Another Friday night and here I am blogging.
Ups
I've been working on the Portfolio task about my primary school visit. I've ended by saying that aims and practices of the primary school I visited seemed very much in line with the ideals of the "Curriculum for Excellence" and that this leads me to expect that if it is adopted by secondary schools it can only be good for pupils and should make for a rewarding career in teaching.
I like this starry-eyed optimist I'm turning into. I'd become very cynical and jaded in my previous work.
ICT wise
- I've created a slideshow showing the dualistic nature of Edinburgh using images from the photosharing website Flickr.
- I've made links from my blog to radio and magazine articles that might come in handy.
Downs.
Why am I finding lesson planning so hard? I've been working with aims and SMART objectives for 15 years, how can I be making such basic mistakes in setting objectives in my first lesson plan?
For a double period intermediate 1 and 2 background on Dr Jekyll and Mr Hyde I came up with;
Pupils will have analysed how Stevenson's life and experience of Victorian Edinburgh are reflected in the themes of
- Dualism
- Suppression and control
- The Beast Within
in Dr J & Mr Hyde.
Fortunately natural self-doubt led me to my Tutor's door to run these past him (its not a lesson I'll get a crit on ). I should have kept it simple with "pupils will have learned", I need to find a simpler way to describe dualism. What if my tasks and teaching are similarly innapropriate? I have an image of working with these kids and them not understanding much of what i'm saying apart from "hello" and , "I can see you are bored and frustrated but I want you to put me back down on the ground and we'll find a way of making this more interesting for you."
Up again
People I've never met have made encouraging comments on my Blog!! Kenneth made a great suggestion, namely I get the people in the blogosphere to help me with my learning outcome objectives. It can't be cheating, can it? At Jordanhill they are always telling us how useful group learning is... well this is virtual group learning! Well, the question has been asked -will the blogosphere population help me?........
posted by willieloman at 9:12 pm
16 Comments:
"I've created a slideshow showing the dualistic nature of Edinburgh"
Cool. Can we see it?
"I get the people in the blogosphere to help me with my learning outcome objectives. It can't be cheating, can it?"
If they did it for you - that would be cheating. If they help you to do better - that's a demonstration of the usefulness of blogs. :-)
Brilliant idea! I've tried but can only add individual pictures i can't seem to cut and paste the entire slideshow. Don't know if i have to put show on the web then import.Tried this but failed, have tried Blogger help but don't think i'm asking the right question.
Will keep trying. See what i mean about frustrating!!!!!
Hi, not-so-gorgeous geek here.
I woulds like to apologise for the following theory which is unashamedly geeky and probably unworkable.
I'm obviously not a teacher, have no teaching experience and wouldn't know a learning outcome from a hole in the ground but I am a complete geek and therefore I would say that a possible way 'in' to Jekyll and Hyde would be the Incredible Hulk.
Work with me here.
Stevenson's original concept of Hyde seems to be that he is all of the evil and the dark urges of Jekyll - just isolated into a different person. This isn't too different from the concept of the Hulk (or most superheroes, come to that).
Both characters display the conflicted nature of humans - frightened of their dark urges and hating them, wanting to be rid of them and also needing them.
Jekyll has no drives without Hyde, Hyde has no restraints without Jekyll. Banner has no strength or rage without Hulk, Hulk has no intellect or restraint without Banner. They are a classic relationship between good and evil, law and chaos, the angelic and demonic.
Both sides of our character are meant to work in unison. Separating them is dangerous and can only lead to extremes - having a darkly driven personality without the balance of goodness and having a good personality without the drives of the dark lends both characters a tragic sense.
There, doesn't really help with your LOO's but at least it got it off my geeky chest.
Having said all that, the Hulk film was still bobbins.
In response to David; it can only be cheating if you copy a suggestion without giving thought to its appropriateness. In this case you’re only cheating yourself. I'd be surprised if anybody took a comment from their blog and pasted it into an assignment.
I like NSGG's idea of connecting pupil's understanding of J&H with the Incredible Hulk. However it can only work well if pupils in the class already have knowledge or awareness of the Incredible Hulk, otherwise it's just another example of a concept they can't understand.
I'll post again once I've fully read your posting.
Okay lets start with Bloom's Taxonomyand specifically the cognitive domain.
You want pupils to "analyse", which is a higher order skill and is built upon: knowledge, comprehension and application.
So my first question is do the pupils know what "dualism" means? (Knowledge)
Second question: can they give previous examples of dualism - Hulk, etc. (Knowledge)
Third question: can pupils identify the attributes/characteristics, which indicate dualism? (Comprehension)
Fourth question: can they apply their knowledge of dualism to write an alternate piece, which shows they can include the theme of dualism. (Application)
Fifth question: if I give an unfamiliar example can pupils identify the attributes/characteristics of a piece of writing, which indicate dualism? (Analysis)
Sixth question: can they use the theme of dualism in an alternate story perhaps combined with other themes to create a new idea/story? (Synthesis)
Seventh question: can they justify why their story illustrates dualism well? (Evaluation) They might also suggest improvements.
You would struggle to teach all these areas, even in a double period. The lesson to be learned is, you need to ensure the foundation of knowledge and comprehension is in place before you move to analysis or application or synthesis or evaluation.
Another point I always tell my students is that they should never start a lesson with a stupid question! What do I mean?
Student teacher enters class stage left. The primary one class are sitting quietly in anticipation.
"Okay class we are going to learn about quantum physics today. Who can tell me what quantum physics is?" Can you spot the stupid question?
A teacher should only ask a question that they know they will get an answer too otherwise there is no point in asking it (unless it was deliberately rhetorical). So standing in front of your class asking them if they knew what dualism is, before you had actually taught them the meaning or that they had learnt it already would be stupid.
Hope this helps? Tell me what you think.
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love you
phone me please
go on then do it
Hi Gorgeous,
every inch of the 6 foot frame of yours is stuffed with genius!!!!
I will definately use The Hulk as an intro to the dualism concept. Thanks to TOVMS' dodgy taste in film we even have it on DVD. it is pants but i'm sure I can find an extract that provides the entre to the subject i need.
Hi Kenneth,
THANKYOU - your comment has been really helpful. I'm ready to start again on an intro to J&H for this class.I will even post the lesson plan. My objectives will be something along the lines of; by the end of the lesson the pupils will have
1) learned what dualism is
2) learned how RLS's background in Victorian Edinburgh might lead him to use the idea (theme) of dualism in DrJ And Mr H
3)Had a really enjoyable and informative double period
I could be trying to whip you into a run here before you are really walking but...
Posting stuff other than text and pictures to Blogger is tricky. Try saving the slideshow online somewhere else and then creating a link from Blogger to wherever you have saved the slideshow. For example, Ewan talked about a free storage tool called Odeo. Register, send, link...
If you want to ask more about how to do this, send me an email and I'll try to give better instructions.
Hi WillieLoman,
Sorry to be negative, but...
Learning outcomes should also define how you can show what a pupil has learned. So you should use words like state, list, identify, explain, describe, etc. So learning about dualism requires certain pupils to be able to state the definition of dualism. This low level piece of knowledge traditionally is associated with rote learning (what I like to call the da-de-dade-da learning: times tables I remember the tune but forget the words) ;D
Once you get the LOs worked out you will also have a strategy for assessment - pupils will be able to explain the influences on RLS that influenced him to use dualism as a theme in J&H. So at some point during your lesson you need to ask (verbally or in writing) to explain this point above. You can modify this from explain to list and then ask pupils to name one influence allowing you to distribute your questions around the class.
If they do it successfully you can use your assessment to evaluate your lesson. So the quality and quantity of responses from the pupils to the key questions relating to your LOs is a measure of how good your lesson was. If you ask a question and get a muddled answer it may make you reconsider your explanation. Thus you are able at the end of your crit to tell the tutor that you would explain it differently next time or reword the question.
Basically we focus on LOs so that we can identify what the pupils need to know or learn. Then we decide how to teach it so that it is memorable and engaging (but not fun, as this is not a measure of a good lesson it's a measure of a good night out lol).
The example I give my computing students is:
LO = pupil will be able to state what RAM stands for.
Q = What does RAM stand for?
Teaching1 = write it on the board
Random
Access
Memory
Teaching2 = make 3 T-shirts with R, A & M on the front and the word on the back. Get pupils to spin round on que to reveal answer. (Memorable but costly on T-shirts)
The point is that the method selected for teaching a LO is independent of the LO.
Oh God I've twittered on long enough. Hope this helps, let me know what you think.
Thanks again Kenneth. I have been trying so hard to avoid writing objectives that are simply about task completion that i've thrown the "list","state", "explain" etc out with the bathwater of "have completed a cloze- exercise etc.
I also didnt know until now what RAM stands for.
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