grp scribble

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Group Scribbles Activity Group 7 (Insects) Group Members: Fadilah Farah Zulkifli

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Lesson Objectives Students will be able to: conduct effective group discussion through the use of Group Scribbles post qualitative and quantitative postings on the board identify relevant information from the list of suggested readings assess each other’s work

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Environment Setting 1 Computer laboratory 1 student to 1 PC Divided into 5-6 groups 5-6 members in each group 1 leader will be assigned for every group

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Presents information graphically + allows students to view each others’ posting with minimal noise + will be effective especially for students who are visual learners Allows students to categorise and chunk information + easy editing of postings done by classmates – deleting or adding postings can be done easily + grouping ideas without the need of pen and paper Encourages group work + enables students to do group work without having to move around + requires students to decide on the most effective way to have a quality discussion Role of Technology

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Strength of Technology enables collaborative improvement of ideas based on individual effort and social sharing of notes in graphical and textual format reduces wastage of paper ( no post it notes is required and the labels found on Group Scribbles can be re-used) little movement in class is required

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Limitation of Technology postings can be very messy on the group board anonymous postings may lead to “passenger” group members students who are not serious may post irrelevant information teachers need to give clear instructions to avoid confusion

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Role of Students Make connections with known knowledge + students need to be able to identify new and relevant information from suggested readings and relate it to the topic taught Post qualitative and not quantitative postings + the number of postings posted on a group board does not equal to good understanding of topic + students need to be able to post quality answers on the group board which is beneficial for effective group discussion Evaluate peers’ performance + by looking at other group’s work, evaluation of information is required Negotiate meaning collaboratively + at their group board, students will have to assess group member’s work and try to derive at common understanding of a particular topic

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Role of Teachers As a facilitator + to facilitate students while they do their group work + to give proper, clear instructions to avoid confusion To provide higher order thinking questions + so as to allow students to think deeper and more critically + to widen the scope of students’ understanding of concepts To provide feedbacks + guide students along the way so that they will not go off track + give positive criticisms + give suggestions on how students can improve their work Designing relevant tasks according to students’ ability + students should have relevant background knowledge on the topic before being asked to embark on the activity

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Lesson Outline Pedagogical approach identified- cooperative learning ICT tool identified to use- group scribble Students are divided into 7 groups and the first 2 groups would be in charge of a particular type of plant. The next 2 groups would be in charge of the next type of plant and the last three groups would be in charge of the last type of plant.

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Lesson Outline cont… Student oriented as they search answers on their own from the websites given to them. Students are then asked to find about three different types of plants. They are then supposed to post their knowledge into three components under the three different plant types. The three components are characteristics, uses and examples. Requires them to use analytical skill to identify relevant information and to post them on board

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Lesson Outline cont… An appointed member would then arrange their points according to the components. Next the students would be allowed to consult their buddy group and they could refine their group board after consulting. This way, the two groups would learn from each other and share ideas. The appointed member would then arrange the inputs again. The group and their buddy group would take turns to post their input on the board about the plant type they are assigned to.

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Lesson Outline cont… After doing so, the class would be asked to use lily pads to post their questions. After this has been done, the person who posted the input would answer the lily pad questions attached to their input. The teacher would then go through the board and clear any misconceptions that they might have.

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Step 1 You have been divided into groups with 4 members in each group. Your groups have also been numbered. Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 8 crustaceans myriapoda arachnida

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Step 2 : 5 minutes For each area, refer to the websites given and discuss with your group mates on your findings through Group Scribbles. Crustaceans  http://en.wikipedia.org/wiki/Crustacea Myriapoda  http://en.wikipedia.org/wiki/Myriapoda Arachnida  http://en.wikipedia.org/wiki/Arachnid Look out for examples and characteristics of the different insects

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Step 3 : 3 minutes Now refer to your buddy group. Look at their answers. Then, go back to your group board to refine your answers.

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Step 4 : 2 minutes Select one leader among yourselves to post the summary of your findings onto the class board, according to the different categories.