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[[Category:Workshop]]
[[Category:Workshop]]
'''Using technology for supporting mathematics learning outcomes'''
''- An online course for teachers from KV schools''
visualise the transaction
= 1.Context of the course =
* Computing is becoming an increasingly important skill of today‘s world
* There are a variety of digital tools that are available for supporting mathematics learning as well as for building computing skills
* Teachers need to exand their PCK with approrpiate integration of technology – why teach math as if computers don‘t exist
* Possible for the KV to become model sites for digital learning and digitally enabled learning
* Proposed as a blended program which will include a self-paced (but finite) online course which will be combined with a face to face interaction; certification at the end of satisfactory completion
* An advanced module (proposed) to take forward the learning forward from the initial offering
= 2.Objectives =
* To create a community of teachers who become experienced in ICT integration in teaching learning
* To create a resource pool among KV institutions on ICT integration in classrooms
* To create OER for mathematics (and science) teaching learning
* To demonstrate an online platform and course delivery for CPD for KVS teachers
= 3.How is the course structured =
* An online course spread over 5 weeks
* Participants will get a certifcate upon satisfactory completion of the online module
* Participants can complete the course at their own pace
* Learning resources include videos, digital artefacts using different educational tools, discussion forums, quizzes,
* On a LMS where all resources will be structured and arranged for the teachers to progress through the course
= 4.Unit 0 – Introduction to the course =
== 4.1Content outline ==
* Nature of ICT
* Curriculum for teachers to learn and use ICT
* Tools for teachers to create and connect – an overview and introduction
* An understanding of open educational resources and the use of different applications to create resources
* Creation of a peer learning digital community on Telegram to discuss and share ideas and resources
* An overview of the LMS – features and how to use
== 4.2Participant activities ==
* Teachers to create their profile
*
* Answer a pre-course survey
*
* Introduce themselves on the discussion forum – with an initial discussion on their understanding of technology for learning
* later
* see videos, webinars
* quizzes
* check list of activities
* assessments
* PDL
== 4.3Resources ==
* Course introduction video (explaining the scope and what teachers can expect to learn)
* how
* A screencast recording of the LMS
* Readings
** NCERT ICT curriculum
** ICT textbook and teacher handbook
** (List of readings from the B.Ed course – Week 1)
** Technology tools for teachers – COL publication
== 4.4Estimated time ==
* 2 hours
synchronous - 2 - 4 hours
asynchronous range of time 8 - 12 hours
= 5.Unit 1 – Introduction to concept mapping =
== 5.1Content outline ==
* Mapping of concepts – why? How is it useful in the case of mathematics?
* Introducing a tool for developing concept maps
* Mapping the mathematical concepts – with hierarchies, connections and learning activities
* How do we build assessments to reflect this kind of learning?
== 5.2Participant activities ==
* Map the concepts associated with different topics being taught from Class 6-10 (in the online course, we will focus only on Geometry, other units can be taken up in the face-to-face interaction)
* Map the prior skills, related concepts and follow-up
* The concept maps – developed individually and in groups (state-wise) and will be uploaded on the discussion forum for feedback
* The group collectively curates the concept maps and this develops the basis for lessons to be developed using Geogebra
* Concept maps are discussed in the discussion forum
co construct and review the mm
== 5.3Resources ==
* Using concept mapping for learning
* NROER object collections of concept maps
* NCERT learning outcomes map (table)
* Learn Freeplane
== 5.4Estimated time ==
* 8 hours
* While participants can work at their own pace, since there is a group curation involved, there will be a common deadline agreed upon by which groups will complete their work
= 6.Unit 2 - Using Geogebra for mathematics teaching learning - I =
== 6.1Content outline ==
* Units mapped from Class 6-10 NCERT books (Unit 1)
* Familiarity with the basic tool interface (including sliders and textbox)
* Geogebra sketches for illustrating key concepts
* Multiple ways of using Geogebra in transaction
== 6.2Participant activities ==
* An initial set of Geogebra sketches to be completed by all participants
* In groups, participants create the unit-wise Geogebra sketches and associated lesson plans
== 6.3Resources ==
* Screencast recording of Geogebra interface and the toolbar
* Screencast recording of important tips while using Geogebra
* Screencast recording of the checklist of Geogebra creations
* Learn Geogebra page
* Use of Geogebra for high school mathematics teaching – paper
* Files created by other teachers (and curated for this course?)
== 6.4Estimated time ==
* 10-12 hours
* While participants can work at their own pace, since there is a group curation involved, there will be a common deadline agreed upon by which groups will complete their work
= 7.Unit 3 - Using Geogebra for mathematics teaching learning - II =
== 7.1Content outline ==
* Using Geogebra for problem solving and supporting logical proofs
* Comfortably using the tool (including all features) and OER repositories for Geogebra
* School work - identified topics to be transacted in schools
* Development of unit plans (this may not complete during the course) Q: Should certifcate be at the end of the online course itself?
== 7.2Estimated time ==
* 10-12 hours
* While participants can work at their own pace, since there is a group curation involved, there will be a common deadline agreed upon by which groups will complete their work
Certification
* Based on portfolio assessments
* attendance
* check list
* Participation in forums
* Extent of classroom work
* Reflective journal and paper
