Lesson 3: Reflection 3

The third lesson was about encryption, for grade 10. The learning objectives are Define the terms Encryption, Cryptography, Code, Cipher and Key, understand the uses of encryption and coding and to acquire and develop the skills of problemsolving, searching, communication and collaboration. My personal focus was to provide clear instructions and monitor students more closely.

As engagement part, I showed and tell students a story about pirates and how they are looking for the mysteries box. Students we really interested and attractive to this stage, and they were dying to know where is the box. However, to find out where is the treasure box, they have to go through a riddle and solve it. This stage I gave students the opportunity to use their sills of solving problem from 21st century skills, and integrating math in a topical ICT lesson. I really liked their enthusiasm about solving the riddle and finding the mysteries box. I thought about what Burner emphasized in his theory, and how we could generate students curiosity to foster their will to learn (Burner, 2006). After solving the case, students find out where is the treasure and it was in my handbag. I gave the one who solve the case a small gift to feel proud that she worked hard, and I praised the other for their trying (Kyriacou, 2007).

After we finished from the mystery case, I asked the students questions like what did you do to solve the case? What we call this method? I had scaffold their answers until one girl did say the word encryption, then students did give a good definition the word encryption and I started to explain the lesson.

Next stage was about the different between encryption and code. This activity was about student-centered; I divided the students in to 3 groups each group have to talk one paragraph. Group A takes paragraph about the codes and group B takes

paragraph about encryption. They have to read through it, and explain to each other. After that I will ask one from group A to explain to one girl from group B and so on. This stage gave students the chance to use and develop their communication and collaboration skills as part of 21st century skills that students should have. In this stage, students had the chance to develop their language and their thinking when they were working with more skilled peers. This stage called the ZPD, which was Vygotsky suggested in his theory of social development (Vialle,W., Lysaght, P. & Verenikina,I, 2008).

After that I had students use their computer to look for the uses of encryption. In this stage students been using computer as a tool for learning rather than a subject. Making them search and read about the uses of encryption, gave them the chance to develop their information literacy. After they finish finding what I have asked for, I had them to explain what they had found and give example. This step gave me the time to asset their understanding about the lesson. My assessing where more of formative assessment rather than summative assessment, because I had to give feedback in the same time they are presenting (Surgenor, 2010). This helped in increasing their motive and self-steam.

I really liked teaching this class, and Mr. Andrew enjoyed observing and he liked my way of applying what I have learned in the course in the lesson. I had the chance to repeat the lesson to other 2 classes, and I did not chance my activities. However, the one thing was different is me improving my skills in management as I was taking control of the class and make the students feel comfortable.

References:
Bruner, J. S. (2006). The will to learn. In Search of Pedagogy: Volume 1. 1st ed. New York: Routledge
Kyriacou, C. (2009). Effective Teaching in Schools (3rd ed.). Cheltenham: Nelson Thornes

Sorgenor, P. (2010, January). Teaching Toolkit . Retrieved May 30, 2013, from Summative & Formative Assessment: http://www.ucd.ie/t4cms/ucdtlt0029.pdf Vialle,W., Lysaght, P. & Verenikina,I. (2008). Handbook on child development 2E (1st ed.). Malbourne : Cengage Learning.