Part 2:
Teaching With ICT
a.
Structuring Lessons
In
the case study we are dealing with, the teacher has a fairly regular
pattern to his sessions. He tends to start with a teacher-led
introduction to the session, outlining the area for coverage in
the session. In an hour-long lesson, he might restrict himself
to just one scene from the play he is dealing with, or to one
small group of characters. From the introduction, he 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 he monitors progress around
the class until he 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.
In
our case study, over an introductory two week phase of his programme,
the teacher wants the pupils at this phase of their learning to
be able to:
- Identify
some character traits of generally known Soap Opera characters.
- Align
some of those traits with characters in a given Shakespeare
play, establishing at the same time a link with pupils' GCSE
English coursework.
- Provide
an explanation of the casting of the soap characters in the
Shakespeare roles.
- Produce
a cast list using text and images in a table.
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 he can gain access to
the ICT, and needs to be able to move the sessions around in consultation
with other users of ICT in his 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 pictures of soap stars you should have downloaded
earlier to define character traits.
- Class
introduction and targeted questions - establish known soap characters
and traits from recent episodes. Build to whiteboard a profile
of a variety of characters as examples of what to do later.
- Small
group work (groups of two/three):
- Each
small group around a single computer
- Group
identifies characters required from the downloaded images,
then copies the images and text boxes to a new document
- Group
agrees character statements, and inputs statements into
text boxes
- Group
saves and prints new document for next session
- Class
discussion of points raised by group work - specifically the
character traits identified and stored for later.
Week
2 - Use the pictures and Internet to re-cast the characters.
- Class
introduction - whole class discussion to re-cap character traits.
- Worksheet
based tasks on previous session's saved work - same small groups:
- Group
opens previous document from the worksheet 'Character and
Casting - Soap Stars and Shakespeare' downloaded
earlier, group sets up its own casting template
- Using
the saved document, the pictures and other resources from
the web sites given above , the group decides its casting
- Using
either the PowerPoint presentation supplied or the Word
document, the group makes its own cast list
- Small
groups feed back with responses to the worksheets - whole class
discussion of reasons for characterisation, casting and the
process.
 b.
Managing Learning in the Classroom
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