation • Elaborate a bit about simulation software • Hi everyone, Great simulation here. Now where can I locate the one for English? Module and teacher and tutor answers Module answers

• A Simulation can be described as an imitation of a real system. Computer programmes can be used to create Simulations, for example to simulate different weather conditions, chemical reactions and even biological process.

• You have already been using simulation software in module 1 - when you use tools like spread sheets, presentation or animation software - to show systems in science and

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mathematics and technology and language - and how they work. • You explored some simulation software when you identified OER simulation resources

in the internet in module 1 - like the PHET interactive Science and Mathematics SIMs or the GoeGebra interactive Mathematics SIMs.

Teacher answers

• Imitation like basically to imitate wow! ....

• Simulation to me is a way of bringing to 'life' concepts in written form, concepts or ideas that are very difficult for the learner to understand in a theoretical approach. 1. It creates mental pictures in the learner and thus having a concept memorable. 2. The learners' interest and curiosity to learn more is aroused and heightened 3. Lessons are active and lively...with almost 100% participation by the learner

• Some lessons require simulation as students may not necessarily visits some places. A good example is simulating planet Jupiter to students make them familiar with the planet but they have not been to planet Jupiter

• Simulations are very necessary when teaching some concepts that cannot be done practically, for example simulations can be helpful in teaching blood circulation in biology. They give the students in-depth knowledge and cultivate the morale to learn more

Tutor answers

• Here is the link to the You Tube video tutorial by our PC George on how to use 'eating and fitness' simulation - at: https://www.youtube.com/watch?v=HyccgcuUAcs

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Topic 2: Collaborative Learning in the classroom and computer lab (TPK) Question 1: What strategies do you use for group work in your classroom? • From the modules a good environment is needed if learning is to take place and the following

needs to be observed; • Arranging space and furniture in order to encourage collaboration • Coming up with good grouping strategies • Setting rules for the class and the grouping to have good progress • Understand the student in class those with different abilities and those with special needs • Assigning various roles to various students or groups • Ensuring there is safe environment for student/ conducive learning environment

• How I carry out collaboration in class. o 1.divide class into sizeable group o 2.give each group a role o 3.allow free communication o 4.clarify the task o 5.give room for presentation.

• Group techniques include: o Go round the groups o Let students discuss freely o Ask them to research on the topic o Compare notes.

Question 2: How could you organize your students to use a simulation in collaborative group work - in the classroom or the computer lab?

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o Before the students form grouping for simulation one has to consider the composition of the group during formation in respect to abilities and gender for good mixing

o Group rules should be set out clearly for effective collaboration o Group roles, size and their seating arrangement should be considered before the

collaboration in doing various task begins

Question 3: How could you organize your furniture for group work on simulation in the classroom?

o To ensure good discussion groups and effective one, the desk and furniture should be arranged to handle small groups.

o Organize students around tables or around desk or use of U- shaped desk arrangement for regular whole groups.

Question 4: How could you organize the computers for group work on simulation in the computer lab?

o Arrangement of computers will be done in such a way that it will allow small groups and facilitate collaboration.

o If it is a whole class a U-shape arrangement will be effective so as they can easily follow the tutor guidance

Teacher Case Study 1 – Collaborative Learning in English Topic of ‘Emails’

In my class, I taught my form 4 students on how to open email accounts and sending emails.

First, I divided them into groups of four and assigned them each a computer. Two students from each group attempted opening an email account and the progress was projected on the screen for the rest to follow the proceedings.

They then took turns in either opening group email accounts and/or sending emails to their counterparts in other groups.

The student collaboration groups are: ‘Champions’ Group receives welcome

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• The Heroes • Jesters • Victors • Targeters • Champions

Group email stations Each group creates and responds to emails

of other groups • When it comes to classroom management in terms of furniture, the students use their desks

by turning them to face each other but in some situations where the students are many, I take to a larger room...that is the Physics lab which has small tables that allow for ease of group work organization. Simulations are then projected on the wall.

• For group work in the computer room, the computers are set in a way that each small group is able to access a computer with ease and take turns to use the machines and the tasks given are simple ones that do not take much time so that each learner gets to try something hence, all the group members at least touch and use the computer.

Teacher Case Study 2 - Chemistry lesson

Organizing the groups

• Students group created for collaboration in determination of Emf of various cells in the computer labs.

• The groups consisted a mixture of abilities according to performance.

Groups

• Allotropes • Halogens • Alkalis • Esters • The Nobles • Isotopes • The alkynes

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Group collaboration – Problem solving – construct and calculate

• The groups use electrochemical cell from http://web.mst.edu/~gbert/Electro/Electrochem.html to determine emf for various electrode in activity given see attached

• The groups are asked to construct cells with various electrodes (including the Pt/Hydrogen electrode) and concentrations, and the voltages of these cells is measured.

• A cell is presented, and the groups asked to calculate the cell's standard potential (Eo).

Group collaboration – Designing new forms – design and calculate

• The groups are asked to design a cell which will produce a specified standard potential (Eo).

• A cell is presented (with concentrations), and the groups are asked to calculate the expected voltage (E) of the cell.

Concluding Remarks • This was a wonderful rich interactive discussion forum thread in unit 1– where teachers

shared and constructed new knowledge about their understanding and use of simulations in their STEM lessons (TCK) and in collaborative learning (TPK)

• In topic 1 on simulations and their sue in STEM lessons (TCK) there was an overwhelming agreement among teachers on the value of simulations to engage learners, to explain ‘difficult to teach concepts’, to illustrate systems and the way they work – while teachers had reservations about finding appropriate OERs and about adapting them for their learning objectives.

• Some teachers asked – what is a simulation and how is it different from presentations? Some teachers were amazed that simulation is really an ‘imitation of a

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system’ like our body system and how it work if we increase or decrease variables like diet and exercise (Imitation, like basically to imitate, wow!)

• In topic 2 on collaborative learning approaches (TPK) teachers discussed group work techniques that they explored in their classrooms for integrating simulation – involving

o arranging space to encourage collaboration – such as: laptop stations in the classroom; u-shaped arrangement of groups in the computer lab;

o coming up with groups strategies - mostly mixed groups of students with different abilities;

o setting up rules and roles for the group activities - note taker, time keeper; o ensuring a stimulating environment for learning - giving students real tasks of

problem solving and designing with the simulations. • Teachers started to share case studies of how they used collaboration in their classroom

– for example o in English lessons - simulating real email exchanges between groups and o in Science - simulating authentic cell construction and design task

Resources discussed Simulations: • Tutorial: You Tube video tutorial by our PC George on how to use 'eating and fitness'

simulation - at: https://www.youtube.com/watch?v=HyccgcuUAcs • English: British Council resource - called 'starting and finishing emails' at:

https://learnenglish.britishcouncil.org/en/english-emails/unit-4-starting-and-finishing-emails • Chemistry: Electrochemistry voltaic cell at:

http://www.chemistry.uoguelph.ca/educmat/chm19105/galvanic/galvanic1.htm • Electorchemical cells at: http://web.mst.edu/~gbert/Electro/Electrochem.html

Discussion forum is still open – you can post your comment on unit topics at: http://adsiteachers.gesci.org/mod/forum/discuss.php?d=306