Classroom
Strategies for Monitoring
The
aim of monitoring is to provide pupils with the understanding
and experience of monitoring and measuring external events through
using a variety of sensors. Sensors need to be connected to a
data logging box which is connected directly into a computer.
The electronic readings taken via sensors can be transferred into
computer software and displayed in a variety of ways. Pupils can
interpret the readings and draw conclusions. Monitoring can support
a number of science-based activities.
Examples
of using Monitoring include:
-
using a temperature probe to record the temperature of a cooling
liquid
- recording
the light readings on sunny and cloudy days with light sensors
- comparing
pupil pulse rates before and after physical exercise, by using
a pulse monitor
- using
a light sensor to compare the light of a torch as seen through
different coloured filters
- comparing
noise levels at different locations using sound sensors
The
teacher needs to think very carefully about the reasons for carrying
out monitoring activities and also to decide on the most appropriate
time to develop a monitoring project. The latter is important
since a project of this nature demands a considerable amount of
planning and preparation time. Monitoring can be integrated into
a science project that could encompass work on light, sound, temperature
or the human body.
The
most important aspect from the teacher's point of view is to decide
exactly what the monitoring exercise will entail. The teacher
must be clear from the very outset of what activities the pupils
will experience. The planning should be precise and the following
points considered carefully:
-
what previous experiences have the pupils had in monitoring?
- what
and how many sensing devices will be used?
- will
a remote data logger be used or will the data logger be connected
directly to the computer?
- which
software will be used?
- what
aspects of the software will be used and developed by the pupils?
- how
will a monitoring exercise be introduced to the pupils?
A
monitoring project can be introduced to pupils through a series
of demonstrations that illustrate the use of the software, the
logging box and any peripheral equipment. Demonstrations can involve:
-
the whole class, which would save on teaching time, or
- a
group of pupils who could then become pupil tutors
Pupils
must be given an opportunity to familiarise themselves with the
equipment and software. Teachers should prepare differentiated,
focused tasks that will allow pupils to develop monitoring exercises
that are purposeful and challenging. Pupils can use a suitable
word processor to write an account of their experiences. Graphical
representations can also be transferred into a word processor
in order for pupils to illustrate their work and draw conclusions
from a variety of monitoring exercises. Printed work can either
be used for display or placed in a pupil workbook/file.
Tasks
should be developed from prescribed to open-ended. This will offer
support to pupils in the early stages of carrying out monitoring
activities, and lead to increasingly challenging investigations
by the more able pupils as they become more familiar with the
monitoring software.
At
all times, teachers 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 trolley
- pupils
are comfortably seated at the computer - ie. the chairs are
neither too low nor too high
Assessment
of pupils' work should be in line with the school policy. When
assessing collaborative work it is accepted that assessment can
be carried out through:
-
questioning the pupils
- a
printout of pupil work
- saving
pupils' files to disc
- discussing
outcomes with pupils - this should identify individual children's
contributions to the activity
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.
Range
of Tasks
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