Differentiation in teaching Lesson 5

Tag de 1-2 eksempler, hvor du beskrev din nuværende differentiering i din undervisning, og forsøg at begrebsliggøre disse på baggrund af Duchs model og Holmboe og Hachmanns teori.

-Presently i am facilitating the special subject called placement abroad. I have a group of 20 students that have different problems, diagnosis etc. The differentation in my teaching depends on, at students that makes tasks faster can go home. The students that needs more time, will stay in school longer time and will get extra support from me. They can work in groups. They can read materials at home.

Hvordan kan du udvikle dine eksempler og understøtte differetisering med digitale teknologier og hvordan kan I bruge jeres LMS til at understøtte differentiering?

- By using for example platfor, the students have possibility for better preparation for the classes. They can find all needed materials few weeks before the lessons. They can see some videos or PPT. They can be better prepared for classes. They can write to teacher before the classes in case they have some questions. 

Evaluation

During the training of future drone experts the participants get the multiply choice test. they get feedback how many questions they answer correct and how many files they made.

in my teaching i use very often formative evaluering:
- asking questions
-tests
- students have time for refleksion
- tehy have time to talk with each other
Practical work is done by giving the feedback how good they were to make the task

Evaluering

Evaluering kommer ind i dansk sprogbrug i slutning af 60´erne, inspireret fra amerikansk;  ”evaluation”

Evaluering består af konstatering  og vurdering:

Konstatering eller måling: systematisk indsamling af informationer om tilstanden af f.eks. undervisningen eller elevens læring

Vurdering: at overveje informationer og bestemme værdien af tilstanden ud fra fastlagte kriterier, målestokke eller værdier

Behov for opfølgning?

Evaluerning typer:

Summativ                                 Formativ

Sigter på at gøre status                          Rettet mod at påvirke en i gang-

Kvantitative metoder som                     værende udviklingsproces

Test, prøver, eksamen                          Kvalitative metoder som obser-

          vation, interviews, samtaler

Gæsterne bedømmer maden                    Kokken smager maden til

Individ-evaluering                       Systemevaluering

Rettet mod eleven                                 Rettet mod læringsmiljøet

Produktevaluering                       Procesevaluering

Retter sig mod resultatet                     Retter sig mod forløb i

                                                                       læreprocessen

Experiment 2

Eksperiment 2. Propellers

Tutorial video about propellers used in drone- can be a very effective way of teaching

EKSPERIMENTSKABELON
Eksperimenttitel Beskriv dit eksperiment i 1 sætning	Tutorial video about propellers used in drone- can be a very effective way of teaching  Experiment 2. Tutorial video
AFSÆT FOR EKSPERIMENT
Hvilket behov, udfordring, undring eller mulighed tager du afsæt i? Det kan være både være teori, din praksis eller fx metoder, værktøjer eller teknologier du bliver inspireret af	At JU we started a new “special course” called Drone used in Agriculture and how to build a drone. During this course, the students learn the theory (how to build a drone, components, used of drone in agriculture), and the practice: how to fly a drone. All students that are good to English and have interest in Drone can attend the lessons. All students have different background the students have different learning styles,and skills. Some staff are very difficult to teach in short time.
HYPOTESE
Hvad er din hypotese?	By using “Tutorial video about propellers used in drone”: -          I will make video about the topic that is very difficult to understand for some students and teachers -           The students with some diagnose can have possibility to see the video as many times as they need -          If the students/teachers miss the lessons they can see the video   -          It will be huge help for the students with dyslexia
Hvad bygger din hypotese på? Din hypotese skal have belæg i dels teorien og dels i din praksis	In many theories it is proved that students learn through differently. The three Major Types of Learning are: -          Visual -          Auditory -          Kinesthetic Differentiation in teaching
Hvilke tegn i din praksis skal du kigge efter for at kunne be- eller afkræfte din hypotese?	-          Understanding of different tasks -          Questions ask by students -          If the students done the task proper way
DIDAKTISK PLANLÆGNING AF EKSPERIMENTET
Er der noget du skal være særligt opmærksom på i forhold til dine elever?	I must make sure that the absent students will see the video. Send link, and send an email with a reminder.
Hvilke mål arbejder du med? -          Faglige mål fra bekendtgørelsen -          Øvrige mål fx motivation, deltagelse	I would like to use it as a communication tool, motivation, involve as many students as possible, bring them to the same level before the next meeting (  they will know what to do next time we meet).
Hvad er indholdet og hvorfor vælger du netop dette indhold?	The students will have better understand
Hvilke metoder, værktøjer og teknologier anvender du og hvorfor? Hvad skal dine elever helt konkret gøre?	Tutorial Video Have computer or smartphone. See the video. Follow instruction from the video
Hvordan kan du evaluere elevernes læringsudbytte?	By asking students, what do they think about the video? My video must have  subtitle and also voice.
VURDERING AF HYPOTESE OG EKSPERIMENT
Kan du be- eller afkræfte din hypotese? Her skal du kigge på de tegn og det belæg for hypotesen du indledningsvis har opstillet. På baggrund af det skal du beskrive hvorfor du be- eller afkræfte hypotesen.	The students understand the topic. They know what to do.
Hvordan kan du bruge dine erfaringer fra denne hypotese og eksperimentet i din videre udvikling af din undervisning?	I would like to prepare video important information about drone. The videos will be uploaded on UDDATA+ EDU PLATFORM. Each video will have some examples.

Lærerroller og klasseledelse: Teacher roles and class management

Teacher role:
Teacher has many different roles and functions. According to Holm Sørensen the teacher is:

It is difficult to balance the role of teacher. The role must be change depends of the knowledge, who is expert and it should be relevant. Find the balance!

"Knowledge sharing and the role of the students: Teacher slide
New didactic design challenge: The teacher can make a student a knowledge mediator - expert in a specific tool or topic (option)

Students are interested in sharing their knowledge (about IT) - it triggers recognition and prestige in both peers and teachers (option)

Knowledge sharing in several stages can "distort" or "weaken" knowledge (barrier)

Requires something to communicate - not just take over eg the computer or project (barrier)


The recipient does not have sufficient basis for constructing new knowledge (barrier)"

By using the technology in teaching and learning it gives extra help. Students have possibility to use different teaching material, they can be presented to students different ways, for example tekst, video, quiz, tests and ect. By using different technologies the students get better understanding of IT, and the material.  Nowadays everything is becoming digital. That is why we must prepare our students for future jobs. For example, it is not enough for farm machinery students to know how to drive a tractor. They must know how to use Ipad, GPS ect. For example precision agriculture is based on many softwares, and the students must have understanding of how to use them.
By making different task based on digita technology, the students are getting used to it.

The teacher's role as a knowledge leader:
Build a culture of knowledge sharing, motivate students to share knowledge with each other
Have an overview, be open to what is happening and dare to let go
Reflect on whether it is a fruitful process for students

But ... delegating tasks to students does not relieve the teacher of responsibility!
The teacher must be present academically - and ensure that the students work in an appropriate manner (K3)
The pupils' IT competences cannot compensate for their potential. lack of professional skills

Ask studends relevent questions not only how is it going!!!
Class leader:
Class management can be defined as the actions teachers take to create a learning environment that facilitates and supports students' academic and social learning.

Management it is very important together with good contact with the student.
yo as a teacher decide about the roles in classroom. Management is about didactic room.

REference to this model (Beck, i Agård) . It is important to look on it from differen perspectives


Piece class management:
Physical frame setting in the classroom
Location and group formation
Continuous contact between teacher and students
Clearly practical structure around the work
Clear professional goals, expectations and instructions
Concretisation of professional success criteria
Control of the use of computers
Awareness of own class management style

Lesson 5 Platform

Article about platform

This topic is very relevent for my final project. i would like to make experiment about the platform I am working. EDU DRONE Platform

Muligheder
-information tilgængelighed
-bedre overblik
-flere fag fra samme rum
-difrentriering
-højrere kvalitet-forskelige lærekompetence



Barrierer
-tid
-højrere kvalitet-forskelige lærekompetence
-kompleksitet

“Before I will do that I would like to refer to my blog about the learning platform. The purpose of the learning platform is to create a digital framework that can support the schools work on the students learning processes. In the blog, I described the good advice for implementing the learning platform according to Danmarks Evalueringsinstitut (2017).

Summing-up, it is very important to choose the learning platform together with employees. The platform we are working on was discussed with the JU’s employees and with other experts that have experience with it. The learning platform must be compatible with other system that are use at JU. This will make the staff and students to avoid working with several different digital systems. Furthermore, we must be open and clear in communication if we change learning platform. As we implement the learning platform we must be aware of that must support the work of creating good teaching for all pupils. We also use motivated experts within these subjects. They support other colleagues that are beginners.  At JU the teachers had a course about how to use the platform, and the teachers communicate and discuss the topic together. Once we use the learning platform, we have the expert team of 5 teachers, in order to support each other and make further improvement on our platform.  The platform is still in test, there is always room for improvement. Teachers and the students can give us the feedback any time by using the online evaluation. We are always open for a feedback. To implement the platform we have 2 years. “

How to make a qr- code?

In this chapter, I would like to present a short movie about myself :-)

The movie I made by using Iphone 7. I used the program I-movie to connect 2 different videos together.
The video I made I uploaded on youtube.
https://youtu.be/ENgPx7lXQuE


Step by step How to Make a QR Code:
 Select a QR code generator. I used http://www.qr-koder.dk/
I copy the link from youtube
I enter the link and press generate the code.
The QR is ready to be used.
I experience that by using the QR code my students could find the video much faster. Many of the students are tired of long web addresses. They were giving me positive feedback, and some students even asked to show them how to make the QR-code.

Lesson 3 Motivation

Motivationsorienteringer-Motivation Orientations

In order to facilitate students learning it is important to know what motivates them, and what barriers affect their learning process. Better understanding of students and finding better ways to motivate them will break down their barriers.

1. Vidensmotivation- knowledge motivation

Is about: Curiosity, inquisitive • Preoccupation with the outside world -and especially 'myself' in the world • connection for everyday use 
2. Præstationsmotivation -achievement Motivation

Is about: Social comparison and competition • Determination of doing good (best) • Focus on demonstrating competence

3. Mestringsmotivation

Is about: Progression - the individual moves • Prerequisites for and expectations of coping • Access to feedback and support • Master of conduct often for interest

4. Relationsmotivation- relational motivation

Is about: Experience of belonging • Meaningful relationships - both professionally and socially • Classroom culture and the social climate of the education

5. Involveringsmotivation_ involvement Motivation

Is about: Open learning processes • Experiments • Creativity • Co-creation / co-creation

Lesson 2 power point

Today my group worked on Power point.

In our group I had an expert in this topic. Besides basic functions, we learned how to make a video PP with sound and voice.

We also prepared the experiment based on hypothesis. I decided to make the Power Point video about introduction to elective subject "Udland valgfag".
The video contains important information about different tasks to be done during the "Udland valgfag"  lessons.

EKSPERIMENTSKABELON
Eksperimenttitel Beskriv dit eksperiment i 1 sætning	Using Power Point Video- can be a very effective way of sharing information to the students
AFSÆT FOR EKSPERIMENT
Hvilket behov, udfordring, undring eller mulighed tager du afsæt i? Det kan være både være teori, din praksis eller fx metoder, værktøjer eller teknologier du bliver inspireret af	During ”valgfag” subject the student are getting a lot of information about the study abroad at once. Each year valgfag udland are choosing 30 students from 6 different educations (agriculture, zookeepers, farm machinery, forestry, horticulture, landscaping). I wish to have all students during the introduction meeting but it is impossible.
HYPOTESE
Hvad er din hypotese?	By using ”Power Point Video” : -          I will make video of information I keep repeating -           The students with some diagnose can have possibility to see the video as many times as they need -          If the students miss the lessons they can see the video film with homework -          It will be huge help for the students with dyslexia
Hvad bygger din hypotese på? Din hypotese skal have belæg i dels teorien og dels i din praksis	In many theories it is proved that students learn through differently. The three Major Types of Learning are: -          Visual -          Auditory -          Kinesthetic By Power Pont Video they can see, listen and at the same time make notes.
Hvilke tegn i din praksis skal du kigge efter for at kunne be- eller afkræfte din hypotese?	-          Understanding of different tasks -          Questions ask by students
DIDAKTISK PLANLÆGNING AF EKSPERIMENTET
Er der noget du skal være særligt opmærksom på i forhold til dine elever?	I must make sure that the absent students will see the video. Send link, and send an email with a reminder.
Hvilke mål arbejder du med? -          Faglige mål fra bekendtgørelsen -          Øvrige mål fx motivation, deltagelse	I would like to use it as a communication tool, motivation, involve as many students as possible, bring them to the same level before the next meeting (  they will know what to do next time we meet).
Hvad er indholdet og hvorfor vælger du netop dette indhold?	The students will have better understand what is all about.
Hvilke metoder, værktøjer og teknologier anvender du og hvorfor? Hvad skal dine elever helt konkret gøre?	Power Point Have computer or smartphone. See the video. Make homework.
Hvordan kan du evaluere elevernes læringsudbytte?	By asking students, what do they think about the Power Point video? I already got the feedback that I should come up with some examples, e.g. how profile/CV should look like.
VURDERING AF HYPOTESE OG EKSPERIMENT
Kan du be- eller afkræfte din hypotese? Her skal du kigge på de tegn og det belæg for hypotesen du indledningsvis har opstillet. På baggrund af det skal du beskrive hvorfor du be- eller afkræfte hypotesen.	The students are well informed. They know what to do. They understand the information.
Hvordan kan du bruge dine erfaringer fra denne hypotese og eksperimentet i din videre udvikling af din undervisning?	I would like to prepare all my lessons based on video PPT. The videos will be uploaded on UDDATA+. Each video will have some examples.

Lesson 3 The Didactical Relationship Model by Hiim & Hippe

Figure  The Didactical Relationship Model by Hiim & Hippe, (2012).

The didactic relational model is about the relationship between six elements presented in the figure above. The six main points that are interrelated has impact on each other. This means that one effect will have an impact on several key points. In this project, I will describe and analyze briefly, my teaching planning by using all six points. This example is used from my previous job.

1Learning conditions

In this point, the focus will be on students. The students have different backgrounds, believes, experiences and interest. 

2  Settings

In this point, the external conditions for learning and teaching are taking into account.  The teaching will be in the classroom mainly. During their placement the contact will be online via skype, facebook.

3   Goals

. It is important that both the teacher and students know the learning goals of the course. According to Hiim and Hippe (1998), learning goals are what the teacher wants students to be able to achieve. The students must know what they should be able to do by the end of the course.

4Content

The materials that are used during the course are determined by curriculum and goals. In this case, the teacher together with students will choose materials that should be used during the lessons. By choosing the content and the materials, besides knowing the goals it is important to know the students also. Are they able to work alone on a giving task? Can they read and understand scientific text in English? How much do they already know about the topic?

   Learning process

The next point that I found relevant in my teaching - planning is the learning process. In order to help the students in achieving all goals, it is important to choose the right teaching methods. 

1  Assessment

During the course, it is essential to assess the students learning process. This way I will get a feedback if my teaching planning  was successful or not. Additionally, reflection on teaching is crucial in order to correct and improve the process .   There are many ways to assess what a student has learned during the course.