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[Your observations]

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[Your observations]

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1. Individually, study the difference between the activities in Lesson Design Maps A and B.

2. Post your responses to the two questions found in this Padlet board to help with this comparison.

3. [Optional] If you manage to complete the task before 15 minutes, you may wish to drop a comment to affirm or build on what was shared by other colleagues.

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Teacher B is doing DI where students are allowed time to learn @ their own paces... Such a setting requires students to understand that it is OK to learn @ own pace & not feel pressurized in any manner...
Teacher B can perhaps achieve more accurate students' learning and provide feedback accordingly

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The student in B is able to check for their own understanding immediately after their video lesson, whereas in A the student will have to wait for the teacher to go through it another round (why???), losing the opportunity for the student in A to practice their form of self-assessment.

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Lesson design B allows students to discuss and provide feedback.

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In A, the prior knowledge activation is very passive. Students simply watch videos. Teachers do not receive feedback on whether the students understand the pre-requisite knowledge which may pose a problem later. In B however, there is a quick check through some questions and the teacher addresses them to ensure students are on level playing field before starting.

Secondly in A, the learning is more teacher-student whereas in B, there is more collaboration with their peers

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In B, through activity 2, there is opportunity for the student to construct the meaning on their own by looking at a solution and trying the explain the principles behind it. This promotes more thinking as compared to watching a video and the teacher demonstrating how to solve a quadratic equation.
Through activity 3, students have the opportunity to identify possible errors and think of why these might be wrong, as compared to the teacher sharing the misconceptions.

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In B, there are more individual self-exploration, group discussion and the construction of knowledge by students; whereas in A, it is a more "top-down" approach where the teacher shows the correct way of doing factorisation.

There is a also greater need for students in B to think and formulate their own understanding while students are generally taking in knowledge passively in A.

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In design B, students are actively constructing knowledge at their own pace. The students in design B are given the opportunity to check their understanding almost immediately. Whereas in design A it is more passive for the students.

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B seems to be a design for more Self-Directed Learning whereas A is more teacher-dependent.

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B seems to be a design for more Self-Directed Learning whereas A is more teacher-dependent.

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The students did a pre-assignment – form of a flipped classroom to activate their learning, which prepared them for actual lesson.

During the lesson, they are engaged in discussion with one another in the room, and add on/critique each other’s work, building on each other’s knowledge to arrive at solving quadratic equation by factoriation.

They are given a form of exit ticket (quiz) to see whether they have met the success criteria. They reflect in their misconception and went out to complete worksheet as homework.

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In Design B, students are given more opportunities to think, reason and provide peer critique of proposed solutions. Learning is more active. Design A is more teacher-centred.

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In A, the learning is more traditional, where the student learns and demonstrates before the teachers gives feedback. This is time consuming as the teachers needs to address each student and it can only happen at the end of the sub unit or lesson. In B however, there is constant learning going on with multiple sources of feedback.

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Student B can get immediate feedback and act on it and need not wait for everyone.
For weaker students, they are likely to benefit to learn at their own paces.
For stronger students, they can go ahead of their peers and need not wait for everyone to be ready.

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Students in B are given the opportunity to pace their own learning as they watch the video. They are then able to discuss with one another, and this will help to activate their learning and to also be more involved and to take ownership of their learning as they co construct it with their peers. In A, the students are merely receivers of knowledge.

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Student in A will have the opportunity to learn on their own with teachers providing feedback, however lacks the opportunity to interact and learn from Student in B. Less collaboration A compared to B.

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In B, students are given the opportunity to collaborate with their group mates and articulate what makes a good solution. This allows them to think about their own thinking and understanding of the mathematical principles. With clarification by the teacher, the subsequent activities allow them to assess if they have achieved the intended outcomes.

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Students in B watch video at the own pace, scaffold their learning through MCQ and FITS. They get to work in groups, making their learning visible.

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students in B have control over the time they learn the unit on solving using factorisation; in A, the teacher controls the time

students in B discusses with their peers to find the 'rule' to solve using factorization; in A, the teachers provides the 'rule'

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In design A, it is more teacher centered and controlled. In design B, students are able to receive feedback from their peers as well. Therefore, they have the opportunity to learn from multiple sources.

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Teacher in B is a facilitator while in A, a lecturer.

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Teacher is able to engineer the learning process, assessing, picking and choosing the responses that are worthy of generating more discussions hence giving the opportunity for students to learn from various perspectives.

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In A, we see a more "top-down" approach where students are seen as passive learners. In B, students are given more opportunities to be construct their own learning at their own pace.

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The teacher's role in B is more complex as the teacher needs to cater feedback to the progress of the students' discussions to guide them towards the correct understanding of factorisation. In the process, the teacher is able to correct minor misconceptions along the way. On the other hand, the teacher in A primarily provides feedback by correcting misconception based on students' work only after they complete learning factorisation from the teacher.

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Students in B have an added spectrum of learning experience: student-student interaction. Whilst both groups of students will have student-content and student-teacher interaction, those in A are predominantly recipients of didactic teaching, whereas students in B are encouraged to explore, think and understand through the thoughtful design of lesson experiences.

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In Lesson Design B, As the lesson progresses, various methods to check-in on their understanding are used at various stages of the lesson (e.g. using MCQ with automated feedback, poll etc) rather than to assess only at the end with the worksheet. The students are also learning at the own pace and helps create the positive culture of self-directed learning. Lesson Design A is more teacher-centered.

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In B, the teacher facilitates the learning by putting activities which allows different forms of interactions (student-content, student -student, student teacher) during pre-lesson, during lesson and post lesson. The activities also allow teacher to monitor and have a quick dip-stick on the students' learning, and allows him/her to facilitate the lesson for the different groups of students in the classroom better.
He/she leverages on the affordances of technology to facilitate learning together through the ITT tool in SLS too.

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In B, students of varied abilities could learn at their most comfortable and efficient ways. This is DI at its best.

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In B, students of varied abilities could learn at their most comfortable and efficient ways. This is DI at its best.

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In design B, the teacher monitors and provides feedback or highlights key points at different junctures of the lesson, facilitating the students' learning before moving on to the next activity. For design A, the feedback only happens mostly at the end of the lesson, by then it may be difficult to diagnose where exactly the students are facing difficulty. For eg, the child may still not be clear what constitutes a quadratic equation and when to apply the strategies to solve, but they may be able to solve the equations by just following the procedures.

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The teacher is using the students' responses to facilitate discussions and highlight key learning points. The process allows the teacher to check students' conceptual understanding in addition to procedural competency.

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For Lesson Design B, students get to reflect their own mistakes after completing SLS quiz and from there they move on to complete another worksheet after which teachers will provide feedback.

For Lesson Design A, teachers will provide feedback after students complete their SLS quiz, thereby depriving students a chance to think about their own mistakes.

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Students in B have the opportunities to discuss and reason among themselves; there is peer feedback in B whereas in A, students depend a lot more on the teacher for their learning. There are more chances for students in B to close up their learning gaps.

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Teacher in B uses responses from students in MCQ, FITS to address to misconception. Observed students' responses in group discussions, selects students responses to consolidate discussion.

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In B, student is given opportunities to construct knowledge and also for collaboration among friends. Activities allow students to go deeper into conceptual understanding and reasoning, as compared to the student in A who is going through a more procedural way of learning.

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In B, students check their own understanding and that of their classmates in an non-threatening manner.

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In lesson design B, the teacher plays the role of the facilitator and provides feedback for students at the various junctures of the lessons through the different learning activities.