The children listened to a story called "One Eyed Jake" and then completed a comprehension activity using iPads. Questions about the story were displayed on the interactive whiteboard. The children used iPads to select their answers from multiple choices. The teacher observed that ICT engagement the children and supported their understanding of the story. The activity aligned with curriculum goals and classroom themes about pirates. Peer collaboration during the activity benefited learning for children of varying abilities.
Fostering interaction and engagement continues to be a primary concern in the digital classroom. This session explores two models of leveraging pedagogical support staff to improve course design as well as student retention, engagement, and performance. First, initially established at CU Boulder for talented students interested in STEM education, the Learning Assistant model hires undergraduates to assist faculty in redesigning and teaching courses. Second, the CU Denver School of Education and Human Development (SEHD) leverages graduate students from its own Instructional Learning Technologies (ILT) program to partner with faculty in co-constructing the online student experience. This session reveals how these partnerships encourage instructors to stretch their own ideas and notions, reexamine their courses, create alternative student spaces for learning, and emphasize collaboration.
Digital literacy and digital participation #FLRIFuturelab
Digital participation: Exploring the development of digital literacy in subject teaching. An overview of the recent research given at Futurelab's research insights day, April 29th 2010 in London.
Sarah Payton & Cassie Hague, Futurelab
UX Burlington 2016 - Stories for HumansRick Cusick
My talk from UX Burlington 2016 - "Stories For Humans". An inventory of tools and process used by Reading Plus to create successful education products. Technology, UX, and Culture through Shared Understanding.
37 Ways to Help Kids Learn to Love ReadingEdutopia
A love of reading doesn't happen automatically. It needs to be nurtured and guided until it flourishes into a well-read, well-rounded human being.
That's why we put together a presentation of some of our favorite ways to help kids learn to love reading, gathered from the contributions of Edutopia's educators and parents.
Fostering interaction and engagement continues to be a primary concern in the digital classroom. This session explores two models of leveraging pedagogical support staff to improve course design as well as student retention, engagement, and performance. First, initially established at CU Boulder for talented students interested in STEM education, the Learning Assistant model hires undergraduates to assist faculty in redesigning and teaching courses. Second, the CU Denver School of Education and Human Development (SEHD) leverages graduate students from its own Instructional Learning Technologies (ILT) program to partner with faculty in co-constructing the online student experience. This session reveals how these partnerships encourage instructors to stretch their own ideas and notions, reexamine their courses, create alternative student spaces for learning, and emphasize collaboration.
Digital literacy and digital participation #FLRIFuturelab
Digital participation: Exploring the development of digital literacy in subject teaching. An overview of the recent research given at Futurelab's research insights day, April 29th 2010 in London.
Sarah Payton & Cassie Hague, Futurelab
UX Burlington 2016 - Stories for HumansRick Cusick
My talk from UX Burlington 2016 - "Stories For Humans". An inventory of tools and process used by Reading Plus to create successful education products. Technology, UX, and Culture through Shared Understanding.
37 Ways to Help Kids Learn to Love ReadingEdutopia
A love of reading doesn't happen automatically. It needs to be nurtured and guided until it flourishes into a well-read, well-rounded human being.
That's why we put together a presentation of some of our favorite ways to help kids learn to love reading, gathered from the contributions of Edutopia's educators and parents.
Making connections through multimodal tasks in virtual exchanges- IAEI Interc...Susana Galante
Workshop given at International Association of Intercultural Education (IAIE) 2021 conference hosted by Kibbutzim College of Education in Israel
See page 271 for the abstract here: https://drive.google.com/file/d/1t3F4m0sNPUIJRnptdbtcxOYvECtiE3I7/view
Full day session 'It's All about Thinking: Engaging and Achieving for All Learners', grades 8-12. Focus on open-ended strategies, increasing oral language in the classroom, assessment for learning, engaging all learners in building their English language skills
Making connections through multimodal tasks in virtual exchanges- IAEI Interc...Susana Galante
Workshop given at International Association of Intercultural Education (IAIE) 2021 conference hosted by Kibbutzim College of Education in Israel
See page 271 for the abstract here: https://drive.google.com/file/d/1t3F4m0sNPUIJRnptdbtcxOYvECtiE3I7/view
Full day session 'It's All about Thinking: Engaging and Achieving for All Learners', grades 8-12. Focus on open-ended strategies, increasing oral language in the classroom, assessment for learning, engaging all learners in building their English language skills
Module 10 - Section 2: ICTs, the environment and climate change & Section 3: ...Richard Labelle
Innovation in ICTs can have a significant impact in mitigating the impact of climate change and have an important role to play in facilitating and managing adaptation to climate change.
Slide presentations developed to demonstrate how Information and Communication Technologies (ICTs) be used to address climate change, and why ICTs are a crucial part of the solution – i.e. in promoting efficiency, Green Growth & sustainable development, in dealing with climate change and for climate and environmental action. These slide presentations were delivered in February 2011 in Seongnam, near Seoul in Korea.
These presentations were developed and delivered over 2.5 days on the occasion of a Regional Training of Trainers Workshop for upcoming Academy modules on ICT for Disaster Risk Management and Climate Change Abatement. These modules were developed as part of the Academy of ICT Essentials for Government leaders developed by the United Nations (UN) Asia Pacific Centre for ICT Training (APCICT), based in Songdo City, in the Republic of South Korea.
These presentations were developed in 2011, and are somewhat out of date, but most of the principles still apply. Module 10, which has been published, does not include much of the information outlined in these presentations, which are fairly technical. They were developed to address a significant gap in understanding of the technical basis of using ICTs for climate action and because there is a clear bias in development circles against the importance of dealing with climate change mitigation in developing countries. These presentations are an attempt to redress this lack and are published here with this purpose in mind.
The author, Richard Labelle, is presently working on updating these presentations to further highlight the importance of addressing climate change and the important role that technology including ICTs, play in this effort.
All information is owned by Empowerment Technologies Book from Diwa
Module 1: Information and Communications Technology Today
*Evolution of ICT
*Periods of ICT Development
1. The Premechanical Period
2. The Mechanical Period
3. The Electromechanical Period
4. The Electronic Period
ICT Today
The World Wide Web (www)
The Social Media
Research and Information Seeking
*Authenticity Verification of Information from the Web
*Online Ethics and Etiquette
*Online Safety and Security
*Government Provisions ofr Online Courtesy and Etiquette
This presentation is for educational purposes only, as well as hoping to give help to other students like me.
Prepared by: Jess Henson
Information & Communication technologies are “technological tools and resources that are used to communicate, and to create, disseminate, store & manage information”
- C. Blurton
They “include hardware, software & netware, as well as institutional, financial, cultural & application- related parameters that determine how ICTs will be shaped and developed by society at large”
–The Research Council of Norway
K-12 Module in TLE - ICT Grade 10 [All Gradings]Daniel Manaog
==========================================
K-12 Module in TLE-9 ICT [All Gradings]
Want to Download?
Click the Download at the bottom of the Slideshare :)
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FREE DOWNLOAD! This is a Resource Book for teachers who wish to help their children become self-determined learners. Based on the everyday practice of Vijaya Bhanu Kote over the past 10 years in India. Vijaya shares stories, tips and resources relating how she developed a unique relationship with her children, their parents and the local community. This award winning teacher now shares how her love and commitment is changing lives and futures
Dialogic Reading
Emily Alers, Kaelin Berthold, Isabella Buscemi, Kiara Fernandez, Alexandra Godinez, Kariln Ladson, and
Amani Mohamed
What is Dialogic Reading?
Dialogic Reading allows the student to tell the story from the pictures in a book. They make predictions from the pictures before reading or interacting with the text.
They’re encouraged to ask questions and have conversations about the book based on their predictions. This leads to expanding a students vocabulary, analyzing different parts of the text, and deepening their understanding of the text.
By: Kaelin Berthold
Benefits of Dialogic Reading
Why is Dialogic Reading useful?
Well, it is a valuable tool for developing literacy skills. It models how good readers think and teaches learners to become better readers. It improves skills such as print awareness, oral language, and comprehension. Since it has dialogue around the text they are reading it allows students to explore the reading on a deeper level. This helps with a tremendous amount of literacy skills. By: Emily Alers
Benefits of Dialogic Reading
Interactive
For students of all ages
For students of all levels
Effective with both fiction and non-fiction texts
Student centred
Develops comprehension and understanding of what is being read.
Allows for children to grasp print awareness.
By: Emily Alers
Benefits for Parents While doing Dialogic Reading With Children
Dialogic reading doesn’t only benefit children, but it also benefits the parents. This benefits parents too because it gives them the satisfaction of knowing that their child isn’t reading just to read, but is actually grasping an understanding of what they are reading. Reading comprehension is so important for children. As the get older they will begin to take test or even just general work where they read a passage and have to answer questions. If parents start dialogic reading at a young age, it will prepare them for the upcoming years of their life. Dialogic reading also allows for a healthy, positive parent child interaction. This will allow them to speak up and express how they feel and learn where they are academically rather than just relying on the teacher for everything. By: Emily Alers
More Helpful Benefits...
Have an interest in books and motivation to listen to stories
Learn about the rules of reading and writing-like how words (print) flow from top to bottom and left to right. This is called print awareness
Learn to narrate a story (describe what is seen on the page)
Increase vocabulary and recognition of words
Have additional positive parent or adult child interactions
By: Emily Alers
Levels of Dialogic Reading
The structure is a guide that enables teachers to build up children's vocabularies and oral language skills. In levels 1 and 2, teachers pose questions and repeat and extend children's responses. The teacher does repeat readings with levels 1 and 2, particularly for c.
Dialogic Reading
Emily Alers, Kaelin Berthold, Isabella Buscemi, Kiara Fernandez, Alexandra Godinez, Kariln Ladson, and
Amani Mohamed
What is Dialogic Reading?
Dialogic Reading allows the student to tell the story from the pictures in a book. They make predictions from the pictures before reading or interacting with the text.
They’re encouraged to ask questions and have conversations about the book based on their predictions. This leads to expanding a students vocabulary, analyzing different parts of the text, and deepening their understanding of the text.
By: Kaelin Berthold
Benefits of Dialogic Reading
Why is Dialogic Reading useful?
Well, it is a valuable tool for developing literacy skills. It models how good readers think and teaches learners to become better readers. It improves skills such as print awareness, oral language, and comprehension. Since it has dialogue around the text they are reading it allows students to explore the reading on a deeper level. This helps with a tremendous amount of literacy skills. By: Emily Alers
Benefits of Dialogic Reading
Interactive
For students of all ages
For students of all levels
Effective with both fiction and non-fiction texts
Student centred
Develops comprehension and understanding of what is being read.
Allows for children to grasp print awareness.
By: Emily Alers
Benefits for Parents While doing Dialogic Reading With Children
Dialogic reading doesn’t only benefit children, but it also benefits the parents. This benefits parents too because it gives them the satisfaction of knowing that their child isn’t reading just to read, but is actually grasping an understanding of what they are reading. Reading comprehension is so important for children. As the get older they will begin to take test or even just general work where they read a passage and have to answer questions. If parents start dialogic reading at a young age, it will prepare them for the upcoming years of their life. Dialogic reading also allows for a healthy, positive parent child interaction. This will allow them to speak up and express how they feel and learn where they are academically rather than just relying on the teacher for everything. By: Emily Alers
More Helpful Benefits...
Have an interest in books and motivation to listen to stories
Learn about the rules of reading and writing-like how words (print) flow from top to bottom and left to right. This is called print awareness
Learn to narrate a story (describe what is seen on the page)
Increase vocabulary and recognition of words
Have additional positive parent or adult child interactions
By: Emily Alers
Levels of Dialogic Reading
The structure is a guide that enables teachers to build up children's vocabularies and oral language skills. In levels 1 and 2, teachers pose questions and repeat and extend children's responses. The teacher does repeat readings with levels 1 and 2, particularly for c ...
Section 1 Lesson PreparationTeacher Candidate Name Susan Dar.docxjeffsrosalyn
Section 1: Lesson Preparation
Teacher Candidate Name:
Susan Darling
Grade Level:
First Grade
Date:
Nov 20, 2019
Unit/Subject:
Reading/writing
Instructional Plan Title:
Fact or opinion
Lesson Summary and Focus:
Facts and opinions will be the subject of the day. Students will talk about the two words just as utilizing key vocabularies to decide whether it is an opinion or fact. This exercise will allow students to become good writers and readers. This unit acts as an introductory lesson for students to start writing an opinion paper.
Classroom and Student Factors/Grouping:
During the group activity, students will work with pre-determined partners. The reason being some behavioral students perform better with their peers. Student’s comprehension is enhanced when the teacher makes sure all students are involved and focused. The instructor will move around the classroom to manage the classroom while students are working in a group of two.
National/State Learning Standards:
1.RF.4, 1.RL.5, 1.W.1, 1.W.2, 1.SL.1, 1.L.4, CCSS.ELA-LITERACY.W.1.1,
CCSS.ELA-LITERACY.W.1.2
Specific Learning Target(s)/Objectives:
Through context clues, students will be able to differentiate fact and opinion by describing why a story is a fact or an opinion.
Agenda:
· Teacher will open with the anticipatory set.
· The educator will start the lesson.
· Student’s participation will be highly focused.
· Lesson closure will end the class to measure mastery.
Academic Language
Key vocabulary:
Informative
Fact
Falsehood
Opinion
Function:
I will help my students understand and explain the meaning of each vocabulary so that every learner comprehends the types of passages. For instance, students should decide if the passage is an opinion piece or is an informative one.
Form:
Pupils must understand that everything they hear or say is not a fact. They should as well as listen to their ideas and determine whether it is a fact or an opinion.
Resources, Materials, Equipment, and Technology:
Sticky notes, pencil, projector, paper, website for fact and opinion game, crayons, fact or opinion worksheet, whiteboard, computer tablet, markers, and coloring sheet.
Section 2: Instructional Planning
Prior knowledge connection: The educator will open the class discussion about facts or opinions by asking students whether they have ever heard about the two words. Students will be given enough time to read and answer.
Anticipatory Set: There will be two sentences written on the board. The teacher will explain the sentence that is a fact and one that is an opinion. Fact: I went to my friend’s place twice this week. Opinion: the best dish in the world is spaghetti. Every pupil will be given two sticky notes and opinions on each of them. Pupils are allowed to select the written sentence and determine which one is a fact and opinion. To help students understand why they labeled each sentence and its meaning, the teacher will initiate a discussion to transpire that. Subsequently, st.
Parent Literacy
Childhood Education
Kaleena Springsteen
ECE 335 Children’s Literature
Carly Davenport
October 30, 2017
Importance of Reading to Young Children
Language skills.
The language used by the parents to the children tend to be repetitive and limited to vocabularies which are employed daily in addressing them. Thus, when the parents or the instructors read for the children, they enable them to have access to new vocabularies different from topics which comprise of more words and phrases which they do not hear on a daily basis. It also allows to learn new languages and develop the fluency when speaking.
Children lack the reading skills and therefore, it necessary to guide them. By that, the children will be able to achieve the following skills.
2
Importance of Reading to Young Children
Improves cognitive abilities
Memory/Long-Term- enables a child to access stored information
Visual Processing- allows children to think in visual images
Improves concentration
Attention/Sustained- helps children stay focused
Attention/Selective- helps children ignore distractions
1. Reading exposes the child to various brain exercises. These activities provoke their brains and thus making them start thinking and understanding things from a broad point of view and develop their way of reasoning (Kalb, 2014).
2. Reading to young children on a daily basis enables them to sit still for long periods, and this will be beneficial as they join school. Usually a child is distracted easily by their surrounding.
3
Benefits of Reading to Young Children
It develops the child’s imagination and creativity
Helping your child to become creative opens their minds up for great possibilities
Reading is a form of entertainment.
Have one or two nights a week for reading then make up games to go along with the story
It builds strong relationship between the parent and the child.
When parent spends time by his/her child bedside reading a book, this creates a bond between the them. Building a bond can help children grow emotionally.
1. When the parents read to their children, they provoke their mind to think about the characters, the setting to understand the flow of the story. Through that, the children are able to improve the way they choose ideas and think or imagine.
2. For instance, when reading comic books they present funny events which make the children enjoy the story and even respond to questions.
3. Sitting down with you child at the end of the day to read, helps both the parent and the child unwind and relax.
4
Resources for Story/Music Time
Films
There are various films performed purposely targeting the children. They present funny stories, entertaining events, and music for preschoolers. The movie can be a source of stories and music times that are recited to the children.
Linguistic books/novels
Reading of the linguistic books to children help them learn about their native language quickly. This will enable the children to unde.
Children are playful by nature. Their earliest experiences exploring with their senses lead them to play, first by themselves and eventually with others. The National Association for the Education of Young Children (NAEYC) has included play as a criterion in its accreditation process for programs for young children. “They call it their work,” says Peter Pizzolongo, associate director for professional development at NAEYC. “When they’re learning and playing with joy, then it’s a positive experience. They develop a positive approach to learning.”
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.