Professional Documents
Culture Documents
November 3, 2014
Time
12:20
SST
Mouza Alhebsi
Grade 8
Lesson
No of
28
Ms excel basics of excel
unit/page
students
Context of the lesson
This lesson is the first lesson in ms excel. It is about the basics of the program.
Teaching goal
The overall aim of the lesson is to teach the basic tools of the program and let them understand the basic
tools.
Learning objectives
By the end of the lesson. Students will be able to:
Start to use excel program.
Identify the basic tools.
Understand basic chart terminology.
Assumptions about prior learning
They know that excel is one of the Microsoft programs but they havent use it before.
Anticipated problems and possible solutions
Some students will find difficulties to identify the basic tools so, I need to make sure that everyone is paying
attention when I am explaining the lesson.
Students might make some noises so, I will use the bell to get their attention.
Students might be sleepy so, I need to make them active by using small games.
Personal focus for this lesson
Be more animated, monitor children more closely, sounds level.
Target language
Quick access tools, ribbon, cells, column, rows,
active cells, worksheet, schedule, tabs
Teacher language
Now I want you to back to your desks to
complete the worksheet.
What we call this tool?
What does the taps include?
TP3b 2013-14
Lesson Procedure
Time/
stage
1.
Engagement
5 mins
2.
Building
knowledge
10 mins
Bit longer than
10 minutes
3.
Transformation
10 mins
Teacher activity
(T will )
Warming up: Introducing the lesson.
T will give each group a puzzle to solve it. In this puzzle they have to
order the given picture which is a picture of beehive and behind the
picture there is a tittle of the lesson. (I will link the lesson with the
beehive because of the cells in excel program).
Each group will have a chain of letters. These letters linked together to
make one word which is reward. The letters will be covered and when
the group will answer or participate their leader will reveal the first
character. The group who will reveal most of the letters will have a gift
at the end of the lesson.
Background: explaining the lesson
T will ask students if they studied this lesson before or have they used
it or if they have a background about it.
Identifying the characteristics of the program and for what we can use
it.
T will start to explain the basic tools in the program and how they use it
and define the important terminology.
T will ask the learners to repeat the main terminologies.
Student activity
(eg. In groups ss will )
Students will be working
together as group to solve the
puzzle.
Tutor Comment
Very easy was there
meant to be any
challenge?
Ball game:
After explaining the main tools of excel T will use a ball to choose
students randomly to answer the questions that related to the tools to
test them.
T will complete the last part of the lesson.
Worksheet:
T will ask students to back to their desks and open the program
(excel).T will give students a worksheet to write the names of the tools
that they studied by their own and through using their computers.
T will walk around the learners to mark their answers.
Okay
4.
Presentation
10 mins
TP3b 2013-14
5.
Reflection
5 mins
TP3b 2013-14
Homework:
Students who will finish will have to do their homework.
Teacher will reward the best group.
Shows initiative, enthusiasm, active participation and engagement in the classroom and school
Shows evidence of working collaboratively and cooperatively with mentors, peers, colleagues, and (where appropriate) parents, in a sensitive and effective
manner
Displays a high standard of professional behavior, which includes punctuality, personal organization and presentation
Planning for Learning
Presents lesson plans in a clear, detailed professional way showing evidence of the analysis of target content and process skills used in lessons
Differentiates activities across a range of abilities to help students reach their potential
Shows a clear, student-centered focus on the lesson plan and limits teacher talk time (TTT)
Continues to create appropriate pair and group work activities to facilitate learning
TP3b 2013-14
o
o
o
Content
Processes
Critical Thinking
Uses a range of student-centered interaction patterns and manages pairwork, groupwork, individual and whole class tasks appropriately.
TP3b 2013-14
Classroom management
Uses classroom space and furniture effectively and safely to improve learning
Uses resources and equipment effectively to engage all students (e.g. board, ICT, AV equipment for listening, posters, realia, displays, textbooks, storybooks)
Provides a math and language rich environment (displays, including student work)
Establishes and maintains rules and clear routines for behavior in the classroom consistently
Communication skills
Builds rapport through interaction with students while maintaining a professional teaching demeanor
Uses appropriate body language, eye contact, gestures and voice to maintain an effective classroom presence.
Provides appropriate feedback to children to enhance learning and encourage co-operative behavior
TP3b 2013-14
Marks and monitors learners work providing constructive oral and written feedback
Assesses and records each learner's progress through observation, questioning (concept checking), testing and marking
Reflection
Reflects thoughtfully upon own practice with relation to HCT teaching competencies
Reflects on their own, and their peers teaching, through online discussion, oral post-lesson discussion, reflective writing, and peer observation
Reflects upon own teaching and uses this process to improve practice
TP3b 2013-14
Feedback
(focus on competency areas)
TP3b 2013-14
Summary
Classroom management
-
Good questioning/eliciting techniques. But - Where they higher order? Or Y/N ?s. Was
this a knowledge based lesson or a inquiry based lesson?
The PPT had all the information necessary for the lesson.
Teacher talk was predominating. Was there a lot of learning by doing? - See
suggestions below.
Seemed comfortable with the Ss. Had a firm but gentle manner in the classroom. Once
Ss were doing the w/sheet, you spent more time out from behind the desk.
IT Data show was not turned on. Got the Ss to get organized (seating) as the Data
show wasnt working.
Monitoring learning
-
Assessing Ss learning got to throw a ball around. The person hit had to answer the
question. Good way to increase motivation/also assesses understanding.
TP3b 2013-14
Went around when at the computers to make sure Ss were okay. Not intrusive.
Suggestions
What affect does standing behind the desk have on the Ss? Do you have to be there in
the first 20 minutes? Second part of the lesson was great. Much more Ss centred/walking
around etcetera.
Dont forget to get the ICT all sorted before the lesson.
Learning How much talking should the teacher do? What is the % of TT to Ss talk in your
lesson?
Was there enough challenge. Some girls seemed to know this. What do you think?
Would you change something if you did it again? Have you thought about
differentiation? Have you tried it before?
What about at the end. A lot of the Ss were finished and just talking. What could you
do to make them apply what they had learnt during the lesson?
Personal Focus for next lesson
For the next lesson I will focus on changing my standing area by walking around the classroom
while explaining to monitor students.
The second thing is preparing extra work for the students who finish their work early.
Prepare a hard copy of the explanation or (ppt) to use it if there is an ICT problems.
TP3b 2013-14
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TP3b 2013-14
11