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Date

November 3, 2014

Time

12:20

SST

Mouza Alhebsi

B.Ed. Teaching Practice Lesson Plan


Student
Halima Abdulla
teacher
School
Quba
Class

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?

Main tasks or activities


Warming up
Ball game
Worksheet
Homework
Consider these grouping strategies:
Individual work
Group work
Whole class

Resources and teaching aids


realia, WB, PowerPoint, papers

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Consider where the children are working:


In front of the classroom
At their desk

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?

Students will be focusing to


teachers explanation and
participating with her.

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.

Students will be answering


and telling the names of each
tools that we will cover.

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.

Students will back to their seat


and open excel program to
start answering their
worksheet.

Good to motivate the


Ss

Okay

4.
Presentation
10 mins

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5.
Reflection
5 mins

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Homework:
Students who will finish will have to do their homework.
Teacher will reward the best group.

If the students finished early


they will do the homework and
the winner group will get their
gifts.

Teaching Practice Competencies Year3


Professionalism and Understanding
Professional growth
Continues to show commitment to the teaching profession and personal growth as a teacher and learner

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

Gives peers constructive feedback

Displays a high standard of professional behavior, which includes punctuality, personal organization and presentation
Planning for Learning

Planning activities and lesson aims

Plans in consultation with MST and MCT with greater autonomy

Plans lessons which provide challenge

Presents clear scientific aims

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

Develops materials showing recent approaches to teaching

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

Prepares carefully structured activities aimed at teaching in your subject specialism:

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o
o
o

Content
Processes
Critical Thinking

Prepares enough materials for all students

Implementing and Managing Learning


Language and delivery

Grades own language to the level of students

Uses a range of student-centered interaction patterns and manages pairwork, groupwork, individual and whole class tasks appropriately.

Uses a variety of effective teaching/learning techniques

Maintains target language focus throughout the lesson

Uses clear instructions to orchestrate classroom activities

Provides clear and effective models/demonstrations of classroom tasks

Uses a range of effective questioning and elicitation techniques

Manages smooth transitions between activities.

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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)

Manages class time effectively

Maintains pace and motivation

Provides a math and language rich environment (displays, including student work)

Establishes and maintains rules and clear routines for behavior in the classroom consistently

Acts responsibly and decisively in response to exceptional circumstances.

Uses appropriate (positive) strategies to manage student behavior.

Uses appropriate strategies to encourage and maintain active student participation

Establishes and maintains a safe and supportive learning environment.

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.

Creates a positive and active learning environment in the classroom


Monitoring and Assessment

Assesses how well learning objectives were achieved

Provides appropriate feedback to children to enhance learning and encourage co-operative behavior

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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

Recognizes the level to which each learner is achieving

Uses different kinds of assessments appropriately for different purposes

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

Discusses and justifies own pedagogical decisions

Demonstrates ability to discuss students development with mentors

Uses feedback from mentors to improve future performance

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Feedback
(focus on competency areas)

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Summary

Classroom management
-

Standing behind the desk (1st 3 minutes) see suggestions below.

Transitions between activities were smooth.

Muntaz what does this really mean?

Language and delivery


-

Language was well modulated. Good tone friendly but firm.

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.

Instructions are clear and concise.

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.

Planning for learning


-

Lesson plan asks for prior learning to be explored.

Lesson objectives on the board.

IT Data show was not turned on. Got the Ss to get organized (seating) as the Data
show wasnt working.

Information on the programme was shown/discussed/questioned.

Worksheet and Excel spreadsheet work.

Pace of lesson was better at the end.

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.

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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.

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