2. Introduction
In my setting we use I pads as an every day resource. Our topic lessons which are foundation
phase curriculum based will also involve ICT to enhance children’s learning. We use interactive
white boards as a whole class carpet routine where mental maths and literacy phonics are used as
our daily do’s first thing in the morning. The children have access to net books where they can
research facts for their report writing and other topics. We also use our I pads to video or take
photo shots of challenges that are done in the classroom areas for evidence. The children record
each other in role play or in the small world. The small world challenge is where the children can
make up a story and act it out. They record this and show their friends at carpet time.
My position in the school is to work under the direction of the teacher. My teacher and I plan
mostly together, we brainstorm as a foundation phase group initially and then myself and the
teacher work together on the medium term plans. The teacher will plan alone for the short term
plans and will go over the planning with me first thing in the morning before each lesson. We
feedback after each lesson and also use observation sheets to record progress or if a child needs
extra help.
My activity will be a literacy focus which will be used electronically. My intentions are to get the
children to think about a story that I will have read to them as a group and for them to answer
questions about this story in a true or false style. The children will have to use their thinking skills
to answer the questions and hopefully this will encourage them to have a deeper understanding of
the story .
3. Learning Objectives
The learners should be able to recognise parts of the story that was read to them. Be able to
name the characters correctly and discuss with each other their likes and dislikes of the story. To
compare differences about certain characters and explain what made them different. To use their
knowledge to answer the questions in the activity correctly. With support.
LF (literacy framework) Objective: To show an understanding of what they have heard by asking
questions to find more information. To contribute to conversations and respond to others, taking
turns when prompted. Take part in activities with others and talk about what they are doing.
4. Class dynamics
In my setting we have a class of 26 children. A group of 6 children will be acceptable for this activity.
This will allow enough room for them to sit on the carpet and view the interactive whiteboard ready
for their comprehension activity.
The children are aged between 5 and 6 years and will be working at outcome 4/5. The children are
grouped in mixed ability groups for AFL( assessment for learning) This helps towards peer support
and also allows the teacher to give more support to the children that need extra guidance.
The children work in their groups and we use think, pair, share during lessons where they talk about
their work together and share their knowledge and understanding. This helps to promote a better
and more challenging learning environment for the children. I believe the children learn to their best
potential working in this way. After the lesson the children complete their success criteria, this is
done in traffic light colours. The children will decide what they done well in the lesson and what they
could improve on next time. This gives the children their own self evaluation and I believe
encourages good learning.
They recognise familiar words in simple texts and when reading aloud, use their
knowledge of letters and sound–symbol relationships to read words and establish
meaning. They respond to poems, stories and non-fiction, sometimes needing support.
5. Lesson/activity outline
I will be doing a comprehension activity and the children will be using the
interactive white board to do this lesson. The activity will be questions about a
story book and I used the application kahoot to make up questions that relate to
the story I used. First the children will listen to a story book called ‘one eyed
Jake.’ One eyed Jake is a pirate and this ties in with our class theme for this
term which is Ship Ahoy! After listening to the story I will ask a few questions
about what they thought the most interesting part for them was, what they liked
and disliked etc. Once I feel they are ready I will explain the activity to them.
The children will use individual I pads to answer the comprehension questions.
The question will be on the whiteboard and they will read it together with my
help. They will be given four options to choose from to find the correct answer.
They are given a choice to work together as a group or alone if they wish. I
believe this encourages peer collaboration and helps learning. I believe all
children are unique and learn in different ways, I have a child in the group who
prefers to work alone so I allowed this. For differentiation the less able children
choose between two answers.
They recognise familiar words in simple texts and when reading aloud, use their
knowledge of letters and sound–symbol relationships to read words and establish
meaning. They respond to poems, stories and non-fiction, sometimes needing
support.
6. Classroom carpet area
Interactive whiteboard
Whiteboard pens
One eyed Jake story book
Compatible lap top
I pads
APP Book Story
Resources
7. MRS WILLIAMS
YEAR 1 GROUP OF 6
LEARNING LEOPARDS GROUP OF 6
Engagement
Resources Objective
A F L
Focused task (which includes differentiation)
Differentiation
Key words
The children were taken on a pirate
trip to cardiff bay at the start of
term. Our theme is Ship Ahoy! the
children will be learning about lots
of different facts on pirates. Fiction
and nonfiction. This trip got the
children excited about their topic
and this helped towards the
different activities that were
planned for learning.
Classroom carpet area.
Interactive whiteboard.
Whiteboard pens.
One eyed Jake story book.
Compatible laptop.
I Pads.
APP book story.
I pads.
To recognise parts of the story read
to them. To discuss likes and dislikes
of the story. To compare differences
and discuss what is different.
LF. To show an understanding of
what they have heard by asking
questions to find more information.
To contribute to conversations and
respond to others, taking turns when
prompted. Take part in activities with
others and talk about what they are
doing.
.
.
More able children have an
option of four possibilities for
the correct answer. Lower
ability children have an option
of two possibilities for the
correct answer.
comprehension, turn taking, opinion, expression,
information.
Think, pair, share.
Traffic lights
T.mail
Thumbs up.
The children are sitting on the carpet area ready to listen to the story of 'One eyed Jake'. The children are in groups of six and are of
mixed ability. Prior to the activity I explain to the children that today we are going to use I pads and the whiteboard for our activity. I
explain to them that it is a comprehension activity and they listen to the story so that they can answer the questions. After the story
the children are given I pads. The questions are on the large interactive white board, I will read the question to the children and they
use the i pads to click on the correct answer.
Lesson plan
8. The Evaluation
The activity I had planned went well, the children enjoyed that part of their lesson was ICT and I feel this helped the
children to focus in a more enthusiastic way. I believe that this generation of children become more focused when
using ICT to support their learning. and this should be encouraged.
DCELLS (2008) wrote that:
Children should be encouraged to listen and respond to others, to the variety of life experiences that their peers
bring to the learning environment, and to a range of stimuli, including audio-visual material and ICT interactive
software. (p.19)
I feel that today's society of children are more able with technology from an early age and this may help develop
learning. However, I believe that there has to be a range of alternative activities in a child life to enhance all areas of
learning and knowledge.
Getting the children engaged at the beginning of an activity is challenging as they can be very talkative and easily
distracted. I began by explaining to them that our trip to the pirate park had been such a big success that we needed
lots of lovely pirate work to put into the book that they will be creating at the end of term. The children showed lots of
enthusiasm and sat nicely for me to explain the activity to them. I feel engaging the children before an activity leads
to a better understanding which helps towards a better outcome. I explained to the children that I would be reading
them the story of ‘One eyed Jake’ I went on to tell them that it was important to listen well to the story because our
activity was a comprehension and they would be answering questions on an iIpad after the story. The children
listened to the story well, there were a couple of interruptions as one child finds it difficult to sit and listen after a short
period. I had the child to sit next to me and asked him to be my helper to turn the pages of the book. This helped him
focus more and allowed the other children to carry on enjoying the story. After I read the story I asked the children
what their favourite part was, who was their favourite character etc. I allowed the children to ask questions and talk
about the book to their peers explaining to each other what their preferences were.
Burnham and Baker (2010) state “You should always use questions to check that pupils understand key points and
know what they are required to do.” (p.76)
I feel peer collaboration works well especially with mixed ability children. I believe that a quieter and less able child
may become more vocal when communicating with a friend and feel more confident in answering questions with this
guidance. Open ended questions allow the children to explore their knowledge and gives them time to think about
their answers which may lead to responding in more depth.
9. After the story the group of children were given I pads. I put the questions onto the interactive white board and together
we read out the question. The children had four possible answers that they could choose from, the less able children had
two possible answers. Each child had their own I pad which they were responsible for to answer the question correctly.
The children were allowed to decide the correct answer alone or they could communicate together and this again allowed
peer collaboration. It was evident that some children were happy to work alone and others felt more confident working in
pairs. I allowed the group to work this way because I believe children learn in different ways and they should feel happy
and confident in their learning. I feel that the children were excited about this story and became more enthusiastic when
they knew that they would be answering questions using an I pad. Because of this I feel it had a good impact on their
learning.
Valentine et al (2005) wrote that: “primary and secondary teachers reported that ICT raised self esteem and confidence of
low achievers and enabled those with special needs or high achievers to demonstrate their abilities.” (p.3)
I feel that this is evident in most cases that I have been made aware of. However,
Valentine et al (2005) also state that: “ A minority of teachers suggest that ICT had educational disbenefits, chiefly
undermining children’s needs to learn to spell or use grammar, encouraging to cut and paste information.” (p.3)
I appreciate that there may be certain issues that need to be addressed when using ICT in learning. However, I believe
that when children are given appropriate teaching, explanations and guidance to help them with their understanding, this
may be beneficial to their future education and may guide them towards a more stimulating and exciting future.
Evaluation
10. Evaluation
I feel that this activity was beneficial to myself as well as the children. I learnt that I could make my
own activity that suited the theme for our class which also supported the foundation phase curriculum.
I would definitely use this ICT application for future activities. I feel more confident in experimenting
with knew applications and will be using ICT in a more frequent part of my teaching and support role.
Simmons et al wrote that “ The use of ICT as a tool in other subjects is important to help consolidate
ICT skills through other contexts.” (p.14)
I believe that children using ICT throughout the curriculum may develop their skills in all areas.
I would not change my lesson however, I feel ICT captures children’s attention and this is definitely a
learning curve for myself. I will use ICT to enhance children’s learning more often.
It was clear to me how well the children had understood the story because when answering the
questions they were able to add their own opinions on why certain events happened, this was a
pleasure to witness, seeing their enthusiasm made the lesson more fulfilling for myself. Simmons
(2009) Indicates that: “Talking helps us to clarify our thoughts and develop our understanding.” (p.7)
I feel giving children time to express their feelings and ideas about the book and talk about them as
a group allowed their learning to become more contained and beneficial to them. This I feel will help
towards their end of term plan which is to create a book together about what they have learnt about
pirates.
11. The children are listening to the
story of ‘one eyed Jake’ and asking
and answering questions about the
story.
The Evidence
12. The Evidence
The children are using an
application called kahoot.
They are reading the questions
of a text that was read to them
and answering using an I pad.
13. References
Burnham, L. and Baker, B. (2010) Supporting Teaching and Learning in schools
(Primary): Teaching assistant’s Handbook. Louise Burnham. Oxford; Heinemann.
DCELLS. (2008), Framework for children’s learning for 3 to 7 year olds in Wales.
Cardiff: WAG.
Simmons, C., Hawkins, C. (2009), Teaching ICT. London: SAGE.
Simmons, C., Hawkins, C. (2009), Teaching ICT. London: SAGE.
Valentine, G., Marsh, J., and Pattie. (2005), ‘ Children and young peoples home use
of ICT for educational purposes. ‘ England: BMRB.
Valentine, G., Marsh, J., and Pattie. (2005), ‘ Children and young peoples home use
of ICT for educational purposes. ‘ England: BMRB.
