EDU 3003 – Semester 1 2014-2015 ICT Lesson Plan

EDU 3003 – Semester 1 2014-2015 ICT Lesson Plan

Student ID




Topic from NSM

Technology Integration within the primary level


1- 5

Duration of lesson

25 minutes

Prior Knowledge

  • Learners already have basic geometry skills

  • Learners can work in groups and individually at a computer, which has been done in earlier math activities on the classroom computer.

  • Learners know how to use a computer

Learning Outcomes

[bullet points]

By the end of the lesson,

  • All students, working in groups, should be able to create correct solutions for assigned design problems.

  • All students, working individually, should achieve a score of at least 80% on a post-unit test requiring transfer of geometry concepts covered in Flossvile to novel design scenarios.

  • All students should achieve at least a passing score (80%) on the state-required post-course geometry test.

  • At least 90% of students should demonstrate improved attitudes toward learning geometry skills


For the assessment, a teacher-designed multi-choice test for 12 scenario items (two scenario items per geometry concept) will be employed along with a teacher-designed ten-item survey that students will be asked to complete anonymously. Also, students will sit for a state multiple-choice, post-course geometry exam. All students will be expected to score at least 20 out of 25 on a teacher-designed rubric assessing group work and design solutions.

Resources and Materials

[bullet points]

  • Computers will be provided to each group.

  • A chart showing students that will be assigned to be experts on each of the six design tasks.

  • Notes will also be available for the geometry skills required for each task. There will be a schedule for which groups will work on classroom computers each day.

  • A computer lab for use by the students.

  • Students will be given a letter to take to their parents informing them what the students are doing

  • Math Journals

  • Math in action videos will be availed that will serve as backup plan in case the computer lab fails (Holmes &amp Holmes, 2011).

Teaching Strategies


I will teach the class through frequently employing informal techniques to assess learner understanding. I will widely use questioning geared towards the learners reasoning and thinking. This will help in monitoring the learners’ progress.

I will also integrate group work and writing activities so as to examine learners thinking and make out gaps and misconceptions in understanding. I will make learners illustrate ideas using graphs and drawings. Warm-up activities will come in handy. This will help me in reviewing requisites and measuring learner mastery (Skowron, 2006).

As I teach, learners will be writing explanations of main rudiments. Learners will be working in groups so that slow learners can be assisted by their colleagues. I will be employing differentiated strategy in taking care of those learners who may require my intervention.

Student activities


Seated in groups, learners will answer questions on the previously learnt lesson. They will be discussing amongst themselves in order to remind those who may have forgotten. This mostly will be a recap of technology integration basics

Learners will be using their computers in following closely the instructions given by their teacher. Those who are stuck will be lifting up their hands so that assistance may be availed. Individually and in groups, learners will be illustrating concepts using graphs and drawings

Learners will be asking and answering questions as the lesson progresses. This will help me in monitoring the learners’ progress.

At the end of the lesson, learners will answer questions regarding what was learned on the topic technology integration within the primary level

Layout of the classroom

Risks analysis and potential solutions/trouble shooting

[bullet points]

All teaching resources and materials will be tried and tested before the lesson kicks off. Those not working properly will be repaired. Class arrangement will be properly done in such a way that everybody will be visible and the teachers will be able move around. Proper working of the electricity sockets will be assured.

Contingency plan

In case the technology does not work, I will introduce Math in action videos. These videos will take students through the classroom in a nearly similar way that I could have done in person.

Justification for using technology in the lesson plan

100 words

Employing technology in the lesson plan will benefit students who are slow in learning and lessen restraints on sharp learners. The goal here will be improving academic achievements of the learners through employing technology. This will help teach learners on how to successfully integrate available technology to progress their accomplishment and acquire technological literacy. Therefore, it becomes important to incorporate technology into the classroom for effective learning.

Theoretical Orientation

100 words

Student centered approach will guide my lesson plan. This is because my lesson plan will be flexible enough to differentiate instruction and cater for the learners’ needs. I will set classroom goals with students’ interests, backgrounds, and needs in mind (Sweeney, 2010). These goals will be meaningful and purposeful from learners’ point of views. I will keep adjusting teaching based on the formative evaluation outcomes. In addition, I will employ realistic, practical, and authentic activities for math performance whereas providing offering maximum opportunities for learners to utilize authentic materials. The classroom arrangement will allow learners to work together and make it easy for me to move around enhancing discussions among groups.

List of References

Holmes, K.P., &amp Holmes, S. V. (2011). Hierarchy for effective lesson planning: a guide to differentiate instruction through material selection. International Journal of Humanities and Social Science, 1(19), 144-151.

Skowron, J. (2006). Powerful lesson planning: Every teacher`s guide to effective instruction (2nd ed.). Thousand Oaks, CA: Corwin Press.

Sweeney, D. (2010). Student-Centered coaching: A guide for K 8 coaches and principals. Thousand Oaks, CA: Corwin Press.