![Use of IT in Class](images/_jcom01e.gif)
Place |
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■Regular
classroom □Computer room □Special classroom □Gymnasium
□Athletic Field □Outdoors □Others〔 〕 |
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Type
of Lesson |
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■Class □Group □Pair/Individual □Follow-up □Others〔 〕 |
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Phase |
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□Introduction ■Development □Conclusion □Others〔 〕 |
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Main
user of IT |
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■Teacher □Student □Others〔
〕 |
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Objectives |
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□To
introduce the topic □To motivate students ■As illustrative material
used by the teacher □As illustrative material used by the student □To
master through repetition □To present a model □To recollect past experiences □To
compare □To examine what has been done/studied ■To provide second-hand
experience ■Others〔Experiment〕 |
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Equipment |
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■Computer ■Projector ■Screen □Electronic
Whiteboard □Visual Presenter □Digital Camera ■Video Player □Internet ■Digital
Contents □CD-ROM □Speakers □Others〔 〕 |
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A good example of how a homemade
video clip provides students with visuals that they are familiar with,
as well as being useful in conducting a lesson suited to the teaching
style of each teacher. |
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![Unit](images/_jcom03e.gif)
The Neural System
and Its Functions
Contents: based on MEXT’s curriculum
guidelines
(2)The Environment and Living Organisms
A.The Environment and Animal Reaction
(B) Reception and Reaction to Stimulants
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![Teaching Objectives](images/_jcom04e.gif)
Watch a homemade video clip showing
examples of reflex and conditioned reflex to understand the mechanism and
role of reflexes such as those that do not originate from the brain.
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(1) |
Flexor
reflex: Watch a video to understand how a person senses “heat” after immediately
removing one’s hand from touching something hot. Have the students reflect
on why this happens, why it should happen. |
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(2) |
The teacher will explain using
the blackboard, the mechanism behind reflexes, and complement the explanation
by using digital contents. |
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(3) |
Quadriceps reflex: Use a volunteer
to show the quadriceps reflex. After the teacher’s explanation on the
mechanism, have the students reflect on how this reflex is important. |
(4) |
Install a diagram of the spinal
cord into the computer and confirm the pathway of the reflex. |
(5) |
Summarize the findings using a
presentation software. |
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(1) |
To provide
some sort of familiarity into the visual, ask a fellow teacher, whom the
students like, to perform in the video clip. |
(2) |
Play the video as many times as
necessary, even during questions and explanations, to emphasize the lesson. |
(3) |
Since there may be times when
a volunteer for the experiment cannot be found, it may be advisable to
ask a student beforehand to cooperate. |
(4) |
The teacher should only provide
clues and hints to try to draw out the answers from the students themselves. |
(5) |
The video clip that is to be prepared
beforehand should be easy to understand even if it involves exaggerated
acting. |
(6) |
Homemade video clips are easy
to make, once you get used to it, and can be made to suit your own teaching
style and has many applications. |
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Information-technology Promotion
Agency
Computer Education Development Center
Education Video Material Collection Site
http://www2.edu.ipa.go.jp/gz/ |
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