Trainee Teacher School Date

James Steel CPHS 22/11/2007

Lesson Time Room Number of Pupils
0905 (P1) ICT2
Pupils with SEN Topic
None Using a search engine to find what you are
looking for
Subject Resources/Equipment
ICT Website: www.bbc.co.uk
Website: google
MS Word
Prior Knowledge
• Pupils have completed two lessons on quality of information and framing questions
for use in a questionnaire.
• Completed unit 7.1 included using google to search for images on the internet
Desired learning outcomes related to the National Curriculum Programme of Study;
Attainment Targets; National Strategy Key Skills: Literacy, Numeracy, ICT,
Study/Social/Personal Skills
Learning Objective How this will be assessed
• Know how to find and present factual
information using an internet search
engine
Learning Outcomes
By the end of this lesson:
• Most should be able to find precise • Document: How to search for a particular
pieces of information using search weather forecast and evidence of
engines and the specific websites forecast itself
and display it in an appropriate • Document: Weather forecast for Captain
manner. Jack in Port Stanley
• Some (less able) should be able to
use a search engine to find general
information on a particular topic.
• Others (more able) should be able to
use logical operators in an advanced
search.

Differentiation Strategies
Who? Type of How? Why?
Differentiation?
(outcome,
resource, task,
response)
More response Encouragement and suggestion of more To promote
able challenging information shown on work more thought
on quality of
information
and
presentation
Less resource Provide direct link to the Port Stanley To show the
able weather forecast weather
http://www.bbc.co.uk/weather/5day.shtml?world=0304 forecast
results
allowing
them to get
on with the
publication
required.
I currently do not know this group well enough to target specific pupils due to re-setting after
half-term (I have only seen them twice before). I will continue observation and note taking
throughout the lesson to give me a better idea as the term progresses. See
contemporaneous notes on orange paper.

I am still using the Year 7 class to work out what is acceptable in the confines of ICT2 rather
than what is ‘usually done’. From my point of view, I would like to know how the class will
react when asked to participate in the lesson from different places around the room. I have
already tried everyone out at the front (transitions are long) and half at front then the rest at
the PC (OK, but can I do better? (lessons at Ripley St. Thomas are all at PC))
Time Teacher Activities (identify Pupil Activities Reference
opportunities for assessment to NC, PoS,
ATs, LoA
5 min • Ask pupils to create a list of • Enter classroom
sources of information. • Log on and open MS
Some likely ones are: Word
• Book, magazine, internet, • Create a list of different
CD, television, electronic methods of finding
display, street sign, traffic information
lights, clock, calendar, • Save document
thermometer.
• Ask pupils to put name on
document and save it.
• Use white board if
appropriate.
2 mins • Register
5 mins • Teacher led discussion: • Pupils to explain how
using the Internet to search they use the internet to
for information search
• Explain terms search
engine and keywords.
• Note on board examples of
each
• Explain a search engine is
a large database –show
number of times a keyword
is found for ‘pirates of the
carribean’
2 mins • Show Google advanced
search
5 mins • Suggest finding information
in a well structured site:
www.bbc.co.uk
• Show pupils how to
navigate through the site to
find what you are looking
for
10 mins • Pupil activity • Pupils to use word
• Pupils to use document to explain how
www.bbc.co.uk/weather to they found out the
find out the weather here weather forecast for the
• Look at search criteria school’s location
• Include a summary of the
o Dent Street
weather
o Colne
o Area
o Postcode
20 mins • Pupil activity • Pupils to create a
• Teacher to provide link to weather forecast sheet to
Port Stanley weather give to Captain Jack
forecast for less able. showing him what
conditions he is likely to
see in Port Stanley
Should not • Extension task • Pupils are to create a
need to • Use search criteria to find warning sign for the
use resources for a warning people of Port Stanley
 sign telling them to look out for
pirates.
8 mins • Instruct pupils to upload
work to the
K:\ICT\WORK\Year 7\7a~It1
folder
• Create a folder with their
own name as the title
• This will take time as it will
be the first time many of
them have done this
2 mins • • Log off
• Tidy work area
 LESSON EVALUATION

To what extent were the learning outcomes achieved? How do you know?
This is the first time I have used the differentiation section on front of lesson plan. Much more
thought is having to go into design of lesson. As I don’t know the group very well, and my
initial thoughts after the first lesson were that they were quite talkative, I need to work them
out as a group and observe their behaviour, interaction and ‘work’.

Tony asked me for my own personal view of the lesson in which I said that I had adapted the
lesson as I had worked through the plan due to the feeling that the main task was not
substantial enough for this particular set. I also said that I was happy with the behaviour and
with the objective being met.

He had some useful feedback on elements which I had not really considered. He said that I
needed to work harder on making eye contact with the entire group, especially when I was
asking for their attention and for them to stop what they were doing. This is a challenge for
me in the room and I will have to spend some time working out of there is a better place to
stand. This brings into question the whole room layout and how it is currently used.

He also stated that there were opportunities for peer assessment which could be brought in. I
think I have avoided this due to my fear of the behaviour problems in the upper school (and yr
9) lessons. I can try this with the yr7 class to see how it goes and get a bit more comfortable
with it.

He asked about the second task in the lesson in which the pupils were designing a warning
sign using information they had searched for on the internet. I explained that I had added it in
so that I had a piece of work aimed at a different target audience. He suggested that the time
would have been better used (8 mins) if I had showed the results of the first task (the weather
forecast) to the rest of the class. In hindsight, this would have worked really well and rounded
the module off very well. One of my fears here is the flaky nature of the vision software (the
network was awful today as well, with very slow response and frequent crashes on many
PCs). If I can address these issues, then I will definitely have a go at this.

One of my strategies today was in the Q&A session where I told the pupils that I would ask
those who didn’t put their hand up. This did work to a certain extent, but had the
disadvantage that I did waste a bit of time on pupils who did not know the answer. I was
aiming to get everybody engaged in the conversation. I need to consider different methods of
questioning and look to use the individual whiteboards.
Consider aspects such as resources, activities, pace, timing, assessment:
a) Why were particular features of the lesson the most successful?
The class are reasonably eager, although there are a couple of issues with chatting that I
need to look at. My pace and energy passed to the pupils and they responded well to a
lesson packed with challenges. The comments by Andrew Spencer in lecture (21/11/07)
about offering up a challenge at the beginning of the lesson really paid off.
b) Why were particular features of the lesson the least successful?
Timing. Could have done with shortening the main by 1 minute to give me time to offer the
group praise.
Targets for the teacher:
Achieved:
Strong overall lesson with differentiation (pleased with that)
New:.
Use individual whiteboards for questioning. Try peer assessment. Consider showcasing work
on the main screen
 LESSON EVALUATION
The central question to all teaching must be:
"How much learning has taken place?"

In your self-evaluation of each lesson provide the answer to the above question by
referring to the following aspects as relevant:

1. How many of the learning outcomes stated for this lesson have been achieved by
all, most or only a few pupils?

2. How do you know that the objectives were achieved?

(a) through regular monitoring of pupils' activities and involvement during the
lesson:
- moving around the classroom checking pupils' written and oral work (role plays)
- question-answer (pupil-teacher interaction)
(b) through assessment (formal, informal, continuous, summative), including peer
assessment as and when appropriate:
- end of unit tests, exams
- homework
- games, interactive communicative activities
- project work (display, presentation, survey)
- key skills (ICT, numeracy, literacy)
(c) through pupils' feedback

3. In what areas was learning supposed to take place?

(a) NC attainment targets
(b)National Strategy Key skills For ICT explain your rationale for using or not using a
particular medium and evaluate your course of action

4. In what way and to what extent did the following aspects of your planning and
teaching facilitate or hinder learning taking place?
(a) Time management and content of lesson (Did you do everything you intended
to do? Too much? Too little?)
(b) Appropriateness of material in terms of quality and level of difficulty.
- Were the activities and resources stimulating and motivating?
- Were the strategies used effective in engaging the pupils' interest and
maintaining discipline?
(c) Class management and discipline
(d) Progression (too fast, took things for granted)
(e) Differentiation (by task, by support, by expectation/outcome, by resources)
Planning

The Reflective Cycle Target setting Teaching

Evaluation