Using ICT to Promote Children’s Learning By Nicola Beasley ( )

My Resource Contents Page Information Page Game

LessonObjectiveLesson ActivityAssessment How the resource is used Lesson 1  To recognise the common letter string of ‘ing’.  To realise that you cannot just add ‘ing’ to some words.  To know that their patterns and rules for adding on ‘ing’.  Elicitation activity. -Play the game as a whole class  On whiteboard demonstrate to children how you cannot just add ‘ing’ to some words.  Allow children to experiment with different words on personal whiteboards.  Can children see a pattern when adding on ‘ing’?  Observation and questioning of children during game - Who takes part? - Who makes correct judgements? -Who does not get it correct?  Questioning of children at the end of the lesson when discussing patterns. Game Unit of Work (Lesson 1)

Unit of Work (Lesson 2) LessonObjectiveLesson ActivityAssessment How the resource is used Lesson 2  To add ‘ing’ to verbs with a long vowel sound.  To add ‘ing’ verbs with a short vowel sound.  Ask children to add ‘ing’ to verbs with long vowel sounds and verbs with short vowel sounds. -What is the pattern?  Talk through the relevant information pages  Working through a list of words on the board children to add ‘ing’ correctly and write them on whiteboards.  Quick fire questions to see if children can follow the spelling rule quickly.  The words children have written on their whiteboards.  Questioning at the end of lesson to see if children can recall the spelling rules. Information page

Unit of Work (Lesson 3) LessonObjectiveLesson ActivityAssessment How the resource is used Lesson 3  To add ‘ing’ to words ending in ‘e’.  Display the relevant information page  Focus on the words and letters moving around the screen.  Emphasise the fact that the ‘ing’ pushes the ‘e’ out of the way.  Working through a list of words on the board children to add ‘ing’ correctly and write them on whiteboards.  Provide children with a list of correct spellings ending in ‘ing’ and incorrect spellings – can they correct them?  Questioning during input to ensure children understand  Marking final piece of work. Did children recognise the incorrect spellings and successfully correct them? Information page

Unit of Work (Lesson 4) LessonObjectiveLesson ActivityAssessment How the resource is used Lesson 4  To consolidate learning from lessons 1, 2 and 3 and apply knowledge.  Children to work independently on computers.  Children to work through the information pages.  Children to play the game.  Children to make a judgment as to whether they think they can add on ‘ing’ to verbs.  Observation of how children tackle the task.  Observation of how long it takes to complete the game.  Children’s self assessment as to how confident they are adding ‘ing’. Game

Unit of Work Links with the National Curriculum KS2: English - Spelling 4c: to apply knowledge of spelling conventions 4d: to use knowledge of common letter strings 4f: to revise and build on their knowledge of words and spelling patterns 4g: the meaning, use and spelling of common prefixes and suffixes 4h: the spelling of words with inflectional endings ‘During key stage 2 pupils use a wider range of ICT tools and information sources to support their work in other subjects.’ (DfES, 1999) Working with Year 3.

Whole Class ‘The IWB can provide a medium for a more dynamic and interactive lesson.’ (Wheeler and Winter, 2005, p22) Using the interactive whiteboard to display the resource will ensure that it is a collaborative task. (Wheeler and Winter, 2005)

Independent Work Opportunity for independent assessment. Can be edited to make sure that it is not ‘bolt on activities unrelated to the main objectives.’ (Rudd and Tyldesley, 2006, p57) and that the task meets the needs of the individual. Wheeler and Winter (2005) and EffectiveICT.co.uk (2010) agree that teachers and pupils think that ICT make lessons more fun.

Benefits of the Resource Captures children’s attention – ‘Presentation software enables teachers to show ideas dynamically.’ (Rudd and Tyldesley, 2006, p41) Printed Text – Allows children to see words spelt correctly in clear, printed text. (Sutch and John, 2005) Speed of feedback – ‘Software programs provide feedback in response to student actions.’ (Sutch and John, 2005 and Early Education Support, 2002)

If I design my resource again… For learning – use more visual stimuli on the information slides to support children’s understanding of the spelling rules. For assessment – set the slideshow up so that I could record how many attempts it takes on the game to find the correct answer.

Bibliography DfEE & QCA (1999) National Curriculum. London: Department for Education and Employment Qualifications and Curriculum Authority. Early Education Support (2002) ICT in the pre-school: a benign addition? Scotland: Learning and Teaching Scotland. Gardner, H. (1993) Multiple Intelligences: The Theory in Practice. New York: HarperCollins. Rudd, A. and Tyldesley, A. (2006) Literacy and ICT in the Primary School. London: David Fulton Publishers Ltd. Sutch, D. and John, P. (2005) ‘Promoting Literacy with ICT’ in Wheeler, S. Transforming Primary ICT. Exeter: Learning Matters Ltd. pp. 26 – 46 Wheeler, S. (2005) ‘ICT and Creativity’ in Wheeler, S. Transforming Primary ICT. Exeter: Learning Matters Ltd. pp 132 – 143. Wheeler, S. and Winter, A. (2005) ‘ICT: Winning Hearts and Minds’ in Wheeler, S. Transforming Primary ICT. Exeter: Learning Matters Ltd. pp