Author: ader99
My Video was too large to publish on my blog, so I’ll just post my lesson plan again.
Goal
- Students will be able to practice their fine motor skills, hand to eye coordination and patience when participating in making their origami bear.
Learning Objectives
- Learning objectives include the different elements of the origami paper, such as the length, width and height.
- By the end of the lesson, students will be able to
- Boost their overall patience level
- Improve their hand to eye coordination
- Strengthen their understanding of origami
- Successfully make the origami bear shown in the lesson
- Be able to envision and describe the shapes when folding
- Boost their creativity
Prior Knowledge and Learner Profile
- This lesson can be adapted based on the age of the students in the class. For example, students who are younger can make a simpler creation compared to older students.
- Students will need to understand patience is key to success
- Students will need to be familiar with folding techniques and ability to follow direct instructions
Delivery
- Include 1 to 2 slides on the history on origami
- To begin the lesson – provide some history on origami
- Where did it come from?
- Who discovered this?
- To begin the lesson – provide some history on origami
- Include 1 to 2 slides with some background stories/histories of the different animal we will be making in the lesson
- Bear
- Begin the step-by-step instructions on how to make an origami bear
- Break it into a 3 step video process
- First step – making the legs
- Second step – focusing on the head
- Third – finalizing everything else
- Break it into a 3 step video process
Evaluation
- Students’ evaluation: students will submit a picture or show the educators of their origami bear and rate on a 1–10-point scale on how easy/difficult it was to make each animal
Assignment 2B – Activity following the lesson
To begin the lesson, I would provide some history on where Origami originated and who discovered it. The activity that will follow from the lesson is to create their own origami bear. Students will use the video tutorial to follow along step-by-step on how to make the origami bear. They will be able to pause and rewind to go at their own pace. This is a very hands-on activity for students to be able to practice their hand to eye coordination, boost their patience level, increase their creativity and practicing their fine motor skills . The student evaluation for this activity will be to submit a picture or show the educator their origami bear and rate on a on a 1–10-point scale on how easy/difficult it was to make the bear.
Goal
- Students will be able to practice their fine motor skills, hand to eye coordination and patience when participating in making their origami bear.
Learning Objectives
- Learning objectives include the different elements of the origami paper, such as the length, width and height.
- By the end of the lesson, students will be able to
- Boost their overall patience level
- Improve their hand to eye coordination
- Strengthen their understanding of origami
- Successfully make the origami bear shown in the lesson
- Be able to envision and describe the shapes when folding
- Boost their creativity
Prior Knowledge and Learner Profile
- This lesson can be adapted based on the age of the students in the class. For example, students who are younger can make a simpler creation compared to older students.
- Students will need to understand patience is key to success
- Students will need to be familiar with folding techniques and ability to follow direct instructions
Delivery
- Include 1 to 2 slides on the history on origami
- To begin the lesson – provide some history on origami
- Where did it come from?
- Who discovered this?
- To begin the lesson – provide some history on origami
- Include 1 to 2 slides with some background stories/histories of the different animal we will be making in the lesson
- Bear
- Begin the step-by-step instructions on how to make an origami bear
- Break it into a 3 step video process
- First step – making the legs
- Second step – focusing on the head
- Third – finalizing everything else
- Break it into a 3 step video process
Evaluation
- Students’ evaluation: students will submit a picture or show the educators of their origami bear and rate on a 1–10-point scale on how easy/difficult it was to make each animal
What are the potential pros and cons of using 3D design and print at the school and grade level you hope to teach at?
The grade range I hope to teach is Kindergarten to Grade 2.
Pros — Some pros about TinkerCad for the grade range I would like to teach is I can relate to the different geometric shapes in the geometry unit. If I don’t have the physical blocks of the shapes in my class, then I could pull up the TinkerCad resource and show my students the different 3D shapes. Another pro of using 3D design is promoting patience and problem solving skills. If there was a lesson that required students to use TinkerCad, students will need to have the patience to be able to learn how the program works. Additionally with problem solving skills, students would be able to develop those skills by being able to solve the problem themselves (aka fostering independence).
Cons — Some cons of using 3D design, is the amount of time needed to teach the students how to use the program. With that time, it would be easier to use a different resource with this age group. In addition, once students learn how to use TinkerCad, teacher will still have to circulate around the class to ensure students are understanding what is expected. Another con is student will be staring at the screens for a long period of time. In this generation, students are already exposed to a lot of screen time, so adding this resource on top of lessons will increase the amount of screen time students are getting.
Resource — Reviews from other educators about TinkerCad. Includes pros and cons, how to teach with Tinkercad, what is it, is it good for learning, overall learning ratings, real educator reviews, etc.
https://www.commonsense.org/education/reviews/tinkercad
Does the use of GenAI short circuit learning objective?
I don’t think GenAI short circuits learning objectives because GenAI can help dive deeper into the learning objectives or look at them in a border sense. When using GenAI, it saves educator’s time by giving them what they are looking for right off the bat instead of having to navigate through the resources to find what they need. It also reaches to other related resources online to help with whatever educators are looking for. That being said, in our class discussion, using AI to help with lesson planning is a great way to get started on brainstorming ideas. I remember there was one day Rob and I were looking at lesson plans on ChatGPT. It gave us a lot of cool interactive lesson plans within seconds and if we didn’t like that particular lesson, we just asked for another lesson plan. I kind of wish I knew about this sooner when I was thinking of ideas for my practicum.
Resource Title: In the Age of Generative AI, Learning Design is More Important than Ever by Jay Lynch
https://medium.com/@quixotic_scholar/in-the-age-of-generative-ai-learning-design-is-more-important-than-ever-2ab074f9158e
Blog Post
I think teaching with stories can catch the attention of learners and make it easier for learners to recall information because telling stories can be a fun and have many different forms of telling the story, such as through a play, an art piece, a dance, a song, and many more . In addition, telling personal stories can help students reflect on their own personal experiences or other aspects that surround then (like social media). Students are able to recall information they can personally relate and can be excited about sharing their stories with their peers as well. When a story makes a great impact on learners either positively and/or negatively they tend to remember it, because it can trigger a certain memory in their brains.
Some pros about using video creation as a teaching tool can promote creativity in the classrooms. For example, using video creation with the older grades can grab their attention and they would be more likely to put more effort in something they are interested in. Another pro is that student can use video editing as a form of expressing their emotions and gives them a free range of how to do that. Video creation can also enhance learners to engage in the materials being delivered as well, instead of having someone lecture in the front of the room.
Some cons about using video creation is that some school may not have enough technology for the class to use. Another aspect is there may be unstable connections in the classrooms, which can cause a lot of frustration when using technology as part of your lesson. Lastly, video creation seems to only work with older grades, so it doesn’t really compliment the younger grade’s lessons. There are many more cons, but I am going to keep it short.
Some obstacles that I think educators face when they try to change their way of teaching is the back lash from either parents and/or students. For example, in the documentary “Most Likely to Succeed”, there was a section where a parent was concerned about the different teaching approaches the teacher was using. She was concerned about how her child was going to be able to succeed in SAT test, getting into college and others aspects that would hinder her success in the future. Another example, was where students were having an open conversation with with their teacher and admin about his teaching methods. I remember one of the students said he needed to teach them how to ace the test instead of teaching real life challenges. And that high school was about teaching them to do well on the test and university/college was about teaching real life situations. I feel like students are taught not to learn but taught how to memorize, which can be very detrimental in the long run. That being said, learning to ace the test in math makes students want to memorize the steps to solve the math problems instead of conceptualizing the math problem. The problem with this is students won’t know how to think outside the box when it comes to questions that are more abstract which may need the student to creatively/critically think to solve the problem.
In our last class, I also really enjoyed learning about Sketch Notes. The data behind using sketch notes to take notes was very surprising to me, because I don’t do well taking notes that way. I tend to hyper focus on my drawings and then I miss out on the material (I guess that can be considered as a con). Some pros would be making the notes more precise and depending on the person it can be very beneficial by summarizing the content being delivered.