Classroom
Strategies for Graphics
The
aim of using a graphics package in the Early Years is to provide
pupils with a different medium to express themselves pictorially,
to develop new skills and to familiarise them with basic tools
found in most graphics packages, while developing the child's
fine motor skills and hand to eye co-ordination.
Examples
of using Graphics:
- to
experiment with shape, colour and patterns
- to
teach shapes
- to
reinforce colour awareness
- to
produce a self portrait
- to
draw a picture linked to a story, an activity or related to
a theme
- to
copy a picture encouraging use of tools
- to
describe an image and ask the child to draw it on screen - eg.
can you draw a square and colour it red? etc.
- to
produce simple class picture books
Graphics
packages are ideal to use across the Early Years curriculum and
can be used to enhance all areas. The teacher must be clear on
the reasons for using the software: is the task appropriate to
the child's needs and are the learning outcomes relevant?
All
tasks need to be planned carefully so that each child works at
their own level and develops new skills appropriately. The teacher
must have clear aims for use of the software and what the desired
outcomes will be; this will aid assessment and help plan the next
steps. Some children might quickly master basic skills while others
will need time and many more meaningful activities to consolidate
skills and concepts.
The
pupils will need to be shown how to use the software; this can
be achieved by a class demonstration and then reinforced in small
groups or in pairs. It is always advantageous to have an adult
close by to supervise the activity, especially during the early
stages, It is often necessary for young children to work individually
and then progress to working in pairs, each helping the other.
The teacher needs to be aware of personalities when setting pupils
to work together. It is often a good idea to place a more able
pupil to support another although friendship groups also work
well. Paired and group work will also provide opportunities for
language development and improve social skills.
It
is essential that the teacher makes it clear to the children what
is expected of them and demonstrates the task before they begin.
The teacher should also give the pupils time to talk about their
picture and how they made it; this will enable the teacher to
assess the child's skills and plan the next stage. Use of a graphics
package will also lend itself to the development of appropriate
mathematical vocabulary - eg. when talking about brush colour,
size, length of line shape etc.
Display
of children's work should be encouraged and talked about with
the pupils in a meaningful situation. All children should be given
equal opportunity to use the software and contribute to the lesson
at a suitable level to them.
At
all times the teacher must be vigilant and consider all safety
aspects when pupils are working at the computer. It is important
to ensure that:
- there
are no trailing cables, either on the work surface or on the
floor beneath the computer
- pupils
are seated comfortably at the computer and that chairs and working
surfaces are at a suitable height
Assessment
of the pupil's work should be:
-
in line with the teaching objectives
- through
observation
- through
discussion with the child
- in
line with the school's Early Years Assessment Policy
SEN and
ICT
Teachers
should be able to recognise the specific contribution that ICT
can make to teaching pupils with special learning needs. Supporting
children in mainstream classrooms is based upon the need to provide
access to the curriculum in a manner appropriate to the pupil's
needs and being able to identify where ICT can provide subject
specific support.
The
code of practice is a guide for schools LEAs about the practical
help they can give to pupils with special educational needs. It
recommends that schools identify children's needs and take action
to meet those needs as early as possible.
A
child has a special educational need if he has a learning difficulty
which calls for special educational provision to be made for him
or her. A child has a learning difficulty if he or she:
- has
a significantly greater difficulty in learning than the majority
of children of the same age
- has
a disability which either prevents or hinders the child from
making use of educational facilities of a kind provided for
children of the same age in schools within the area of the LEA
- is
under five and falls within the definition of the two points
above or would do if special educational provision was not made
for the child
A
child must not be regarded as having a learning difficulty solely
because the language of the home is different from the language
in which he or she will be taught.
Using
ICT effectively:
-
be aware of the range of needs of the pupils you work with
- be
aware of targets that any child with Individual Education Plans
(IEPs) have
- differentiate
ICT teaching to take account of these needs and targets
- monitor
any progress made
- ensure
that you are aware of the way that ICT can support and enrich
pupil's learning
- know
how ICT supports the school SEN policy
- check
the existing software and peripherals that could be used during
the support of the pupil
- work
with subject co-ordinators to ensure that individual schemes
of work have differentiated ICT activities within
- work
with class teachers during the 'planning sessions' to ensure
that ICT supports the IEPs
For pupils with learning difficulties, ICT can be a focus for
language development activities. It can make writing more accessible,
and enable and encourage children to practice skills. Using ICT
offers a medium for differentiated activities and can make information
more accessible.
Children with emotional and behavioral difficulties can find ICT
motivating because it is not threatening or judgmental. It can
offer a medium for differentiated activities that are more manageable
and provide more satisfying outcomes.
Children
with visual impairment may need help to make the most of their
vision when using ICT. You should consider the position of the
pupil in relation to the screen. Clarity of display is essential,
as is the use of large fonts and possibly adjusting the colours.
Where possible, use speech facility to provide speech feedback.
Children
with hearing impairment where language is a major problem can
benefit from the use of ICT. Where ICT is used for language activities
symbol or picture enhanced text can bring meaning to text. Graphics
can stimulate writing while access to whole words can help children
to organise thoughts and aid expression.
Prior
to Commencing the Task...
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