Technology-Assisted Methods to Catch-Up on Academic Programmes Amid Protest Actions

1. Technology assisted methods and strategies to “catch –up” on academic programmes during/after protest actions Thelma de Jager(Education Foundation)

2. Overview • Introduction • Students’ views • Online methods • Scaffolding methods • Conclusion • Your input ( discussion) Thelma de Jager (Educational Studies)

3. Problem Statement All subjects’ content, assignments, tests etc, should be completed in a limited timeframe Success rate drops Less time for practical application Teaching diverse cultural backgrounds Thelma de Jager (Education Foundation) Thelma de Jager (Education Foundation)

4. What do students want? • Catch up.mp4

5. Strategies to catch-up Diagnostic assessment Thelma de Jager (Education Foundation)

6. Cultural roots/socio context

7. Different learning styles Humanities. Department: Educational Studies ]

9. PrPrioritise(Education Foundation) List outstanding topics and content Thelma de Jager (Education Foundation)

10. State the goals and objectives Thelma de Jager (Education Foundation)

11. Advantages of online classes video recorded lessons Thelma de Jager (Education Foundation)

12. Video recorded lessons • H chapter 4 lesson 1.mp4

13. Advantages of video recorded lessons (cont.) • Students can learn at an individual pace which could improve academic results • Lecturers can reflect and improve their lessons by viewing themselves • Many ways to use Thelma de Jager (Education Foundation)

14. Can be used in various online ways View the following video and answer the questions below • https://www.teachingchannel.org/videos/ups-strategy-as-assessment-tool • Name the UPS principles of assessment • How will you apply these principles in solving a problem?

15. Create a CD or send your lecture via email Replacelaboratory experimentos with Digital Visual Disks (DVDs) Thelma de Jager (Education Foundation)

16. Disadvantages of Video lectures • If the format of your lecture is not supported on all devices students will not be able to access videos. (iSpring Pro offers the perfect solution – it creates video lectures in the combined Flash & HTML5 format, so you can play your lecture in all browsers and mobile devices.)

17. Create IMovies

18. SEE SAW.com Digital Portfolios Thelma de Jager (Education Foundation)

19. Students can “show what they know” using photos, videos, drawings, text, PDFs, and links. You can also import directly from most popular apps Thelma de Jager (Education Foundation)

21. When students add to their Seesaw journal, content is uploaded, organized by student, and immediately accessible to any device. Seesaw makes it easy for students and educators to review progress over time and demonstrate growth Thelma de Jager (Education Foundation)

22. Journals are organised and accessible

23. Gives students an authentic audience of their peers, around the globe, encouraging better work and real feedback

24. Online theory courseDefence port folio • Students complete the year’s theory at his/her own time • Three certificates could be printed for 40% complete 70% complete and 100% complete • Submit at the end of the year the certificate as prerequisite for a assessment criteria Thelma de Jager (Education Foundation)

25. Online Course • 2. Chapter 1.docx

26. Example of online activities • General Subject Didactics • ( professional Studies)

27. Advantages of online theory course • More effective learning • If a student miss a lecture, you can send him the link to the lecture video or • Make regular posts on your blog or website for all students to access at their convenience. Thelma de Jager (Education Foundation)

28. Advantages of online theory course • Createsopportunities for: Self-study Self-testing Practical application of theory in classes Thelma de Jager (Education Foundation)

29. Contact classes Students complete theory part online and attend classes to apply theory in practice Thelma de Jager (Education Foundation)

30. Scaffolding methods lectures should consider Thelma de Jager (Education Foundation)

31. Soft scaffolding • Soft scaffolding lectures, implies moment-to moment assistance • A lecturer circulates the lecture room, communicates, assists and gives feedback while students work on their assignments.

32. Visuals Allow students to process information through images rather than words.

33. Graphical presentations

34. Drawing Constructing and interpreting visual presentations in the form of drawings can be used as a “thinking activity” in solving problems

35. Culturally relevant texts Use culturally relevant texts to engage students in active learning activities

36. Differentiated assignments Allow students to choose between different assignments that function as scaffolding to support them as they develop their critical thinking skills

37. One-minute paper Instruct students to write a very short essay in-class, on the concepts that confuse them the most.

38. Concept map • Summarise the content of a lecture by using keywords and sub-headings

39. Reflection Students use a short writing assignment that can either be written in class or at home to reflect back on the lecture.

40. Mother tongue To communicate difficult concepts with one another can make a difference to learning

41. Class discussions in small groups Allow students to brainstorm, discuss, or complete a quick writing activity on topics/questions in small groups.

42. Interaction between ESL speakers and English speakers Promote guided interaction among ESL-speakers and English speakers students by grouping them together and involve them in small group discussions or whole group discussions and activities.

43. Assessment • Online assessment • Regular realistic and timely feedback encourages student performances • Criterion referenced assessment rubrics

45. Motivation Is a powerful tool to improve learning skills

46. Use guest speakers to complete assignments. Stay enthusiastic about the course Humanities. Department: Educational Studies ]

47. CONCLUSION • Various strategies and innovative ideas to assist students disadvantaged by protest actions. • The lecturer, needs to stay motivated and encourage their students in effective learning • Online blackboard courses, video recorded lectures and other applications can be created and applied in allowing students to work at their own pace

48. References • J. Asaro. Inspiring teachers’ tips: Great active learning strategies. Retrieved from http:/www.inspiringteachers.com/classroom_resources/tips/curriculum_and_instruction/great_active_learning_strategies.html. 2010. • W. E. Baird, and G. D. Borich. Validity considerations for researching integrated science process skills and formal reasoning ability. Science Education. 1987, 71 (2): 259-269. • A. A. Carin and R. B. Sund. Teaching science through discovery. 6th edition. Columbus: Merill. 1998, pp. 69. • K. Checkley. The First Seven...and the Eighth: A Conversation with Howard Gardner. Educational Leadership. 1997, 55 (1). Retrieved on 5 May 2012 on line <http://www.ascd.org/pubs/el/sept97/gardnerc.html> • L.J. ChanLin. Technology integration applied to project-based learning in science: Journal of the Association for Programmed learning ETTI. Innovations in Education and teaching International. 2008, 45(1): 55-65. • R. Charlesworth, and K. K. Lind. Match and science for young children (2nd Ed.). Albany, NY: Delmar 1995, pp. 1-30. • P. Chen, and D. McGarth. Moments of joy: Student engagement and conceptual learning in the design of hypermedia documents. Journal of Research on technology in Education. 2003, 35(3): 402-4022. • EduSource Data News. Johannesburg: The Education Foundation. 2011, Number 1: December.

49. What is your input?