Classroom
Strategies for Spreadsheets
The
aim of using spreadsheets is to provide pupils with the understanding
and experience of using and applying mathematical formulae, and
plotting graphs to display suitable information that can then
be interpreted. Pupils should spend as short a time as possible
entering the information into the spreadsheet. If the program
has a facility which enables information/formulae to be entered
quickly then this should be used.
Examples
of using a Spreadsheet:
-
weather averages: enter in rainfall data etc. and then use a
formula to work out total or average rainfall; graphs could
be used to show days where there was above or below average
rainfall
- if
the topic is All About Me, pupils could measure various body
parts or height etc. and use the spreadsheet to find who is
above or below the average size. Investigate to find out whether
the time of year born has anything to do with the differences
- making
puppets: pupils measure their own body parts and then use formulae
to scale body parts to 1/10 or 1/30. Puppets can then be constructed
with accurate proportions
- school
tuck shop: purchasing costs; selling on costs and profit
- building
a house: enter all material and unit costs, then use formulae
to calculate the sub-total costs and work out the overall total
- cake
making: enter the ingredients needed for one cake and then,
using formulae, calculate the ingredients needed for 36 or 56
cakes
-
best value buy: enter in brand names, weight and cost and then
use a formula to calculate the cost per gramme or ml
- calculating
perimeters or areas
- magic
squares
The
teacher needs to think very carefully about the reasons for using
a spreadsheet. Maybe a mathematical investigation supporting the
topic on Ourselves could be used to prove or disprove the saying
"I am 2.5 times taller than my head circumference".
Consider the type of information likely to be entered. What will
the data be used for - comparison, averages, less than, more than?
What sort of graphs would be plotted from the information entered
into the spreadsheet? This is the time, perhaps, to brainstorm
with the pupils about the types of information required.
A
questionnaire/table could be used to focus the activity and ensure
that all pupils were collecting the same data.
The
number of labels (column headings), you would consider using would
depend on the ages, abilities and past experiences of the pupils.
Once a decision on the number of labels and the wording for each
label has been made, the spreadsheet can be constructed. The pupils
will need to be shown how to enter the information into the program,
how to use the Copy/Fill facility, and how to save and retrieve.
This
demonstration can be to:
-
the whole class, which would save on teaching time, or
- a
group of pupils who could then become pupil tutors
Pupils
can then transfer the information from the original questionnaire
into the spreadsheet. The Copy/Fill facility should be used to
enable pupils to quickly and easily enter information into the
spreadsheet.
Similar
methods can be employed to demonstrate to pupils how to use formulae
to perform calculations on the data, and how to create graphs
based on that data.
Teachers
should prepare a differentiated, focused worksheet that will allow
pupils to investigate the spreadsheet. Pupils can write their
findings either onto a question sheet, or alternatively, on a
word processor where graphs can be inserted. 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 using spreadsheets, and
lead to increasingly challenging investigations by the more able
pupils as they become proficient with the program.
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's work
- saving
pupils' files to disc
- discussing
outcomes with pupils - this should identify individual children's
contribution 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
|