An average I.C.T lesson in the life of an E.B.D. teacher.
At the morning briefing I'm informed that the Maths Advisor will be observing my Maths lesson with the school Maths co-ordinator! Despair hits me and it's only Tuesday morning.
Do a quick check of my diary to see if it's a full moon and then look out of the window to see just how windy it is. O.K. so far.
The planned lesson is on number patterns and I've included use of our new interactive Smartboard in my planning booklet. It's only the second time I've used the Smartboard but I'm well planned and prepared, so here goes.
I have a mixed class of M.L.D. and E.B.D. pupils (mainly E.B.D.) working at levels W to 3. Lessons therefore have to be differentiated and well planned. The lesson follows the morning break and the SUN IS SHINING. A good start to any E.B.D. class lesson. The first part of the lesson, the mental maths, goes well in the classroom. The appearance of two strangers watching doesn't make things any different, yet. Ten minutes later we all head for the computer room for our " interactive" main lesson. The pupils file through chattering excitedly. The support assistant has set up the room already (essential part to remember) and the pupils sit in the chairs in front of the Smartboard. We discuss the previous days lesson looking at patterns in number So far so good. Suddenly I realise that all the pupils are sat to "attention"; arms crossed and sat looking at the board. This is unusual even I admit this (but it does look good with advisors in). Suddenly, I realise the pupils have remembered the last " interactive" lesson when I chose those pupils who were sat well, to come to the front of the class and move the objects on the board. Who was it that said that some pupils don't learn as quickly as others? All pupils seemed to remember this and to have the whole class concentrating on what I was saying was brilliant.
The main lesson went very well. We used the number square from My World and the pupils took it in turn to come to the front and look for the next number in the pattern and circled it. With such a large number square pupils were having quite a high degree of success. All the pupils were involved and each had a turn at coming out to the front and circling a number. The less able pupils circled the lower numbers and the more able circled the higher. One of the best parts of the lesson was the extensive mathematical language used. It was remarkable. Describing the patterns and using complicated terms of position was a great achievement for some of these pupils.
The next part of the lesson was independent work. The pupils each went to a computer and worked on individual number squares according to ability. When they had completed their square they had to discuss it with an adult and then they printed it out. With two extra adults in the classroom this was great and the pupils showed off and explained their work to whoever was nearest. The only blip in the lesson was when C and M both went over to the printer to see if their work had printed out and they began arguing over who's work would come out first. A swift support assistant intervened before things got out of hand.
At the end of the main lesson all the computers were switched off and we went back to the classroom for the plenary. All pupils had something to show for their mornings work. A computer printout is physical evidence and the pupils described their individual patterns in great detail to the rest of the class. At the end of the lesson the advisor told me to sit down and have a rest. She was worn out watching me and complemented me on the lesson. It was the first time she had seen the Smartboard being used. However, I have to admit that the introduction of the "interactive" lesson is a great bonus. As I have become more confident using it the pupils have benefited. Lessons are FUN, and varied even when the moon is full.
TIPS 1.To avoid arguing at the computers I now ask all the pupils to copy their work on to their disc first and then make sure that an adult is near the printer when work begins to get printed, 2. Each pupil has their own disc to record their work onto and they use this instead of a workbook. They also enjoy looking at the different work that they have completed. 3. Always have the Smartboard set up before you go into the computer room. This avoids a lot of unrest, potential outbursts and arguing, as you can't give all your attention to the pupils. 4. Experiment.
Jan Yoxall, Holmwood School, Middlesbrough, 2000
