Part 2:
Teaching With ICT
a.
Structuring Lessons
In
the case study we are dealing with, the teacher has a fairly regular
pattern to the sessions in which she uses the CD-ROM based activities
to generate writing. 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 instructions,
directions or explanations.
From
the introduction, she will set pairs or small groups work to do,
using either printed worksheets, a section of the CD-ROM or specific
sites 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, to summarise their
progress in small groups to feedback in the next session, or to
e-mail their drafts as appropriate.
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
a five-week period, spending two hours a week on the coursework,
the teacher in the case study has wanted to introduce the ICT
based work in the second week, spending the first week on ensuring
using other means that all pupils were reasonably familiar with
the distinctions between the types of writing. First let's recall
the main learning objectives the teacher has for her pupils in
this area:
- Provide
written instructions on a limited range of simple tasks.
- Provide
directions to their school using maps and their own knowledge
of areas and locations.
- Provide
explanations of phenomena and processes within the typical range
of a pupil's experience.
- Express
themselves clearly and concisely in writing.
- Use
formal and informal registers in their expression in a manner
that is fit for purpose and audience.
The
coursework the teacher has decided to produce is based on a scenario
that will produce:
- A
five-page website for the school.
- A
document describing the processes undergone to create the school
website.
Below
is a summary of how weeks two-five 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.
You might wish to extend or contract the time, and to fit the
plans, duration and work around your own experience of working
with this or a similar piece of writing.
Case Study
Lesson Structure
Week
2 - Use the CD to consolidate pupils' understanding of the
forms of writing, especially using the short task elements.
- Class
introduction and targeted questions - 'warm-up' from week one,
where printed examples were used to generate ideas.
- CD-ROM
(short task elements) - running from computer where possible,
or copied and printed to worksheet for filling in. Pairs or
small groups.
- Pairs
read out their examples of short sets of directions, descriptions
and instructions - comment by peers.
Week
3 - Use the direction-giving task with sample maps/ sample
descriptions to generate a set of directions for the coursework.
- Class
introduction.
- Pupils
work in pairs on the CD-ROM - some groups work out the directions
together and some create description of school.
- One
pupil writes the directions/descriptions and e-mails them to
the other.
- The
second pupil checks the draft of the directions against the
online (or printed) model answers provided by teacher.
Week
4 - Use the 'Build a Website' element of the CD-ROM to generate
sample web pages for coursework.
- Class
introduction.
- Pupils
work in pairs or threes on using the CD-ROM stimulus material
to write their own pages - where possible and desired, pupils
use other resources from the World Wide Web to supplement those
on the CD-ROM.
- Students
can e-mail the sheets to each other for checking, or print as
drafts for checking.
Week
5 - Gather all elements produced so far to create a five-page
site.
-
Class introduction - to 'workshop' method.
- Students
work individually through the whole package on CD-ROM over the
two hours to ensure that they have produced all elements needed
for the coursework.
- Homework
set for pupils to ensure that all elements are complete.
b.
Managing Learning in the Classroom
|