Learning Experience 4:
Learning Outcomes:
Focus/content: Scaffolding summative assessment task to evaluate company’s operating capability and financial viability, and draw conclusions and make informed decisions.
ICT: Students wiki and Microsoft Access Database
21st century skills: Multimodal literacy, research, analysis, problem-solving, decision-making, positive attitudes towards continuous learning, lifelong learning competency and the abilities to thrive in the contemporary realm.
Teaching strategies: Problem-based Learning (PBL), DOL 2: Construct meaning: KWL and Bloom’s Taxonomy questions
Learning procedures:
Introduction:
Teacher facilitates the whole class discussion about using the problem-based approach in learning activities.
Body:
Teacher models from board:
Teacher demonstrates the process of employing Problem-based Learning strategy (http://vijay-financialratios-test.weebly.com/problem-based-learning-cycle.html) in an online collaborative learning environment to evaluate the operating capability and financial viability of a company.
Students work individually:
Students explore the wiki (http://uni.vijay.8ing.com/courses/2013/T3/FAHE11001/wiki/index.php?title=Group_Task_-_Financial_Scenario_Ratio) they will be using for their summative assessment group activity.
Teacher models from board / whole class discussion:
Teacher facilitates the whole class discussion to discuss about the safe, legal and ethical practices crucial in the digital world.
Teacher guidance:
Teacher advises students to upload the Microsoft access database “Assessment and Reporting” (http://vijay-financialratios-test.weebly.com/assessment--reporting.html) from Weebly and explore the functionality the application offers.
Students work in pairs:
Students modify the “Assessment and Reporting” Microsoft Access database (http://vijay-financialratios-test.weebly.com/assessment--reporting.html) to enter new multiple-choice questions into the quiz bank.
Teacher guidance:
Teacher encourages students to use the Microsoft Access database to personalise their learning experiences by customizing the quiz bank to suit to their learning needs, styles and preferences.
Teacher guidance for student’s advancement:
Teacher encourages student’s to research about creative ways of integrating access databases and excel spread sheets to maintain financial data in a relational database, design ad-hoc queries, incorporate financial ratio formulas into Structured Query Language (SQL) queries, build reports and export data to various formats such as acrobat, rich text, and csv and excel.
Teacher assists and encourages students to develop research, analysis, critical thinking, and problem-solving and decision-making skills along with positive attitudes towards continuous learning and thrive in the contemporary realm.
Conclusion:
Quick revision:
Teacher quickly revises the problem-based approach (http://vijay-financialratios-test.weebly.com/problem-based-learning-cycle.html) for scaffolding students to complete their summative assessment task using student wiki (http://uni.vijay.8ing.com/courses/2013/T3/FAHE11001/wiki/index.php?title=Group_Task_-_Financial_Scenario_Ratio).
Teacher encourages students to complete the homework Bloom's taxonomy sequence of questions: Cognitive level “Evaluation” http://vijay-financialratios-test.weebly.com/blooms-taxonomy-sequence-questions.html
Teacher encourages students to use blog to share their learning experiences with their peers about using the problem-based learning approach in a collaborative learning platform (http://uni.vijay.8ing.com/courses/2013/T3/FAHE11001/blog/?page_id=151)
Students work individually:
Self-assessment: Students use Microsoft Access database (http://vijay-financialratios-test.weebly.com/assessment--reporting.html) that provides comprehensive questions to guide them in their self-assessment.
Ask students to:
Learning Outcomes:
Focus/content: Scaffolding summative assessment task to evaluate company’s operating capability and financial viability, and draw conclusions and make informed decisions.
ICT: Students wiki and Microsoft Access Database
21st century skills: Multimodal literacy, research, analysis, problem-solving, decision-making, positive attitudes towards continuous learning, lifelong learning competency and the abilities to thrive in the contemporary realm.
Teaching strategies: Problem-based Learning (PBL), DOL 2: Construct meaning: KWL and Bloom’s Taxonomy questions
Learning procedures:
Introduction:
Teacher facilitates the whole class discussion about using the problem-based approach in learning activities.
Body:
Teacher models from board:
Teacher demonstrates the process of employing Problem-based Learning strategy (http://vijay-financialratios-test.weebly.com/problem-based-learning-cycle.html) in an online collaborative learning environment to evaluate the operating capability and financial viability of a company.
Students work individually:
Students explore the wiki (http://uni.vijay.8ing.com/courses/2013/T3/FAHE11001/wiki/index.php?title=Group_Task_-_Financial_Scenario_Ratio) they will be using for their summative assessment group activity.
Teacher models from board / whole class discussion:
Teacher facilitates the whole class discussion to discuss about the safe, legal and ethical practices crucial in the digital world.
Teacher guidance:
Teacher advises students to upload the Microsoft access database “Assessment and Reporting” (http://vijay-financialratios-test.weebly.com/assessment--reporting.html) from Weebly and explore the functionality the application offers.
Students work in pairs:
Students modify the “Assessment and Reporting” Microsoft Access database (http://vijay-financialratios-test.weebly.com/assessment--reporting.html) to enter new multiple-choice questions into the quiz bank.
Teacher guidance:
Teacher encourages students to use the Microsoft Access database to personalise their learning experiences by customizing the quiz bank to suit to their learning needs, styles and preferences.
Teacher guidance for student’s advancement:
Teacher encourages student’s to research about creative ways of integrating access databases and excel spread sheets to maintain financial data in a relational database, design ad-hoc queries, incorporate financial ratio formulas into Structured Query Language (SQL) queries, build reports and export data to various formats such as acrobat, rich text, and csv and excel.
Teacher assists and encourages students to develop research, analysis, critical thinking, and problem-solving and decision-making skills along with positive attitudes towards continuous learning and thrive in the contemporary realm.
Conclusion:
Quick revision:
Teacher quickly revises the problem-based approach (http://vijay-financialratios-test.weebly.com/problem-based-learning-cycle.html) for scaffolding students to complete their summative assessment task using student wiki (http://uni.vijay.8ing.com/courses/2013/T3/FAHE11001/wiki/index.php?title=Group_Task_-_Financial_Scenario_Ratio).
Teacher encourages students to complete the homework Bloom's taxonomy sequence of questions: Cognitive level “Evaluation” http://vijay-financialratios-test.weebly.com/blooms-taxonomy-sequence-questions.html
Teacher encourages students to use blog to share their learning experiences with their peers about using the problem-based learning approach in a collaborative learning platform (http://uni.vijay.8ing.com/courses/2013/T3/FAHE11001/blog/?page_id=151)
Students work individually:
Self-assessment: Students use Microsoft Access database (http://vijay-financialratios-test.weebly.com/assessment--reporting.html) that provides comprehensive questions to guide them in their self-assessment.
Ask students to:
- Use a numerical rating scale from 1 (Low Expertise)
to 5 (High Proficiency)
to aid in self-assessment.
- Use the comments field to articulate the areas of
competency they need to improve further