Introducing Technology-Enhanced Teaching
Module 4
Teachers as learning designers and peer reviewers
4.1 Module introduction
4.2 The teacher as a learning designer 4.3 The Learning Designer experience of an Italian secondary school teacher of English 4.4 The Learning Designer experience of a Turkish teacher trainer and secondary school language teacher 4.5 The teacher as peer assessor and assesse 4.6 The peer assessment experience of an Italian secondary school teacher of English 4.7 The peer assessment experience of a Turkish teacher trainer and secondary school language teacher 4.8 Module Resource Section 4.9 Final Learning Activity |
The learning objectives for this module are:
1. Understand the principles behind the conception of the teacher as a learning designer, and be aware of the tools and techniques you can put into practice to be an effective learning designer. 2. Design a lesson plan/learning activity incorporating elements of technology-enhanced teaching using the Learning Designer tool, developed by the UCL Institute of Education in London. 3. Appreciate the principles behind teacher peer assessment, and be aware of useful tips as well as practices to avoid to ensure you are an effective peer assessor as well as peer assesse. 4. Exercise your peer assessment skills you have learned about during the course by reviewing three participants’ lesson plans/learning activities, created using the Learning Designer. |
This week’s final Learning Activity includes:
a) Designing a lesson plan incorporating elements of technology-enhanced teaching b) Reviewing three participants’ lessons plans c) Selecting one lesson plan to adapt to suit your students’ needs and your specific teaching context |
My Lesson plan:
Cristmas Cards |
BASIC CRITERIA FOR AN EFFECTIVE LESSON PLAN
- The lesson plan is well aligned with its learning outcomes: Activities and assessment clearly link with the defined learning outcomes and allow the teacher to determine by the end of the lesson(s) if the objectives have been achieved.
- The lesson plan is balanced: There is a good mix of activities with at least four different Teaching & Learning Activities used (TLAs in the Learning Designer) and none of the Activities taking up more than 35% of the time (check the pie chart for this)
- The lesson plan is learner-centred: The lesson plan facilitates personalized learning, engaging students directly and encouraging them to take responsibility for their own learning (taking into account individual learners’ prior knowledge, motivation and abilities and offering tailored and detailed feedback)
- Feedback to students is properly taken into account: The lesson plan should clearly indicate how students receive feedback at various points of the lesson; are they involved in any self-assessment or peer assessment activities? Are they receiving feedback from the teacher through a whole-class discussion or in group work? Are they receiving feedback from a computer programme? Moreover, how is this feedback contributing to students’ learning, and allowing them to make progress? Is it effective in doing so?
- The lesson plan incorporates elements of Technology-Enhanced Learning: The students’ use of technology should be clearly linked to the lesson’s learning outcomes, and should allow them to achieve learning outcomes that otherwise wouldn’t be possible, or at least would not be achieved as effectively, if it were not for using a specific technology in a particular way. The way in which the technology should be used and for what pedagogical purpose should be clearly indicated in the lesson plan.
- The lesson plan incorporates elements of Technology-Enhanced Teaching: The teacher’s use of technology, whether in the preparation, implementation or follow-up of the lesson, should clearly bring added pedagogical value (i.e. not just be used for the sake of using it, and not be used as an alternative to other more effective ways of bringing about the same outcome)
- The lesson plan is well aligned with its learning outcomes: Activities and assessment clearly link with the defined learning outcomes and allow the teacher to determine by the end of the lesson(s) if the objectives have been achieved.
- The lesson plan is balanced: There is a good mix of activities with at least four different Teaching & Learning Activities used (TLAs in the Learning Designer) and none of the Activities taking up more than 35% of the time (check the pie chart for this)
- The lesson plan is learner-centred: The lesson plan facilitates personalized learning, engaging students directly and encouraging them to take responsibility for their own learning (taking into account individual learners’ prior knowledge, motivation and abilities and offering tailored and detailed feedback)
- Feedback to students is properly taken into account: The lesson plan should clearly indicate how students receive feedback at various points of the lesson; are they involved in any self-assessment or peer assessment activities? Are they receiving feedback from the teacher through a whole-class discussion or in group work? Are they receiving feedback from a computer programme? Moreover, how is this feedback contributing to students’ learning, and allowing them to make progress? Is it effective in doing so?
- The lesson plan incorporates elements of Technology-Enhanced Learning: The students’ use of technology should be clearly linked to the lesson’s learning outcomes, and should allow them to achieve learning outcomes that otherwise wouldn’t be possible, or at least would not be achieved as effectively, if it were not for using a specific technology in a particular way. The way in which the technology should be used and for what pedagogical purpose should be clearly indicated in the lesson plan.
- The lesson plan incorporates elements of Technology-Enhanced Teaching: The teacher’s use of technology, whether in the preparation, implementation or follow-up of the lesson, should clearly bring added pedagogical value (i.e. not just be used for the sake of using it, and not be used as an alternative to other more effective ways of bringing about the same outcome)