Thomas Adam Johnson | ict-design.

org

Edward Roy Krishnan Learning Styles 2008-02-08

Topic # of students Time Objective:

Whole Brain Lesson Plan for Computers

20 3 4 (1 Hour Lessons) Grade 4

Students will understand and apply knowledge of word processing and graphical user interfaces. The students will engage in a meaningful activity in their community, while the lesson 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 four groups 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 computer classroom 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 in partners or individually if they choose. Materials Computers Chairs Coloured Pencils / Markers Teacher posted the Scissors Essential Questions on Paper the wall, so that they are Digital Camera visible for reflection. Stapler / Staples Measuring tapes / Rulers Stick Tack Waste Bin / Recycle Bin

Review

Students should have working knowledge of how to use MS Paint and Microsoft Word.
10 minutes

DAY 1 Lesson 1

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]

2 minutes

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, Inserting Pictures]

10 minutes

2 minutes

Students were given a chance to retry the tools and save their small document for later use.
10 minutes

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

Thomas Adam Johnson | ict-design.org

Edward Roy Krishnan Learning Styles 2008-02-08

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

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 to print things out BIG for viewers of their work to see from greater distances. I demonstrated what a small version of something printed looked like and hung it on a wall compared to something large.

2 minutes

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 sometimes
harder to read fonts. Students were asked to have small discussions with their neighbours about different types of fonts. Students used their colouring utensils and paper to create examples of the different fonts and font sizes for display at the front of the classroom. Students referred to the computer to generate ideas for different types of fonts.

10 minutes

After the work was displayed, the students as a class talked about how each font worked to create a mood or feeling and which was useful in certain situations [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 student think would be seen with each certain type of font?]
2 minutes

Students demonstrated on the whiteboard, at the front of the class a quick drawing that went with each type of font. Multiple students were assigned this task at the same time with a chosen font that was already displayed on the board. (Scary Fonts=Scary Drawings, Cute Fonts=Cute Drawings) Introduction to Task
2 minutes

I began the lesson by asking openended questions with positive presuppositions (scaffolding): like? What does a computer classroom look

Reflection / Rationale The whole brain application was initiated in this lesson with the idea that students would have many different options for how they assembled themselves in the four groups. I guided the students only in regards to which wall they were to use and where they should meet as a group, in order to generate their ideas.

Is ours missing anything and what can we add? What do you think of when you think of computers? As a class, students brainstormed ideas that a general classroom should have and that a computer classroom should have. [Ideas included: Classroom Rules, Individual Student Work and Names of all Students, Parts of a Computers, Ideas about the computer / web / games / email]

Thomas Adam Johnson | ict-design.org

Edward Roy Krishnan Learning Styles 2008-02-08

10 minutes

I divided the groups up evenly and had groups choose which general idea they would like to explore with their wall. Students understood they were to reflect upon their topic / theme and each collaboratively created something that worked with the other group members pieces. Students also understood they should talk with one another often because one or more of the members of the group needed to explain or write how and why they chose to exhibit the way they did. Formative Assessment I asked the students individually to write down on a piece of paper which area of focus or strengths they felt they brought to the group project.

Reflection / Rationale This allowed the students the ability to create their own positive social interaction. This day was when the norms of collaborative work were essential to employ. Students were led through: Knowledge and Comprehension

Task 1

TEACHER EXPLAINED
10 minutes

DAY 2 Lesson 2

Students understood the lesson would involve math, in a sense that they would need to use the space effectively so that each area of concentration was getting the space that it needed. A General layout was determined. (Spatial Awareness) Students understood the lesson involved a presentation aspect where members of the groups would explain why they chose to create their display as they did. Students understood the lesson involved physical activity. A safety factor and physical lesson was explained in regards to reaching for higher areas around the classroom. It would be necessary for another student to ALWAYS hold the chair for the students who are climbing up in order to reach the higher wall-space. This would give students a lesson in responsibility and accountability. Students were told they would do a selfevaluation and group evaluation to determine task involvement. This would help to maintain accountability. Students are asked if there were any questions or if there was a need for follow-up.

Reflection / Rationale Students determined the task for each individual in the group. For example, some students wanted to begin using MS Paint to create drawings Application (Creative / Practical) Others wanted to begin drawing or colouring used Microsoft Word to Create Titles, Poetry and Stories to go along with their work. Application (Analytical / Creative) Others wanted to cut and assemble the printed pieces and use the internet for research to help with creating a 3D wall hanging / Sculpture. Application (Analytical / Practical)

Thomas Adam Johnson | ict-design.org

Edward Roy Krishnan Learning Styles 2008-02-08

Full Class engagement in area of expertise: 30 Minutes

Students grouped themselves accordingly to use one another to their fullest potential and interest in regards to their area of expertise or specialty. Natural leaders and committee arrangement occurred that determined the macrostructure of the final layout. Since the natural leaders were occurring, I intervened by empowering other students within their area of expertise. [i.e. Jimmy, I know that you are good at drawing and Sarah is good at speaking. Are you both going to contribute your strengths to this project this way?] Each student understood contribute in their own way. they were to

Reflection / Rationale I engaged with the students often asking them probing questions to help them learn more by talking about the process they are taking themselves through: Analysis This was especially necessary for lowstatus students. I genuinely, but audibly pointed out positive contributions these students were making. A public evaluation took place, in order that the students recognised and accepted this lowlevel students constructive contribution. At the same time the students were given choice, they were aware there was a structure with clear limits.

After the ideas were sorted out, the groups explained to me what they planned to do and who was going to be accountable for what task. Students were engaged in their chosen task working individually, with a partner or in a small groups setting.

Students followed their RUBRICS to see they were contributing to the degree they should be.
10 Minutes

I asked students to stop what they were doing in order to comment positively on things they noticed other students were doing. Students were asked what they were going to do next or what they would like to improve in their own group.

10 Minutes

Clean-up Day 3 was similar to day 2, only with less instruction from me about the task objectives. Students reviewed what they had done from the day before. Students were asked if they had any questions about the task. Students were asked to review any problems or issues I noticed from the day previous. Students quickly re-engaged in the task they had set for themselves. Reflection / Rationale Whereas advice and comments were continuously given throughout the duration of this project, this day was primarily for me to give formative feedback.

Task 2

DAY 3 Lesson 3

10 Minutes

Thomas Adam Johnson | ict-design.org

Edward Roy Krishnan Learning Styles 2008-02-08

I asked the students who seemed to be working alone to start working with a partner and also for partners who have been working with one another to regroup with someone they had not been working with before. I asked students to stop what they were doing in order to comment positively on things they noticed other students were doing. Students were asked what they were going to do next or what they would like to improve in their own group.
10 Minutes

Reflection / Rationale I posed individual and group problems for the students to discover multiple ways to achieve results for given situations that were naturally occurring. This day was a chance for the students to Think outside the Box. [My Probing Questions: I see that you are doing the task this way, is there any other way you may do this?]

Clean-up

Follow-up

DAY 4 10 Minutes Lesson 4

Students reviewed what they had done from the day before. Students were asked if they had any questions about the task. Students were asked to review any problems or issues I noticed from the day previous. Students re-engaged in the task they had set for themselves with the knowledge they would finish this task in half an hour. This was the final day to put the finishing touches on the assignment. Students were given 10 minutes to groupreflect upon the essential questions in order for a small presentation to be made. If students did not make a verbal presentation, they were asked to write or sketch a small statement that showed how they contributed to the group endeavour. I explained the presentation protocol:

Reflection / Rationale The students were less interested in thinking about the process than they were in actually Synthesizing a product.

30 Minutes

10 Minutes

Students were easily able to Evaluate their products, given the scaffolding that was built into the lesson

2 Minutes

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 small drawings with comments about the wall the presenter was talking about. These were handed in along with each students self and group evaluation.

This kept each student engaged and accountable while others were talking. It also allowed for deeper reflection by me into the students understanding.

Thomas Adam Johnson | ict-design.org

Edward Roy Krishnan Learning Styles 2008-02-08

Students knew the classroom rules and consequences should the rules not be followed
15 Minutes

There were four presentations with time for feedback and questions from the students. I asked for student summary and asked for evaluations and notes to be collected and handed in for marking. For accelerated learners or any student who felt they had finished their task they were asked to help another student in his or her group to finish the undertaking they were still working on. Essentially, since this was a community project, if one group finished quickly, this group could easily join up with another group to help them finish their task. Reflection / Rationale Accountability and ownership played an important part because of the idea of the engagement in a meaningful activity in the community. Reflection / Rationale Students were quite critical of their own work and analyzed the work of others compassionately and profoundly Students understood the concept of theme almost intuitively after going through the process The student evaluations were very close to how I was evaluating the students throughout the four days, but gave me some insight where I might not have had it otherwise. There was a place for them to put notes.

5 Minutes

Additional Activity

Evaluation

Summative Assessment Students were asked to make a presentation or do a written statement, which talked about their contribution to the group effort in reflection of the essential questions. What is our topic or theme we have chosen to represent this element of a computer classroom and why? How can we represent our theme? What is the most effective way to represent out theme? Students performed a secret self and group evaluation. I collected this evaluation, but the results were not used in the final grade. The results did influence subjectively an outcome where I felt the objective Rubrics did not seem to be reflecting the proper outcome (mark) the student should have been receiving. It was my responsibility to have formatively assessed students in order to prejudge who was in need of some additional coaching towards their strengths and interests.

Accommodations

Thomas Adam Johnson | ict-design.org

Edward Roy Krishnan Learning Styles 2008-02-08

For students who were lower-level learners or ELL, they were be paired with either native English speakers, students who were more experienced or students who were more technically advanced in order that these students may help coach the less advanced student. The ELL and less advanced student also found it useful to review handouts that had pictures on them for how to do specific functions within MS Paint and Microsoft Word. These student needed to represent competently a working knowledge of how and why the tasks were finished the way they were. This was evaluated through verbal, written and fabrication techniques. A NOTE: If one student has a question, it was wise to answer the question for the whole class, as many more students seemed to be encountering the same problem. My personal reflection using the Dimensions of Learning for this assignment:

Reflection / Rationale

The chosen evaluation method gave these students their own opportunity for selfdefinition and ability for creative expression.

Because the classroom and environment are neatly organised and the students know what to expect
their attitudes and perceptions are already willing and able to perform any set task. this?

The students found this task was valuable and did not ask the question, Why are we doing / learning 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 and low-level learners in the classroom

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

Because of the nature of the project, students were also to shape their own environment and construct From Day 1, We
students are Extending and Refining Previous Knowledge because they are building upon things they have learned in the past are continually comparing, classifying, and abstracting through inductive and deductive reasoning. 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

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

Thomas Adam Johnson | ict-design.org

Edward Roy Krishnan Learning Styles 2008-02-08

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. project creates Habits of Mind because it initiates and perpetuates critical, creative and selfregulated thinking throughout most of the process.

This