After seeing how my classroom took to activities in the Mathematics lesson previous to this, I decided it was time to implement a Mathematics lesson, my very first practical lesson.
I decided to develop and implement a lesson based on the Strand of ‘Measurement’, with further detailed attention paid to the Substrand of ‘Mass’, of the Board of Studies K-6 Mathematics Syllabus (2002).
NSWIT Professional Teaching Standards Element 4.1.5 expresses that an effective teacher must:
“Use a range of teaching strategies and resources including ICT and other technologies to foster interest and support learning” – NSWIT, 2006.
In order to implement a variety of teaching strategies and resources to support the learning of my students, with the accessibility of the SMART board, I developed the following activity in order to allow a practical approach to learning about Mass. Here are 2 screen shots for people without SMART software. Anyone who has access to SMARTboard software can access the lesson at this location: My Smartboard Presentation
The first picture illustrates a scale, with the information on what the position of scale arms depicts. This is brief with a reintroduction in to what the students already know. The second picture shows one of the final activities of the day, with a locked scale. The students can drag the items from the right, drop them on to the scale, and label them in order to physically depict the equation below the scale. This allowed for myself as a teacher to target the kinaesthetic, visual and auditory learners through application of cue/prompt words and a physical expression of the question at hand.
I found that as I could unlock, and change the numeric values of the algebraic fractions, I could allow students with less understanding of the task to come out the front and attempt to answer the question, where I had full control of the difficulty of the task.
Technology is fast expanding, with improved quality work being developed as each day passess, so why not utilise this in the classroom? As teachers we must first remember that it is not as important to be full of resources, than it is to be resourceful. We as teachers must understand that if we are to utilise ICT forms, we must use them well, in developing content rich activities for our students, with a great application of the pedagogies present as stated in the ACARA national curriculum (National Curriculum Board, 2009). Grabe (2007) believes knowledge of the pedagogies must be implemented in the form of meaningful learning activities to allow for children to be provided with a positive learning environment, in order to foster learning in the classroom.
So when we as teachers are developing ICT activities for our students, we must consider how we are to utilise this resource in transmitting the information we have, into the brains of the students in front of us. After all, that is what teaching is, isnt it?
Until next time,
Also, Here are some interesting and informative examples for ICT implementation in a lesson. Just click on the hyperlinks and you will be taken to the pages, or copy and paste the (link) in your toolbar.
Grabe, M. & Grabe, C. (2007). Integrating tehcnology to meaningful learning. Boston, MA: Houghton Mifflin Company.
National Curriculum Board. (2009). ACARA, Shape of the Australian curriculum: English. Retrieved from http://www.acara.edu.au/verve/resources/Australian_Curriculum – English.pdf
New South Wales Institute of Teachers. (2006). Professional Teaching Standards. Retrieved 22 March, 2014 from
NSW Board of Studies (2002). Mathematics K-6: Syllabus 2002. Sydney: NSWBOS