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 character, ghost or theme, or the development of the
plot in a restricted section of the text. From the introduction,
she will set pairs or small groups work to do, using either printed
worksheets, a section of the 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 feedback 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.
Over
something like a ten week period, spending two or three hours
a week on the story, the teacher in the case study has wanted
to introduce the ICT based work at about the third week, spending
the first two on ensuring using other means that all pupils were
reasonably familiar with the text. First let's recall the main
learning objectives the teacher has for her pupils in this area:
-
Relate the plot of the story
- Distinguish
between the characters
- Identify
the ghosts and their purpose in the story
- Identify
the main moral and social themes of the story
- Comment
to a limited extent on the mood and imagery of the story
Below
is a summary of how weeks three-seven are structured to use ICT
to meet these objectives. Take a look at this 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 Dickens. 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 text.
Case Study
Lesson Structure
Week
3 - Use the CD to consolidate pupils' understanding of the
plot, especially using the quiz element.
- Class
introduction and targeted questions - 'warm-up'.
- CD
Quiz - running from computer where possible, or copied and printed
to worksheet for filling in. Pairs or small groups.
- Feedback
of answers to whole group. Small groups are 'scored' (and rewarded),
all pupils receive correct answers.
Week
4 - Use the images available on the CD and from sites on the
World Wide Web to provide graphical representations of the characters
and ghosts.
- Class
introduction.
- Images
from the first published edition provided to pairs/small groups
either on paper or through the screen with short task.
- Images
from other productions - video, TV - provided for comparison.
Images come from CD/Video. Graphical characteristics compared
with sections from the text.
- Feedback
to the whole group of comparisons.
Week
5 - Use the CD and World Wide Web sites - with printed worksheets
- to identify the social and moral themes of the story.
- Class
introduction.
- Small
group work - one set of groups working on the 'themes' section
of the CD, the other set of groups using the World Wide Web
with targeted tasks printed to worksheets.
- Groups
provide summaries to each other of the theme with which they
were tasked.
- Class
summary/conclusion.
Week
6 - Mood and imagery of the story as found in the CD.
-
Class introduction.
- Individuals
or pairs work on CD or printed pages from CD from the 'Techniques'
section.
- Mid-point
intervention to focus on emerging images and registers of mood
- combine individuals and pairs to larger groups.
- Class
summary and conclusion.
Week
7 - Consolidation of ICT-based work done and focus on coursework.
- Class
introduction - summarise previous four weeks.
- CD
used to summarise coursework options - possibly by projection
to screen for whole class.
- Small
groups provided with coursework brief(s) differentiated by level
and topic.
- Use
World Wide Web e-mail to investigate responses to questions
in brief - alone or in pairs.
- After
lapse of time for responses, feedback e-mail finding to group.
- Whole
class summary of findings and set coursework.
b.
Managing Learning in the Classroom
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