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 and explaining how he wants pupils to use the paper
resources he has provided or they are developing. 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.
The
teacher wants to use ICT over a two week introductory period spending
two hours a week with it. First let's recall the main learning
objectives the teacher has for his pupils in this area:
- Access
appropriate web sites and appreciate their content in relation
to the given area of the syllabus.
- Select
images from the web sites to include in documents, presentations
and other forms of work.
- Explain
why images from the sites were chosen and their relation to
the content of the syllabus and to tasks being undertaken.
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
Introduction
to Energy
Week
1 - Use the World Wide Web to gain access to sites and determine
the images that can be used as an aid to the presentation of ideas
in either Resistant Materials, Childcare and Education, Nutrition
or Textiles - 2 hours.
-
Class introduction and targeted questions - explain the task
- to gain access to specific sites chosen by the teacher and
make notes on the types of images available from the sites and
the uses to which they could be put.
- Small
group work (groups of three):
- Pupils
all gain access to the same groups of sites - no more than
three, with no allowance to surf beyond the three sites.
- One
person 'drives' the computer to the site.
- One
person decides which images on the site should be used and
why.
- One
person notes the site location, a description of the image
and the purpose of the image.
- The
process is undertaken three times - once for each site -
with the pupils rotating roles in relation to each site.
- Class
discussion of images found and the uses to which they can be
put in the context of the area of work
Week
2 - Use the World Wide Web to copy and paste the images into
Word documents, or to save the images for future use.
-
Class introduction - whole class revision of previous week's
work.
- Use
of the Help Sheet (see below) to copy and paste images
into word documents, or to save for future use.
- Pupils
work in the same groups as the previous lesson.
- All
groups visit the same sites.
- At
least two images are copied into a Word document with text
added by pupils to indicate the purpose of the images in
the document.
- Option
- images can be copied to a PowerPoint Presentation a this
point.
- At
least two images are stored on a pre-determined network
drive with titles that allow future access and use.
- Small
groups feed back by discussing what they put into their Word
documents, by explaining the images they saved, and/or by emailing
the documents to one another for comment.
How
do I download Word documents and other files?
 b.
Managing Learning in the Classroom
|
