Teacher's+Page


 * Joint Statement**

This assignment required us to plan 4 lessons which incorporate 3 different forms of ICT. We have decided to present our LOTE lesson to the class. With regards to this class, we will be presenting 2 forms of ICT in this 45-minute lesson. Namely, Microsoft Word and Internet Explorer will be incorporated in this class. We had to begin planning this task with the Project Plan so we were clear on who was to do each task and when it is to be completed. Then we designed a Mind Map that clearly outlines how our lessons are based around the Curriculum Framework. Then we wrote a Forward Planning Document which covers our 4 lessons and what we aim to achieve in each of them. In terms of the ICT we were going to incorporate, we wrote up specifically how these forms of ICT were to be used in our lessons and why we chose them.Our aim through our lessons was to give students at year level 3 an insight into Ancient Rome. We designed a LOTE lesson, Maths lesson, S&E lesson and English lesson to involve our students in this subject area. Our LOTE lesson will be named Ancient Rome and will require students to investigate common Italian terms and come up with their English translation. From this they can have a go at an online Italian game to build their understanding of these terms. Once they have attempted the game they can then begin a power point presentation which involves the terms they have learnt in the lesson. They should create the power point in a way they feel their peers would be able to learn some Italian words and use images, animations, text and sounds to do so.This lesson will be accessed by students via the WebQuest we will produce for our WikiSpace. The WebQuest will cover aspects of our assignment including: Introduction, task, Process, Evaluation, Conclusion and our Teacher’s Page. All our planning documents will be found on the Teacher’s Page.


 * Project Plan**


 * **Task to be Performed** ||  **Group Member Assigned**  ||  **To Be Completed By**  ||
 * Project planning – steps 2 and 5 ||  Marie  ||  11/03/12  ||
 * Project planning – steps 3, 4 and 6 ||  Ben  ||  11/03/12  ||
 * Project planning – steps 1, 7 and 8 ||  Marie and Ben  ||  11/03/12  ||
 * Proto-type – LOTE lesson ||  Marie and Ben  ||  26/03/12  ||
 * Publishing – LOTE lesson ||  Marie and Ben  ||  2/04/12  ||


 * Mind Map**



We incorporated different forms of ICT into our lesson in order to increase involvement, interest and learning amongst our students. For example in our LOTE lesson students will be able to access a list of Italian words from the WebQuest that they are to research the English meanings of. This is in Microsoft word format so is to be downloaded and edited. Because the students are very young a simple form of ICT is good, as all of them would have used it at some stage. The next step of the lesson requires students to follow a URL found on the WebQuest. This will open up a site containing educational Italian language games. Students begin the ‘Italian Phrases’ game and can refer to the word document they had just completed. Once students complete the game they create a powerpoint show which they believe they could use to teach Italian phrases to their peers. This is a good opportunity for students to develop their ability to use animations, sounds, text and images in Microsoft powerpoint.
 * How are we utilising ICT**

As our students are only grade 3, we will not use extremely challenging forms of ICT (e.g. Microsoft Excel) as this may make the task difficult for some students and cause them to lose interest. The whole point of incorporating ICT into our lessons is to increase interest and involvement. This is why for our English lesson we have used Paint; our S&E lesson, Word; and our Maths lesson, Powerpoint. These basic forms of ICT are ones which most students would have come across before and can learn quickly if they are not familiar with them.

- Students need to be able to recall specific landmarks and places - Students need to be able to recall on some of the ways that the ancient Roman’s lived - Students need to be able to recall on major places, foods and activities that they have learned - Students need to be able to write to 10 in roman numerals - Students need to be able to participate in the interactive game online || - Changes in size/population of Rome (from ancient to present) - Learning key landmarks - Look at how ancient Romans lived - Italian lesson - Learning major places, foods, leisure activities, etc… - Learning roman numerals - Interactive game – see, “Resources” || - How big is Rome? - What are some major landmarks? - What has changed from ancient Rome to now? - What were some of the clothes they wore? - What did the ancient Romans do for work? - What were their favourite sports? - What food do they eat? - What do they like to do in their spare time? - What are some of their hobbies? - Students view and read Italian text - Can students write from 1-10 in roman numerals? - Students can apply addition and subtraction to sums || - Smart board to show videos from YouTube – the students are also asked to write answers on the smart board - A game or quiz about ancient Rome, on the internet - Google images http://www.factmonster.com/math/roman-numeral-game.html ||
 * Forward Planning Document**
 * **WEEK / LESSON ** ||  **OUTCOME FOCUS **   **SPECIFIC LESSON OBJECTIVES **  ||  **ASSESSMENT **   **(WHAT & HOW) **  ||  **LEARNING EXPERIENCE including PROVISIONS FOR LEARNER DIVERSITY and KEY QUESTIONS **  ||  **RESOURCES **  ||
 * **1** **2** **3** **4** || - Students need to be able to recall on some interesting statistics that they learned

Ancient Rome is a task that incorporates the constructivism learning theory. Constructivism involves generating personal meaning from the LOTE lesson that we teach. This is achieved by building on the information and skills that the students already acquire. We believe that this task involves students in all the major attributes of constructivism, namely: Active, constructive, authentic, cooperative and intentional. By basing these on skills, and by involving themselves with the key attributes of constructivism, we believe that the students can gain sufficient knowledge, and therefore, learn better.
 * Learning Theory**


 * **How we show this in Ancient Rome ** ||
 * **Active ** || * Students can design what they like
 * Students are prompted to use their imagination, with regards to designing ||
 * **Constructive ** || * Students are prompted to be creative, particularly when using the Paint program
 * Students can become active with regards to the online Maths game ||
 * **Authentic ** || * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Can relate the things they learn with real world experiences ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Cooperative ** || * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Students working in pairs to reach the objectives of the lessons
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Students can further their knowledge by sharing it with other students in the class
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Students can seek teacher help for further learning ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Intentional ** || * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Students are able to set goals with regards to planning ways to make their work look appealing ||

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Constructivism works also with ICT in our task. For example, we will get the students to use Paint, Microsoft Word, and Internet Explorer (online games), to further highlight the above attributes.