Blog 4: Presentation Reflection
My group
presentation was a lesson that taught how to use problem based learning (PBL),
inquiry based learning (IBL), and experiential learning (EL), as well as how to
implement these learning types using technology. To plan our lesson, we used
the ASSURE model. At the end of our lesson portion of the presentation, we
covered the ASSURE model and how it is implemented effectively.
We started
with brainstorming what we were going to do. We decided to use the ASSURE model
to plan our presentation. We then started to think about how to alter it to
make it into a presentation resource. We quickly concluded to teach a lesson as
our presentation. We then decided three topics to teach and we each chose what
we wanted to teach classmates about. To divide work amongst the three of us in
the group, we each chose an educational theory and each completed an ASSURE
lesson plan that detailed our plan to teach the class about our choice of
either IBL, PBL, or EL.
We then
discussed how we were going to collaborate on this project and we decided on Google
Drive. We left with the assignment of researching our respective educational
theory and create materials needed for our portion of the lesson presentation. Once
we were each finished with the lesson plan, I took them and combined them into
one for our combined presentation lesson. Once that was completed, Krystal
started combining our three PowerPoints into one, again for the combined
presentation lesson.
Once we had
most of our resources combined, we were faced with the dilemma of how to share
the resources with our classmates. I had the idea of using Google Classroom,
since we had already compiled everything for the presentation in a Google Drive
folder, I figured the transition to a new format would be simple. I was right.
I had never used Google Classroom before, neither had Krystal or Nouf, however,
we quickly found how simple it was to maneuver and customize to fit our needs. We
added our PowerPoint presentation and our materials/ handouts for our theories.
It was then that we decided to add a collaboration brainstorming component to
our lesson presentation to allow the students to use technology as also plan
how to implement IBL, PBL, and EL in their classroom.
I created a
new Google Doc and inserted a table for students to explain how they plan to implement
one of the three, or all three of the theories. I then added it to our Google
Classroom page and updated our ASSURE lesson plan. The last thing we did was work
together to create our information for instruction and explanation of the
ASSURE model. Once we had compiled the information, we added it to the PowerPoint
and then added the final draft of the PowerPoint to our Google Classroom page.
Reflecting
on our lesson presentation, it went well. We had engagement in the lesson and
full cooperation and collaboration during the completion of the Google Doc for
collaboration. I think classmates enjoyed that piece and by reading responses
from them, they understood and completed the task correctly. One thing that I
thought could have gone better was our, specifically, my explanation of the
resources I added to the Google Classroom page for IBL. The two things I added
were really important and useful for planning and using IBL. My time to explain
my resources was skipped over and all the information students received on my
resources was what I mentioned at the end of my portion of the lesson.
One bigger
challenge we had as a group was the time constraint. With there being three of
us to present on each theory we chose, then our collaboration piece to get
through, and finally our last information and explanation of the use of the ASSURE
model, we were pressed for time from start to finish of the presentation. We
did make it through in about five to seven extra minutes, but it was still a
struggle. We had planned to allow five minutes each for the theories (15 total),
seven minutes for the student collaboration piece, and three minutes for the
ASSURE model explanation to fill the maximum time of 25 minutes, allowing five
minutes for questions. Obviously, our lesson presentation did not follow that
initial plan.
Looking at
the big picture of the presentation as a whole, it is clear that our group took
the presentation in a unique way than most students, however in my opinion, no
two groups took the presentation instructions, from the instructor, the same
way. Because of this, every group took a different approach, which I found
interesting that my classmates are so diverse and creative to all come up with
a different method following the same parameters.
The
presentation that I found most interesting was presented by Nikki and Jenny,
discussing how to “teach ag like a boss”. Perhaps this was most influential to
me because I am also an agricultural instructor. But, it could also be my
interest in IBL and project based learning; which could also be because I am an
agricultural instructor and these are two types of teaching/ learning that I
tend to flock to, due to the nature of the content. The two discussed how they
implement IBL and project based learning in their classrooms and included which
lesson plans included technology throughout. Another takeaway from their presentation
is the idea of the ‘parking lot’. I have heard of this before but have never
seen an actual ‘parking lot’ drawn on the board, and I like that idea.
In
conclusion, I appreciated the presentation as a culminating piece for the
course. I think my group did a great job in presenting and teaching our
information, we were creative with our information presentation, and we had an
effective collaboration piece that proved that students had learned IBL, PBL,
and EL to the point that they were able to plan ways to implement them into
their classroom. Below is the link and class code for our Google Classroom
page, which has all our information included.
Class Code: ym3s24o
Comments
Post a Comment