planning to teach an ict lesson

1. Submitted by
Bhagavathy S
18BDP08
St.Ignatius College
of Education

2. OBJECTIVES
 To know about the learning aims
 To know about the learning objectives
 To prepare learning aims and objectives for an email
lesson
 To know about the jigsaw of lesson planning

3. INTRODUCTION
 A lesson plan is a planning tool, containing all the
information and decisions we need to consider before
setting foot in a classroom.
 Strategies which can help the teacher are highlighting on
the lesson plan only the key points, transposing the key
points onto a single piece of paper for easy reference.

4. LEARNING AIMS
 AIMS – What do we want to achieve?
 Learning aims state what you want your pupils to
achieve.
 The purpose of a learning aim is to provide direction,
context for the learning.
 Teachers should be able to interpret, evaluate and refine
existing aims.

5. LEARNING OBJECTIVES
 OBJECTIVES – What will they learn?
 Learning objectives provide focus on learning rather than
activities.
 Learning objectives should be shared with the pupils so
that they understand the purpose of an activity.
 Start by getting your main ideas down and then use a
framework to go back and improve the objectives.

6. LEARNING AIMS AND OBJECTIVES
FOR AN EMAIL LESSON
Learning aim:
 Pupils can select the most appropriate method to
confidently communicate information using digital means
effectively, safely and responsibly.
Learning Objectives:
 Pupils know the key vocabulary.
 Pupils know how to send, receive and
attach.
 Pupils know the potential dangers of email – contact with
strangers, malware, phishing.

7. LEARNING OBJECTIVES
USING BLOOM’S TAXONOMY
1. Pupils recall the key vocabulary and use it in their work.
(Remembering/ Understanding)
2. Pupils demonstrate the practical skills of sending,
receiving and attaching. (Applying)
3. Pupils identify the potential dangers of email – contact
with strangers, malware, phishing. (Analysing)

8. THE JIGSAW OF LESSON
PLANNING
 The actual process of planning the lesson is rarely a
linear (step-by-step) experience; it is more like doing a
jigsaw.
 The teacher will develop ideas and elements, then see how
they fit and go back and modify the lesson until the
teacher have a workable plan.

9. GRAPHICAL
REPRESENTATION OF THE
JIGSAW OF LESSON PLANNING
https://youtu.be/0Xs54q-_O5M

10. BASELINE QUESTIONING
 Find whether the students are having prior knowledge
about the concept or not.
 It is similar to motivational questions.
 Ask the students some simple questions according to their
level.

11. GENERATING IDEAS AND
SUBJECT RESEARCH
 Ideas for activities come from different sources.
 ICT textbooks and online resources offer a range of ideas
which can be adapted into useful classroom activities.

12. ACTIVITIES, OUTCOMES
AND ASSESSMENT CRITERIA
 Activities – What will they do?
 Outcomes – What will they produce (or what questions
are they able to answer)?
 Assessment Criteria- What are the quality criteria that let
you know what they have learned
and the extent of their expertise?

13. STRUCTURING
 Organizing ICT projects within the time available is
challenging.
 Be realistic in the time you allocate to activities.
 If tasks are complex, break them up into manageable
time chunks and tell them how long they have for each
part.

14. BUILDING-IN WIDER
CURRICULUM OPPORTUNITIES
 Cross - curricular links could be used to provide an
integrated context which makes sense to pupils.
 Example – The increasing use of robots in industry can
lead to unemployment which
may be a current theme in
history or citizenship.

15. PERIPATETIC STAFF
 Teachers are frequently supported in class by range of
adults including teaching assistants, special needs
assistants, classroom volunteers and trainee teachers.
 Forming a professional relationship is vital to make the
best use of this invaluable resource.

16. EVALUATING THE LESSON
 Reflecting on and evaluating the lesson shortly afterwards
will help you at one level to remember the key points you
need to cover next time and at a deeper professional level
to become a better teacher.

17. CONCLUSION
 Lesson plan plays a vital role in the teacher’s life.
 It helps them to present their best.
 It should be an organized one for the welfare of the
students.
 Learning aims and learning objectives should be clear.
The lesson planning should also be clear and appropriate
to the student’s level.

18. REFERENCES
 Simmons, C. & Hawkins, C. (2009). Teaching ICT. New
Delhi : Sage Publications.
 Sagar, K. (2006). ICTs, and Teacher training. Delhi:
Authors Press.
 https: //www.researchgate.net/…/ict
 https://www.slideshare.net/ictinlearning

19. THANK YOU