Name: ______________________________

B.Ed. Teaching Practice Lesson Plan

Date
28th October 2014

Student
teac
her
School
Class
No of
students

Noora Saeed

Time
10:55 11:35
Ahmed bin Majid School
Andrew Johnston
MCT
Grade 3 section 3
Lesson
ICT keyboard
25 approximately
unit/page (use keyboard in right way )
Main Lesson Aims
The lesson about how to use keyboard. The overall aim of the lesson is to develop students
knowledge and understanding of how to develop typing and using the right way of putting hand on
keyboard.
Objectives: at the end of the lesson students will be able to
- Identify the three rows of keyboard which are home, up and down.
- Recognize how to put hands on the keyboard
Learning outcome:
Be able to put their hand in right way
Be able to name each rows like home, up and down.
Assumptions about prior learning
Students know that keyboard is of computer part which we use it to write information in the
computer.
Anticipated problems and possible solutions
Problem with computer. I will use the whiteboard to explain lesson, cards.
Personal focus for this lesson
- Level of the voice
- Body language by using gesture
- Eye contact
- Communicate with students
- I will give students clear instruction
Target language
- Howe rows
- Up rows
- Down rows
Main tasks or activities
-I am going to use computer for to explain
lesson and show SS video
- Worksheet.
- smart white board to explain lesson
Grouping:
Ask students question > whole class
Jigsaw activity > group
Discussion > whole class
Complete poster of keyboard > groups

TP1b

Teacher language
- What is the keyboard?
- Why we use keyboard?
- There are some keys that we learnt before who
can show me what keys that we learnt?
Resources and teaching aids
-computer to present lesson and activity through
using data show such as video and photo of
keyboard
- Cards for jigsaw and poster.
-worksheet homework
Consider where the students are working:
They will work in their normal place.

Name: ______________________________

Time & stage

1.
Engagement
7 min

T-S

2.
Build knowledge
10 min

T-S

3.
Transformation
15min

T-S

4.
Presentation 7 min

5.
Reflection 5min

TP1b

Interactio
n
(SS/SS/S-T)

S-S

T-S

Lesson Procedure
Teacher activity
(T will )
Teacher will divide students in four or five groups
depend on pupils number, and each group will have
envelop of jigsaw game. Inside envelop they will have
pieces of picture and student need to organize it to find
out what is the picture. After completing photo T will
ask students several question about photo such as
1- What do you know about keyboard?
2- What is the function of the keyboard?
3- What things you see in the keyboard?
Teacher show learners keyboard in smart board and ask
students to come to the front to show what keys they
already know from previous lesson. Then teacher will
show students video about topic and ask students what
you noticed or what do you see in the video.
Teacher teach students how to use keyboard in good way
through using smart board. In addition, there are some
new vocabulary student will learn during teacher
explanation such as home row, down row and up row.
Teacher will give students activity which requires
students to work in groups to complete task. The task is
about T will give learner poster which has shape of
keyboard and leaners need to write letters on it. Then
teacher will ask first group to open computer and start
practice typing by suing program which called
RapidTyping. In addition for children who dont have
computer the T will give them worksheet activity.
T will walk around and help students if they need it.
Then teacher will give learner homework.

Student activity
(eg. In groups ss will )

Ss listen to the teacher instruction and they will work in

group to find out what is the photo. Then students will
participate with teacher by answering questions.

Ss will remember the previous lesson what things that

they learnt then they will come to the front and show
other what keys they learnt.
Ss will watch video and discuss with teacher what they
see in the video.
Ss will considerate with teacher while she explains the
lesson. And for new vocabulary they will repeat with
teacher so they understand and remember it.
Ss will work in groups to complete poster that teacher
give them. After finishing poster they will able to open
computer to start practicing. For children who dont have
PC they will complete sheet.

Ss will call teacher it they need help and take homework

sheet.

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:

o
o
o

Content
Processes
Critical Thinking

Prepares enough materials for all students

TP1b 2006-7

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.

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

TP1b 2006-7

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

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

Feedback
(focus on competency areas)

TP1b 2006-7

Summary
Professionalism
Lesson planning shows objectives/details about the lesson and expectations.
Persoanal and professional organisation was evident knew the material that needed to be taught.
Monitoring and assessment
- Made sure that the environment was safe for the Ss.
- Rewarded groups with clapping and presents.
- Never stood behind the desk excellent use of teacher space.
Implementing and managing learning
-

Questioning walked around the classroom and chose Ss to answer questions

Good use of the classroom environment.
Got the Ss attention 123. Generally they were well behaved because they had things to do and see
although a bit concerned about group size.
Used a variety of methods to attract attention shaking arms.
Good pace and motivation. Activities were at required level. Ss were engaged. Praise was given
when required
Dealt with issues without panicking or making a big scene (e.g. boy who turned on the computer).
Followed up on Ss who was misbehaving. Gave him another chance and then put him in time out
when he disobeyed the teacher a second time removed him from the group. **See suggestion
below** Talked to the Ss quietly once activity was underway. Good move Noora. No point in letting
him upset the whole lesson.

Planning for learning

-

Grouped Ss for activities

Activity was explained. Groups given their material. A time limit was set.
Video appealed to the visual learners
Jigsaw appealed to kinesthetic learners
Asked the Ss to find the information on the keyboard. Walked around and looked at what the Ss were
doing.
Used a worksheet for those Ss who didnt have access to a computer.
Materials were well made and applicable/suitable for the lesson.
Good combination of whole class, group and individual work.

Personal Focus from lesson plan

- Level of the voice clear and well-modulated
- Body language by using gesture - good use of hands, walking around the classroom
- Eye contact evident throughout the lesson
- Communicate with students met.
- I will give students clear instruction this was met
MST was keen on trying out new Learning By Doing strategies. Good communication with MST.
Suggestions
Was there enough difficulty in the lesson? Was there any differentiation for those who know the
concept could reduce the noise and general misbehavior (two boys were fighting.
Classroom Management
Do you want them to continually call out? What can you do about it?
How can you make sure that they are all listening before you start talking? That got better as the
class progressed.
**How long should a Ss be in time out?
TP1b 2006-7

Are groups of 5 too big?

Objectives should have observable outcomes assessable outcome.
Personal Focus for next lesson

TP1b 2006-7