Part 2:
Teaching with ICT
a.
Structuring Lessons
In
the case study we are dealing with, the teacher has a fairly regular
pattern to her sessions. She tends to start with a teacher-led
introduction to the session, outlining the area for coverage in
the session. In an hour-long lesson, she might restrict herself
to just one single actor or aspect of film economics such as box-office
takings, star fees or production costs. From the introduction,
she will set pairs or small groups work to do, using either printed
worksheets, a section of a CD or specific investigations on the
World Wide Web. This work is structured, and she monitors progress
around the class until she can get them to report back to the
whole group on their progress, or summarise their progress in
small groups to feed back in the next session.
Again,
you might not work in exactly this way, but you probably do have
a pattern that you favour as a teacher. Characterise this pattern
to yourself now, and consider how the use of ICT as a resource
might fit into it.
The
teacher wants to use ICT over a two-week introductory period spending
one hour a week with it. First let's recall the main learning
objectives the teacher has for her pupils in this area:
-
Investigate the Hollywood industry to gain a sense of its economic
importance
- Describe
and explain the respective earnings of a variety of film stars'
movies
- Compare
film earnings within the Hollywood sector
- Compare
film with TV in terms of earnings and economic activity
- Present
at least some of their findings in the form of a comparative
spreadsheet
- Transfer
some findings from spreadsheet format to Word document format
for inclusion in a project
Below
is a summary of how the two separate weeks are structured to use
ICT to meet some of these objectives. You will see that they are
proposed as two distinct stand-alone sets of work. This is because
the teacher needs to be flexible in when she can gain access to
the ICT, and needs to be able to move the sessions around in consultation
with other users of ICT in her school.
Take
a look at the summary and then produce your own account, and your
own lesson plans, showing how you would use the ICT resources
we have been discussing to do the same job on this area of work.
You might wish to extend or contract the time, and to fit the
plans, durations and work around your own experience of working
with this or a similar area of work.
Case Study
Lesson Structure
Week
1 - Use the web to gather data about box-office takings by
movie stars.
- Class
introduction and targeted questions:
- Set
the context for discussion of film/TV comparisons.
- Speculate
on some differences and differentiate between box office
and other earnings in film.
- Set
pupils with own comparisons - either from the list given
with the support material for this case study, or to the
pupils' own preference.
- Small
group work (groups of two/three):
- Each
group accesses the Movie Times site for information on its
chosen stars.
- Each
individual within the group concentrates on comparisons
between stars under determined conditions - time/movie type/role
in relation to movie.
- Each
individual comes away from the investigation with data for
inputting into the spreadsheet.
- Class
discussion of points raised by group work:
- All
pupils get a sense of the sums involved in the movie industry,
and attempt comparison with TV.
- All
pupils clear on the task for the next session.
Week
2 - Use the data from the web investigation to create comparisons.
- Class
introduction - Whole class discussion to re-cap work done on
data gathering in last session:
- Introduce
purpose of this session - create spreadsheets for comparison
purposes, and to export a graph showing the comparison into
a Word document.
- Explain
reason for this in terms of understanding of the media industry
- not merely as a data management exercise.
- Worksheet
based tasks on previous session's saved work - same small groups:
- Group
members create their own spreadsheets using last session's
data - ideally one to a machine for this activity.
- Individuals
transfer the data from Excel to Word and use images from
the CD or the web to provide illustration to the graph or
bar chart.
-
Within the groups, individuals might cross-check each other's
data with the original web-source.
- Small
groups feed back with responses to the worksheets:
- Whole
class discussion of individual comparisons, and of implications
of this for understanding of film stars' careers.
- Whole
class discussion of relation between film stars and TV in
economic terms.
Other
and future sessions might include comparisons of earnings of individuals
from other spheres of interest - sport or music for example. Alternatively,
comparisons between companies, industries, nation-states or even
continents might be of interest. One word of advice - this case
study and the Find and Structure Information case study for Drama
have a similar focus, so if you are going to employ the ideas
directly you might want to check with drama colleagues to see
how it's going for them.
b.
Managing Learning in the Classroom
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