OER4Schools/Effective use of ICT: Difference between revisions

PDF file: http://www.vvob.be/vietnam/?q=toolkit-ict-atl  

Website: http://www.ict4atl.org

 

1. Share out all the netbooks – make equal sized groups (or pairs if there are enough machines). Groups needs to have mixed reading and writing ability.

4. Each group brainstorms words related to the topic that they might want to use in a story or piece of writing. They type the words straight into the Etherpad under their group names (leave a blank line under the names), sharing and rotating the netbook so again everyone generates and types at least one word.  

5. When you judge that they have written enough (a few words per group is fine), ask them to look at the other groups’ words (but not before, so they don’t copy). Show them how to scroll if necessary. Discuss  with them how many words are the same across groups. Are there any particularly interesting or novel words? If so, point them out and ask the author to explain how their word fits the theme, but don’t spend too long on this. If there are spelling mistakes, ask other children to correct them.  

6. Each child writes a short story or factual paragraph in their books, drawing on the words generated by the class; they should try to include as many as they can, forming proper sentences with them, and adding in any other words they want to. Ask them to try not to repeat words but to make the sentences as varied as they can, and to make sure they include some ideas from other groups as well as their own.  

Learners should pay the usual attention to punctuation, grammar etc, as appropriate for their age. Teacher circulates to see how they’re doing and illustrates / reminds them of what they need to do if necessary, but lets them make their own choices about what words to use.

Differentiation: Some learners will be faster than others; allow the slower ones to write less in the time available, but encourage the faster ones to write longer pieces using more of teh shared words, and to proofread carefully what they have written.

Alternative: You might want the group to write the story or paragraph together instead? So only one child writes while all of them make up sentences. Only one book will contain the writing of course, but the group may benefit from having collaborated. Or they can work together anyway and each write the same sentences down, helping each other with spelling and punctuation.

Alternative:  If you found a group was particularly adept at using the computer earlier, they can try typing their story into Etherpad, working together on a single story. But if they are very slow at typing, they should write by hand instead.

To help your students type faster, before or after this lesson:

Activities you could do with Etherpad when your students can type faster:

Writing a story together (each student in each group writes a sentence that follows on from the previous sentence)

Students type a question they are curious about, and other students respond. (eg “Why is the moon only out at night?”)

 

{{activity|whole group discussion}} Discuss the issues and any pitfalls you anticipate. What are the outcomes you would like – what should the students be writing? Change the plan a bit if necessary, to suit your own learners.

collection of significant change (SC) stories emanating from the field level

systematic selection of the most significant of these stories by panels of designated stakeholders or staff

collective reading of the stories aloud and regular and often in-depth discussions about the value of reported changes

 

Record what participants say in a permanent form - in writing or electronically so we can refer to them later on. Make sure it is recorded on video / audio.  

Come to the teacher lab at least once this week to learn more ICT skills.

Familiarise yourself with “EtherPad” on the netbooks.