Sharing #1: Lesson on Tectonic Hazards (Impacts and Responses to Living in Earthquake Zones) Using Tech Tools [3E Elect Geog]
Ms Michelle Kwok (Orchid Park Secondary School)
The tech tools used to carry this lesson included Padlet, Thinglink and Google Form.
Including the design map and lesson resources used here for reference:
Slides used:
My Reflections
1. Use of ICT Tool: Thinglink
It was interesting to see how the presenter used Thinglink in a different way than what I have been exposed to/done myself*. I now see that Thinglink can also be used in the unpacking of more complicated stimuli, where students can be directed in a step-by-step manner in comprehending the diagram/map.
As seen in this presenter's Thinglink, students can also better visualise the effects of the "7.4 magnitude quake" in triggering a tsunami by watching the video embedded [Bubble #1].
[*For context, we experimented with Thinglink in the creation of our Sec 2 GI Actual Fieldwork this year, where multimodal resources (photos, 360° photos, videos, websites) were pinned on the map of our study area. View here: Explore Bangkit!]
2. Choice of Case Study
The presenter also mentioned that the case study on the 2018 Sulawesi Earthquake (Indonesia) was chosen to expose students to examples especially from LDCs, since there aren't many LDC examples given in the textbook.
This case study would be useful when contrasting against the 2011 Japan Tohoku Earthquake (Japan), given that both earthquakes triggered a tsunami, hence more ceteris paribus-y when discussing the factors affecting the extent of damages caused by earthquakes. This could be a clear evaluation point based on a country's level of development and their ability to mitigate adverse impacts of earthquakes.
3. Means of Differentiated Instruction [By Process]
Differentiation was done in terms of the level/amount of scaffolds given to students of low-medium readiness VS medium-high readiness (by process). Methods included:
Differentiation of command words (following Bloom's taxonomy, i.e. for lower readiness: state/describe, for higher readiness: evaluate)
Modifying the demands of the question to cater to students of different readiness, i.e. or lower readiness: describe AT LEAST one..., for higher readiness: describe)
Being more pointed in directing students to specific resources
Another meaningful means of DI may be to point higher-readiness learners to more complex resources, for them to sieve out information relevant to the task.
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