Designing Microlesson

Designing microLESSONS
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INTRODUCTION
Click to continue A B C Q
Home Sect A Sect B Sect C Quit
Objectives: Be able to:
identify the characteristics of a microLESSON.
provide examples in the various sections of context,
activities, and tools of a microLESSON.
apply pedagogical principles in designing the context,
activities, supporting tools of a microLESSON.
Target group: Trainee teachers, teachers and

designers
Duration/Mode: 1 hour
INTRODUCTION
Template designed by Mr Kenneth Wee <kewee@letterbox.com> Copyright 2000 NIE
A B C Q
Contents
Section A Understanding microLESSON
(A very short introduction of what is a microLESSON )
Section B Context, Activities, Tools & Templates

(These are the main elements found in a microLESSON . You will participate
in activities to find out more of these elements)
Section C Learning from microLESSON

(This section will help you understanding how students learn from different
examples of microLESSON )
HOME
Click A, B or C to continue A B C Q
Section A - Understanding microLESSON
A microLESSON is defined as a student centered instructional unit

that focuses on a small section of a topic in the school curriculum.
It should not be ambitious but to fulfill one or two instructional
objectives
The activities should preferably be completed within one or two
class periods - either half an hour or an hour, the most.
microLESSONS should encourage students to explore and work
together rather than alone. So collaborative work is a feature of
microLESSONS.
SECTION A
A B C Q
Understanding microLESSON
In summary:
A microLESSON
is student centered
focuses a small section of a topic
fulfills one or two instructional objectives only
can be completed within one or two class periods
encourages students to learn on their own
encourages working together rather than alone.
SECTION A
A B C Q
Section B: Elements of a microLESSON
A microlesson will consist

MicroLESSON of these following sections.
Click on each section to
read about it
Objectives
Tools
Context
& Templates
Activities
SECTION B
A B C Q
Elements of a microLESSON
Start by defining
MicroLESSON objectives. Remember,
dont be too ambitious.
Keep the objectives to 2 or
3 and keep them small and
achievable.
Objectives
Tools
Context
& Templates
Activities
SECTION B
A B C Q
Design a context in which

learning can take place. MicroLESSON
Make it as authentic (as
real life) as possible and
something relevant to the
students. There are many
ways to design context and
Objectives
you can explore further.
Tools
Context
& Templates
Click here for activity
Primary school examples
Secondary school examples
Activities
SECTION B
A B C Q
MicroLESSON
Objectives
Tools
Context
& Templates
To allow students to apply

and learn through activities Activities
situated within the context.
You do not want the
students just to recall facts, Click here for activity
but instead your activities Primary school examples
would encourage students Secondary school examples
to be involved in higher
order thinking. SECTION B
A B C Q
Various kinds of tools are

MicroLESSON required by student to
support them in the
activities. Tools can be in
the form of activity sheets,
Excel spreadsheets,
Objectives Graphs, concept maps etc.
Tools
Context
& Templates
Click here for activity
Primary school examples
Secondary school examples
Activities
SECTION B
A B C Q
Context
Microsoft Word
Document
Click on the icon to open activity sheet on CONTEXT
The objective of this exercise is to discover various types of contexts in which
learning can take place.
There are five samples of microLESSONS. Share out the tasks and then
exchange your findings.
Making choices Healthy Living Time Weather Pollution
PRIMARY SCHOOL EXAMPLES
SECTION B
A B C Q
Activities
Microsoft Word
Click on the icon to open activity sheet on ACTIVITIES Document
The objective of this exercise is to discover the different kinds of activities that will
promote learning.
Here are five samples of microLESSONS. Share out the tasks and then
SECTION B
A B C Q
Tools
Click on the icon to open activity sheet on TOOLS. Microsoft Word

Document
The objective of this exercise is to discover the different types of tools that can be
used to support learning.
Here are five samples of microLESSONS. Share out the tasks and then exchange
your findings.
Class Discussion
SECTION B
A B C Q
Context
Microsoft Word
Click on the icon to open activity sheet on CONTEXT Document
The objective of this exercise is to discover various types of contexts in which

learning can take place.
There are five samples of microLESSONS. Share out the tasks and then
Geography Mathematic Biology

English
Forests to Magic Beans Blood
Reel Life
Conserve Groups
Or Not to
Conserve
SECONDARY SCHOOL EXAMPLES
SECTION B
A B C Q
Activities
Microsoft Word
Click on the icon to open activity sheet on ACTIVITIES Document
The objective of this exercise is to discover the different kinds of activities that will
promote learning.
Here are five samples of microLESSONS. Share out the tasks and then

English
Reel Life
Conserve Groups
Or Not to
Conserve
SECTION B
A B C Q
Tools
Click on the icon to open activity sheet on TOOLS. Microsoft Word

Document
The objective of this exercise is to discover the different types of tools that can be
used to support learning.
Here are five samples of microLESSONS. Share out the tasks and then exchange
your findings.
Class Discussion

English
Reel Life
Conserve Groups
Or Not to
Conserve
SECTION B
A B C Q
Class Discussion
Context - presents a situation where learning can take

place. Can you give examples of various learning contexts
that you can design?
SECTION B
A B C Q
Class Discussion

Activities - allow students to be engaged in learning.
Students pull information rather than teachers push
information. How are they different from your drill and
practice or tutorial modes?
SECTION B
A B C Q
Class Discussion

Activities - allow students to be engaged in learning.

Students pull information rather than teachers push
information. How are they different from your drill and
practice or tutorial modes?
Tools & Templates - support learning. Give students
some form of support or framework to work with. How are
they different from the typical worksheets?
SECTION B
A B C Q
When you design a microLESSON, you must consider
Context
Activities
Tools & Templates
Your aim of doing all these is to help students learn by

activities and not by rote learning or memorising facts.
SECTION B
A B C Q
Section C: How do students learn?
In this section, you and your friends will be exploring

how students learn from microLESSONS and how you
can ensure that your microLESSONS follow the
framework.
SECTION C
A B C Q
In general, here are some ways that we learn: Click on
each to learn more.
a. Behaviourism
b. Cognitivism
c. Constructivism
d. Social constructivism
e. Student-centered
Click here for .pdf file on how we learn.

Click here to go to Activities for this section.
SECTION C
A B C Q
How do the students learn from microLESSONS?
Behaviourism
Have you been to the Zoo? Seaworld? Circus? - How can the animals perform such
tricks? What rewards were given to the animals when they have performed a trick?
This is the principle behind behaviourism.
Jump! Animal jumps good boy

Stimulus Response Reinforcement
Reinforcement (rewards) encourage stimulus again
SECTION C
A B C Q
Cognitivism
If I ask you to memorise a 7-digit telephone number, you would probably try to break
down the number, commit it to long term memory by repeating it many times.
Sometimes you want to store in your short term memory while you grab a phone to dial
the number
This is the principle behind cognitivism or information processing model.
Short-term Lost
Lost
memory
Input Sensory Working Long-term
Register Memory Memory
Attention
Rehearsal
Elaborating
Organizing
etc.
SECTION C
A B C Q
Constructivism
When learning is an active process of constructing rather than acquiring knowledge
then we would consider this as constructivism. In constructivism, student forms new
knowledge through various activities (such as reading, summarising, experimenting)
rather than being taught or being told by the teacher.
New knowledge
Various kinds
of activities
Student Own
personal
Own knowledge
experiences
SECTION C
A B C Q
Social Constructivism
Here learning is not done independently but with the help of others in a society or within
a group of learners. Other peoples points of views are also expressed and a learner
has to negotiate with others before coming to a consensus or a decision.
agreed knowledge
Own
Own personal
personal knowledge
knowledge
Activities that require
students Student
to work within a group
Student
Own Own
experiences experiences
Student Own
personal
Own knowledge
experiences
SECTION C
A B C Q
How do the students learn from the microLESSONS?
Student Centered
Do the students interact

Is there a teacher with the microLESSONS
OR
teaching concepts and and work with their friends?
factual knowledge?
Read Chapter 12: Promoting Student-centered learning of your textbook:

Integrating Technology into Teaching and Learning. - Pages 230 -249.
SECTION C
A B C Q
Summary Activity
Click on the icon to open activity sheet on LEARNING Microsoft Word
Document
Look at the tools and activities in each microLESSON and based

on these, identify how students learn.
Write down a short reflection on how each microLESSON
promotes student-centred learning.
SECTION C
A B C Q
Prepared by
Credits A/P Philip Wong

10 Jan 2002
INSTRUCTIONAL SCIENCE ACADEMIC GROUP

national institute of education
copyright 2001
ACKNOWLEDGEMENTS
All images were taken from Microsoft Office
return to
micro
lessons
QUIT
Click Q again to quit, or to go back A B C Q

Designing Microlesson

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Designing microLESSONS

First slide of each section Last slide of each section

Previous slide Next slide

Target group: Trainee teachers, teachers and

Section B Context, Activities, Tools & Templates

Section C Learning from microLESSON

A microLESSON is defined as a student centered instructional unit

A microlesson will consist

Design a context in which

To allow students to apply

Various kinds of tools are

Making choices Healthy Living Time Weather Pollution

PRIMARY SCHOOL EXAMPLES

Making choices Healthy Living Time Weather Pollution

PRIMARY SCHOOL EXAMPLES

Click on the icon to open activity sheet on TOOLS. Microsoft Word

Making choices Healthy Living Time Weather Pollution

PRIMARY SCHOOL EXAMPLES

The objective of this exercise is to discover various types of contexts in which

Geography Mathematic Biology

Geography Mathematic Biology

Click on the icon to open activity sheet on TOOLS. Microsoft Word

Geography Mathematic Biology

Context - presents a situation where learning can take

Context - presents a situation where learning can take

Context - presents a situation where learning can take

Activities - allow students to be engaged in learning.

Your aim of doing all these is to help students learn by

In this section, you and your friends will be exploring

Click here for .pdf file on how we learn.

This is the principle behind behaviourism.

Jump! Animal jumps good boy

Reinforcement (rewards) encourage stimulus again

This is the principle behind cognitivism or information processing model.

Do the students interact

Read Chapter 12: Promoting Student-centered learning of your textbook:

Look at the tools and activities in each microLESSON and based

Credits A/P Philip Wong

INSTRUCTIONAL SCIENCE ACADEMIC GROUP

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