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