whole brain lesson plan for computers

8/4/2019 Whole Brain Lesson Plan for Computers

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Thomas Adam Johnson | ict-design.org Edward Roy Krishnan

Learning Styles

2008-02-08

Topic Whole Brain Lesson Plan for Computers

# of students 20 Grade 4

Time 3 4 (1 Hour Lessons)

Objective:

Students will understand and apply knowledge of word processing and graphical userinterfaces. The students will engage in a meaningful activity in their community, while thelesson will apply to the whole brain.

Essential Questions:

A classroom with four wall with wall-space will be divided up by the teacher in order for fourgroups to decorate each wall so that it represents A Computer Classroom

What is our topic or theme we have chosen to represent this element of a computerclassroom and why?

How can we represent our theme?

What is the most effective way to represent out theme?

Students work as a class, in large groups and inpartners or individually if they choose.

Materials Computers

Chairs

Coloured Pencils / Markers

Scissors

Paper

Digital Camera

Stapler / Staples

Measuring tapes / Rulers

Stick Tack

Waste Bin / Recycle Bin

Review Students should have working knowledge of how to use MS Paint andMicrosoft Word.

Students were given a review about the tools and how they operate in

MS Paint. [Line Tool, Colour Tool, Fill Tool, Zoom Tool, Primary Shape Tool,Text Tool, Viewing]

Students were given a chance to retry the tools and save their small

document for later use.

Students were given a review of Microsoft Word. [Page Setup, Line

Spacing, Font Select, Size Selecting, Bullets / Numbers, Borders, InsertingPictures]

Students were given a chance to retry the tools and save their small

document for later use.

A Review took place on the computer network, with visual displays

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10 minutes

2 minutes

10 minutes

10 minutes

2 minutes

DAY 1

Lesson 1

Teacher posted theEssential Questions onthe wall, so that they arevisible for reflection.


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Learning Styles

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and verbal explanation from me in order to refresh students about the printingprocess.

Students were asked if they should print things out SMALL like they

are used to doing for other types of projects. Students realized they wanted toprint things out BIG for viewers of their work to see from greater distances. Idemonstrated what a small version of something printed looked like and hung it

on a wall compared to something large.

As a class, students defined certain parameters that should be

adhered to. [i.e. Minimum Font Size]

A demonstration took place to show the difference between traditional

SERIF and SANS SERIF fonts versus PLAYFUL, but sometimesharder to read fonts. Students were asked to have small discussions with theirneighbours about different types of fonts. Students used their colouring utensilsand paper to create examples of the different fonts and font sizes for display atthe front of the classroom. Students referred to the computer to generate ideasfor different types of fonts.

After the work was displayed, the students as a class talked about howeach font worked to create a mood or feeling and which was useful in certainsituations [i.e. This font is a BODY TEXT font VS This font is a TITLE FONT.]

Students came up with different scenarios or situations they thought of

where they have seen styles of font used before.

[Teachers Provoking Question: What type of images does the studentthink would be seen with each certain type of font?]

Students demonstrated on the whiteboard, at the front of the class a

quick drawing that went with each type of font. Multiple students were assignedthis task at the same time with a chosen font that was already displayed on theboard. (Scary Fonts=Scary Drawings, Cute Fonts=Cute Drawings)

Introduction to

Task

I began the lesson by asking open-ended questions with positivepresuppositions (scaffolding):

What does a computer classroom looklike?

Is ours missing anything and what canwe add?

What do you think of when you think ofcomputers?

As a class, students brainstormed ideasthat a general classroom should haveand that a computer classroom shouldhave.

[Ideas included: Classroom Rules,Individual Student Work and Names ofall Students, Parts of a Computers, Ideasabout the computer / web / games /email]

Reflection /

Rationale

The whole brainapplication was initiatedin this lesson with theidea that studentswould have manydifferent options forhow they assembledthemselves in the fourgroups.

I guided the studentsonly in regards to whichwall they were to useand where they shouldmeet as a group, inorder to generate theirideas.

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2 minutes

10 minutes

2 minutes

2 minutes


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I divided the groups up evenly and hadgroups choose which general idea theywould like to explore with their wall.

Students understood they were to reflectupon their topic / theme and eachcollaboratively created something thatworked with the other group memberspieces.

Students also understood they shouldtalk with one another often because oneor more of the members of the groupneeded to explain or write how and whythey chose to exhibit the way they did.

Formative Assessment

I asked the students individually to write

down on a piece of paper which area offocus or strengths they felt theybrought to the group project.

Reflection /

Rationale

This allowed thestudents the ability to

create their ownpositive socialinteraction.

This day was when thenorms ofcollaborativework were essential toemploy.

Students were ledthrough: Knowledgeand Comprehension

Task 1 TEACHER EXPLAINED

Students understood the lesson would involvemath, in a sense that they would need to usethe space effectively so that each area ofconcentration was getting the space that itneeded. A General layout was determined.(Spatial Awareness)

Students understood the lesson involved a

presentation aspect where members of thegroups would explain why they chose to createtheir display as they did.

Students understood the lesson involvedphysical activity. A safety factor and physicallesson was explained in regards to reaching forhigher areas around the classroom. It wouldbe necessary for another student to ALWAYShold the chair for the students who are climbingup in order to reach the higher wall-space.This would give students a lesson inresponsibility and accountability.

Students were told they would do a self-evaluation and group evaluation to determinetask involvement. This would help to maintainaccountability.

Students are asked if there were any questionsor if there was a need for follow-up.

Reflection /

Rationale

Students determinedthe task for eachindividual in the group.

For example, somestudents wanted to

begin using MS Paint tocreate drawingsApplication (Creative /Practical)

Others wanted to begindrawing or colouringused Microsoft Word toCreate Titles, Poetryand Stories to go alongwith their work.

Application(Analytical/ Creative)

Others wanted to cut

and assemble theprinted pieces and usethe internet for researchto help with creating a3D wall hanging /Sculpture. Application(Analytical / Practical)

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DAY 2

Lesson 210 minutes

10 minutes


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Learning Styles

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Students grouped themselves accordingly touse one another to their fullest potential andinterest in regards to their area of expertise orspecialty.

Natural leaders and committee arrangementoccurred that determined the macrostructure ofthe final layout.

Since the natural leaders were occurring, Iintervened by empowering other studentswithin their area of expertise. [i.e. Jimmy, Iknow that you are good at drawing and Sarahis good at speaking. Are you both going tocontribute your strengths to this project thisway?]

Each student understood they were tocontribute in their own way.

After the ideas were sorted out, the groupsexplained to me what they planned to do andwho was going to be accountable for what task.

Students were engaged in their chosen taskworking individually, with a partner or in a smallgroups setting.

Students followed their RUBRICS to see theywere contributing to the degree they should be.

I asked students to stop what they were doing

in order to comment positively on things theynoticed other students were doing.

Students were asked what they were going todo next or what they would like to improve intheir own group.

Clean-up

Reflection /

Rationale

I engaged with thestudents often askingthem probing questionsto help them learn more

by talking about theprocess they are takingthemselves through:

Analysis

This was especiallynecessary for low-status students. Igenuinely, but audiblypointed out positivecontributions thesestudents were making.

A public evaluationtook place, in order thatthe students recognisedand accepted this low-level studentsconstructivecontribution.

At the same time thestudents were givenchoice, they were awarethere was a structurewith clear limits.

Task 2 Day 3 was similar to day 2, only with lessinstruction from me about the task objectives.

Students reviewed what they had done fromthe day before. Students were asked if theyhad any questions about the task.

Students were asked to review any problems orissues I noticed from the day previous.

Students quickly re-engaged in the task theyhad set for themselves.

Reflection /

Rationale

Whereas advice and

comments werecontinuously giventhroughout the duration ofthis project, this day wasprimarily for me to giveformative feedback.

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Full Class

engagement in

area of expertise:

30 Minutes

10 Minutes

DAY 3

Lesson 3

10 Minutes

10 Minutes


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I asked the students who seemed to beworking alone to start working with a partnerand also for partners who have been workingwith one another to regroup with someone theyhad not been working with before.

I asked students to stop what they were doingin order to comment positively on things theynoticed other students were doing.

Students were asked what they were going todo next or what they would like to improve intheir own group.

Clean-up

Reflection /

Rationale

I posed individual andgroup problems for thestudents to discovermultiple ways to achieveresults for given situationsthat were naturallyoccurring.

This day was a chance forthe students to Thinkoutside the Box.

[My Probing Questions: Isee that you are doing thetask this way, is there anyother way you may dothis?]

Follow-up Students reviewed what they had done fromthe day before. Students were asked if theyhad any questions about the task.

Students were asked to review any problems orissues I noticed from the day previous.

Students re-engaged in the task they had setfor themselves with the knowledge they wouldfinish this task in half an hour. This was thefinal day to put the finishing touches on theassignment.

Students were given 10 minutes to group-reflect upon the essential questions in order fora small presentation to be made. If studentsdid not make a verbal presentation, they wereasked to write or sketch a small statement thatshowed how they contributed to the groupendeavour.

I explained the presentation protocol:

Students were to Listen and not

interrupt while a presenter was presenting.Questions and comments were saved until the

presenter was finished.

Students were to number each

presentation, taking quick notes or make smalldrawings with comments about the wall thepresenter was talking about. These were handedin along with each students self and groupevaluation.

Reflection /

Rationale

The students were lessinterested in thinking aboutthe process than they werein actually Synthesizingaproduct.

Students were easily ableto Evaluate their products,given the scaffolding thatwas built into the lesson

This kept each studentengaged andaccountable while otherswere talking. It alsoallowed for deeperreflection by me into thestudents understanding.

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10 Minutes

DAY 4

Lesson 4

10 Minutes

30 Minutes

10 Minutes

2 Minutes


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Learning Styles

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Students knew the classroom rules

and consequences should the rules not befollowed

There were four presentations with time forfeedback and questions from the students.

I asked for student summary and asked forevaluations and notes to be collected andhanded in for marking.

Additional

Activity

Foraccelerated learners orany student whofelt they had finished their task they wereasked to help another student in his or hergroup to finish the undertaking they were stillworking on.

Essentially, since this was a community project,if one group finished quickly, this group couldeasily join up with another group to help themfinish their task.

Reflection /

Rationale

Accountability andownership played animportant part because ofthe idea of theengagement in a

meaningful activity in thecommunity.

Evaluation Summative Assessment

Students were asked to make a presentation ordo a written statement, which talked about theircontribution to the group effort in reflection ofthe essential questions.

What is our topic or theme we havechosen to represent this element of acomputer classroom and why?

How can we represent our theme?

What is the most effective way torepresent out theme?

Students performed a secret self and groupevaluation. I collected this evaluation, but theresults were not used in the final grade.

The results did influence subjectively anoutcome where I felt the objective Rubrics didnot seem to be reflecting the proper outcome(mark) the student should have been receiving.

Reflection /

Rationale

Students were quite criticalof their own work andanalyzed the work ofothers compassionatelyand profoundly

Students understood the

concept of theme almostintuitively after goingthrough the process

The student evaluationswere very close to how Iwas evaluating thestudents throughout thefour days, but gave mesome insight where I mightnot have had it otherwise.There was a place forthem to put notes.

Accommodations It was my responsibility to have formativelyassessed students in order to prejudge whowas in need of some additional coachingtowards their strengths and interests.

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15 Minutes

5 Minutes


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For students who were lower-level learners orELL, they were be paired with either nativeEnglish speakers, students who were moreexperienced or students who were moretechnically advanced in order that thesestudents may help coach the less advanced

student.

The ELL and less advanced student also foundit useful to review handouts that had pictureson them for how to do specific functions withinMS Paint and Microsoft Word.

These student needed to representcompetently a working knowledge of how andwhy the tasks were finished the way they were.This was evaluated through verbal, written andfabrication techniques.

A NOTE: If one student has a question, it waswise to answer the question for the whole

class, as many more students seemed to beencountering the same problem.

Reflection /

Rationale

The chosen evaluationmethod gave thesestudents their ownopportunity forself-definition and ability forcreative expression.

My personalreflection using the Dimensions of Learning for this assignment:

Because the classroom and environment are neatly organised and the students know what to expect

theirattitudes and perceptions are already willing and able to perform any set task.

The students found this task was valuable and did not ask the question, Why are we doing / learning

this?

The students were also very clear what the task was because it was explained through multiple

means and was there for them to see every day, in case they forgot

Because of the built-in accommodations and additional activities, I applied to the ability of both the high

and low-level learners in the classroom

Students were able to Acquire and Integrate Knowledge through multiple means and had choice in

doing so

The students were able to apply and construct their own meaning, had to organise themselves, and

internalize the understanding they were doing or sharing with one another

Because of the nature of the project, students were also to shape their own environment and construct

models

From Day 1, students are Extending and Refining Previous Knowledge because they are building

upon things they have learned in the past

We are continually comparing, classifying, and abstracting through inductive and deductive

reasoning.

The students have constructed support for their chosen designs and through self and group

evaluations they are able to analyze their errors and different perspectives of the same project

The nature of the project gives students complete ownership of the room and allows them to completely

understand how they are using their knowledge meaningfully

The process naturally allocate decisions to be made and problems to be solved

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The students need to invent their own projects and experiment with different design parameters. They

investigate and analyze both formatively and summatively the whole system of the individual project,the board itself, the classroom and the groupings of individuals.

This project creates Habits of Mindbecause it initiates and perpetuates critical, creative and self-

regulatedthinking throughout most of the process.

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whole brain lesson plan for computers

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