By John Williams, Nick Easingwood
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Extra resources for ICT and Primary Mathematics: A Teacher's Guide
Sample text
Example scenario So how might a lesson and sequence of lessons where ICT is to be used develop? Let us look at the following example that suggests how this could be done. A class of 30 Year 3 children are to complete a traffic survey. They will be organised into six groups of five and, accompanied by a responsible adult, will spend 20 minutes recording the traffic on a nearby road. They will then return to the classroom, look at their data and enter their findings into a computer for subsequent interrogation and analysis.
What additional practice may they need? ■ Which concepts, knowledge and skills need to be reinforced? Which ones need to be extended? ■ Where next do the children need to go with this topic? Effective planning for children of differing ability levels can only occur when the teacher is aware of the level at which the children are working. If a task is too easy or too difficult then learning will not take place. This will usually be determined through the use of formative assessment, which in turn informs future planning.
This will take four lessons and will be organised as follows: ■ Lesson One: To discuss the collection of the data and to design and produce tally charts for completion. ■ Lesson Two: To collect the data itself. DELIVERING THE LESSON 37 ■ Lesson Three: To organise the data for entry into the computer. ■ Lesson Four: To enter the data, and then analyse the subsequent information. Lesson One will begin with the teacher describing to the class the place and purpose of the task. There will then be a discussion where the teacher will discuss with the children how the traffic flows might be observed and then recorded.
