Sample lesson climate sesdp

For Textbook/Teacher Guide DesignersM7 Lao PDR

An instructional sample that applies UbD (understanding by Design) principles

Joel Wayne Ganibe, DPTL Component 2: QUALITY

Teacher HRD and Curriculum Delivery Expert . ICT4E Specialist

Secondary Education Sector Development Project

(SESDP) Nov. 2014

Today, our goal is to increase your knowledge about CLIMATE CHANGE and in the process practice your critical thinking

skills• In 5 STEPS only• 15 minutes only• Using minimal technology, even no textbook• Proving you can learn faster and deeper, using only 2 basic techniques of

learner-centered approach• So that you can appreciate how it can be used to IMPROVE the content

and presentation of M7 textbooks and teacher guide

Step 1: PRIOR LEARNING ASSESSMENT

INSTRUCTION:

• In first column write all the words you know or remember or think about when your hear the term “CLIMATE CHANGE”• In second column write your questions or target new knowledge about climate

change…what do you want to learn about it and why?• In 3rd column, describe your own learning strategy…HOW will you learn by

yourself? • Discuss this with your seatmate/partner • 2 minutes only! Move fast!

Step 2: MINDMAP ANALYSIS

• Group into 3• Get the assigned mindmap per group• ANALYZE QUICKLY WHAT IT MEANS• AGREE on the MEANINGS because you will share• Assign ONE PERSON per main mindmap branch• TIME LIMIT! 4 minutes only!

Step 3: GROUP TEACH

• TELL US WHAT YOU JUST LEARNED FROM THE MINDMAP ASSIGNED TO YOU

• WHILE GROUP 1 IS PRESENTING, GROUP 2 AND 3 MEMBERS

MUST MINDMAP WHAT THEY ARE PICKING UP/LEARNING FROM THE PRESENTATION AND VISE-VERSA…• TIME LIMIT! 2 minutes PER GROUP PRESENTATION = 6 MINUTES

Step 4: SYNTHESIS/SUMMARY• PARTICIPATORY MIND MAPPING/SUMMARY OF WHAT YOU JUST

DISCOVERED ON YOUR OWN• VERY BIG MINDMAP:• CONNECT GROUP MINDMAPS OF 1,2,3 BY MAKING

A FRESH ONE ON THE BIG SHEETS OF PAPER CONTAINING CAUSE, IMPACT, AND PRACTICAL SOLUTIONS THAT CAN BE DONE IN LAOS, IN YOUR CLASS, IN YOUR HOME, IN YOUR COMMUNITY

OPTION: EACH GROUP RE-CREATES THEIR OWN MINDMAP TO CONTAIN ALL 3 MAJORCONCEPTS OR THE WHOLE CLASS JUST COMBINES…CLASS DECIDEs THE STRATEGY…CAN USE TEXTBOOKS OR JUST WHAT YOU PICKED UP IN DISCUSSIONS

VERIFY IF WHAT YOU “LEARNED” IS VALID

5 MINUTES!!!! LEARN FAST AND FURIOUS

Did this make you want to LEARN MORE about CLIMATE CHANGE / disaster risk reduction/ global warming on your own?

FACT: Laos has been identified as the 42nd most vulnerable country in the world to climate change. This is due to the country’s sensitivity and exposure to climate-related hazards such as floods and draughts and the high proportion of subsistence farmers without alternative livelihoods resulting in a low coping capacity to deal with the ill-effects of weather extremes.

Source: www.la.undp.org/content/lao_pdr/en/home/presscenter/pressreleases/2013/10/07/new-project-to-strengthen-disaster-risk-management-in-lao-pdr.html

Did this picture make you want to LEARN MORE about CLIMATE CHANGE / disaster risk reduction/ global warming on your own?

Did this make you want to include this fact in the textbook/teacher guide?

LAOS

ການປຽ່ນແປງພມູອາກາດWALT(ພວກເຮົາຮຽນເພືອ່) WILF(ຂອ້ຍກຳລັງຊອກຫາຫຍັງຢູ່

:ຄຈູະຮູ້ໄດແ້ນວໃດວາ່ນັກຮຽນໄດບ້ັນລເຸປົາ້ໝາຍການຮຽນຂອງພວກເຂົາ)

ຈື່ຄຳສັບ: ພມູອາກາດ, ອາກາດ, ເຮືອນແກວ້, ໂລກຮອ້ນ,ແກສເຮືອນແກວ້( ກາກບອນໄດອົກໄຊ, ເມຕານ, ກຼໍໂລຟອູໍກາກບອນ, ອົກຊິດກາກບອນ): ເຂົາ້ໃຈ :ສາເຫດແລະຜົນກະທົບຂອງການປຽ່ນແປງ ພມູອາກາດໃຫ້

ນຳໃຊ້ການປຽ່ນແປງຟາ້ອາກາດເພືອ່ຄັດເລືອກແນວປກູໃຫແ້ທດເໝາະກັບພມູອາກາດ(ໃຊພ້ັນເຂົາ້ທີເ່ຕີບໂຕໄວໃນການເຮັດນາລະດແູລງ້,

ວິເຄາະ ວິເຄາະຜົນກະທົບຂອງປຽ່ນແປງຟາ້ອາກາດ-ສິງ່ທີນ່ຳເຊືອ້ໂລກລະບາດມາສູ່ຄົນເຮົາ: ຍງູ(Dengue),ສັດປີກ(Avian Flu)- ໄພພິບັດທຳມະຊາດ(ນຳ້ຖວ້ມ, ແຫຼງ້ແລງ້, ພາຍ.ຸ.)ປະເມີນ : - ຄວາມສຽ່ງຕໍໂ່ລກລະບາດ, ໄພພິບັດ - ຊອກຊອ່ງທາງທີປ່ອດໄພກວາ່ເພືອ່ຮັບ ມືກັບໄພພິບັດ, ປອ້ງກັນໂລກລະບາດ ປະດິດສາ້ງ: ແຜນປະຕິບັດງານ(ຄະນະກຳມະການຄຸ້ມຄອງໄພພິບັດແຫງ່ຊາດ/ກຳແພງນະຄອນ/ແຂວງ, ແຜນປະຍັດພະລັງງານ, ກິດຈະກຳຂອງຫອ້ງຮຽນ: ສາ້ງແຜນເຂົາ້ຮວ່ມປກູຕົນ້ໄມ,້ ກິດຈະກຳນັກຮຽນ: ເຂົາ້ຮວ່ມປກູຕົນ້ໄມ,້ ມອດໄຟ ເມືອ່ນບໍຈ່ຳເປັນໃຊ,້ ປະຍັດນຳ້,ໃຊລ້ັດຖີບໃນການໄປມາທີບ່ໍໄ່ກສຳລັບກະສິກຳ: ເລືອກແນວພັນທີທ່ີທ່ົນທານ/ເໝາະສົມຕໍສ່ະພາບພມູອາກາດ

ສາມາດ ນິຍາມພາວະເຮືອນແກວ້ ສາມາດ ອະທິບາຍປາກົດການເຮືອນແກວ້ເກີດຂືນ້ແນວໃດແລະເປັນຫຍັງຈຶງ່ເກິດຂຶນ້

ທົດລອງ ໃຫຕ້ົວຢາ່ງສະຖານະການປາກົດການເຮືອນແກວ້ ( ເຮົາຢູ່ກາງແສງແດງຈະຮູ້ສຶກຮອ້ນຫຼາຍກວາ່ຢູ່ໃນຮົມ່, ຢູ່ໃນລົດປິດປະຕດູາກແດດຈະຮອ້ນກວາ່ຢູ່ນອກລົດ )

Step 5: ASSESS / VALIDATE• OPEN THE IN-SET MANUAL TO PAGE 122 OR

USE THE RUBRIC HANDOUT.

• EVALUATE THE LESSON DEMO• Who noticed the following TOOLS/

TECHNIQUES IN OPERATION• KWHL (graphic organizer)• Mindmaps• Assessment FOR learning• WALT/WILF• VISUAL AIDS• COMMUNICATIONS• APPEAL TO LEARNING STYLES• GRASPS• SCAMPER

•Prove your knowledge about “green house gases” by explaining why it is called “greenhouse effect”;

•can you think of an experiment/performance task to prove why it results in global warming?

•Knowing this, can you explain why it was important for Lao learners to know?

•Can you now pick the most important ideas/concepts to include in the textbook or teacherguide?