This document provides information about an educational product called "Step By Step Air Layering" which teaches students the process of air layering plants. The product uses videos, pictures, and hands-on activities to immerse students and bridge the gap between what students can do with help and what they can do independently. It provides documents and materials for teachers and students, and is designed for ages 12-16 based on educational theories like the zone of proximal development and multiple intelligences.
This document provides information about an educational product called "Step By Step Air Layering" which teaches students the process of air layering plants. The product uses videos, pictures, and hands-on activities to immerse students and bridge the gap between what students can do with help and what they can do independently. It provides documents and materials for teachers and students, and is designed for ages 12-16 based on educational theories like the zone of proximal development and multiple intelligences.
This document provides information about an educational product called "Step By Step Air Layering" which teaches students the process of air layering plants. The product uses videos, pictures, and hands-on activities to immerse students and bridge the gap between what students can do with help and what they can do independently. It provides documents and materials for teachers and students, and is designed for ages 12-16 based on educational theories like the zone of proximal development and multiple intelligences.
PRODUCT TYPE: Tutorial RELEVANCE TO CURRICULUM: Topic under Biological Technologies component of Technology Education Curriculum. SOFTWARE USED FOR GENERATION: Microsoft Word 2!" Microsoft #o$er#oint 2!" Windo$s Mo%iema&er. EQUIPMENT NEEDED FOR USE: Computer $ith the Microsoft 'ffice Suite #rograms" Multimedia #ro(ector and Spea&ers. AGES: !2)!* PRODUCT FEATURES The soft$are pro%ides a systematic approach to teaching the process of Air)layering. The teacher+s role therefore" changes from instructor to a facilitator of learning. The acti%ity is designed to ta&e into consideration to a %ariety of students+ senses and intelligences $hile pro%iding a multi)dimensional en%ironment for students to e,plore a simple" yet fascinating process. Within this tailored program" students of -iological Technologies is immersed in the step -y step instructional %ideo" richly coloured pictures and practical" hands on training. The follo$ing tools are pro%ided for the facilitator upon receipt of the module: DOCUMENTS !. Acti%ity sheet. 2. Student .andout $ith notes and an /nstructional sheet for practical acti%ities. 0. Student Written E%aluation Sheet for teacher to assess theory component of lesson 1. Student 2emonstration E%aluation Sheet for teacher to access students+ practical demonstration of s&ills taught using the Air) layering module. INSTRUCTIONAL MATERIALS !. An /nstructional %ideo sho$ing the step -y step demonstration of the process of Air layering. 2. A Microsoft #o$er#oint presentation on the process of Air layering. Page 1 of 2 THEORETICAL FOUNDATIONS 3ygots&y: 4one of #ro,imal 2e%elopment 54#26. The 4#2 is the distance -et$een a student+s a-ility to perform a tas& under adult guidance and7or $ith peer colla-oration and the student+s a-ility sol%ing the pro-lem independently 53ygots&y6. The entire program helps to -ridge the gap of the 4#2 -y firstly" introducing the student to the concept 5%ideo and po$er point6 secondly" teacher demonstrates the process 5using notes of lesson6" and Thirdly" 'ne student demonstrates process $hile peers loo& on and pro%ides feed-ac& 5using notes and instructional sheet6 and finally" each student practices acti%ity independently. Multiple /ntelligence 58ardner6: This program has roots on 8ardner+s Multiple /ntelligences 5M./6 as it caters for students of many different intelligences primarily naturalistic 5nurturing an appreciation for and relating information to one+s natural surroundings6 and -odily)&inesthetic 5Control of one9s -odily motions and the capacity to handle o-(ects 5such as gardening tools6 s&illfully6 #rinciple of #erception 58agne6: All scenes captured in %ideo or photograph $ere -ased on reality $hich allo$ed the student to identify things easily -ased on the student+s &no$ledge and a-ility to percei%e $hat he7she is seeing. Se:uencing 58agne6: ;ollo$ing a certain logical se:uence" the program -uilt a hierarchical structure from one le%el to the ne,t. The student had to re%ie$ $hat $as done prior to lesson and then mo%e on to %ie$ing the process -eing performed then performing the actual acti%ity. Page 2 of 2