LIFESKILLS UNIT: Any unit; most appropriate before and during the first day in the computer lab
LESSON OBJECTIVES: Identify the parts of the computer, use the mouse to point, click, and drag
TECHNOLOGY PRE-REQUISITE SKILLS: none (however, this lesson is geared towards a class with varying levels of computer skills, and assumes that at least some students already know how to use a mouse)
LANGUAGE SKILLS: Speaking Listening Reading Writing
EFF NON-LANGUAGE SKILLS
Cooperate with others
Solve Problems and Make Decisions
Lifelong Learning Skills:
Use Information and Communications Technology
Reflect and Evaluate
Take Responsibility for Learning
ESTIMATED TIME: 3 hours (1 1/2 hours in the classroom, 1 1/2 hours in the lab)
RESOURCES AND MATERIALS NEEDED: realia or pictures of computer parts, technology skills assessment form, computers with mouse practice web page or computer solitaire ready to go, a blank word processing document, minimized, printer and paper.
LESSON PLAN AND TEACHERï¿½S NOTES
1. Ask a few general questions to start assessing the group's computer skills and get them started thinking about their computer skills. Questions could include: Who has a computer at home? Who uses a computer at work? Who has never used a computer? Who likes computers? Why? Who doesn't like computers? Why not? With more advanced students, discuss what kinds of things students have used computers for and what they would like to learn and why.
2. Have students complete the technology skills assessment form and hand it in. The students' answers will give you an indication of their familiarity with computers.
Tell (remind) the class you will be going to the computer lab and that more experienced students will be teaching less experienced students to use the mouse.
Presentation & Practice:
1. Using realia or pictures, teach the vocabulary for basic parts of the computer and peripherals (monitor, keyboard, CPU, mouse, mousepad, screen, speakers, printer, headphones). Check comprehension by doing a teacher led TPR exercise (point to the CPU, give the keyboard to ______). Practice by having students take turns giving TPR instructions to a partner.
2. Next, teach the vocabulary needed to follow basic mouse instructions (click, double click, right click, left click, point, drag, cursor). If you have a computer in your classroom, this can be demonstrated online; if not, it can be demonstrated with realia (a mouse) or picture of one.
5. Once the students finish their information grids, have them use the information to form mixed level (of computer experience) groups of 2-4. Tell them they will be helping each other in the lab.
1. Peer evaluation: Have the more experienced peer teachers assess their partners' progress with the mouse, and have them call you when they feel someone has gotten to a level of some comfort with the mouse.
3. Self evaluation: Ask students how they
feel about their own progress.
Reflection: Have a blank word processing document minimized on each computer, and as pairs/groups finish their mouse practice and call you over, maximize the blank document and hand the group instructions on a piece of paper:
Your lab assistant's name is _________. With your group/partner, write a short letter to (the lab assistant). Tell him/her what you learned today and what you would like to learn. Then print out 2 copies; give one to the lab assistant and one to your teacher. Remember to sign your names!
Option: For lower beginning levels, the language can be simplified and a model provided as a prepared form to be filled out.
Have a group member(s) who has basic keyboarding skills type the letter as the group composes it together. During this part of the lesson, computer novices can watch more experienced students use the keyboard, ask questions, and take turns doing some of the keyboarding, which they will have a chance to practice more in another lesson.
During the next class period, discuss students' first time in the lab; ask what students liked/didn't like, if they feel using computers is important, etc.
1. Hand out names of computer parts on Post-its. Ask students label the parts of the computer with the Post it. You can make this into a competitive, team activity, to see which team can label their computer faster. After the activity, leave the tags on the computer(s) for a few days/weeks - it will help reinforce vocabulary each time students sit down in front of the computer.
2. Play word-picture memory (concentration) with the new vocabulary.
3. Have students make a collage of computers and other technology from pictures cut out of magazines; have students label the pictures in the collage with the correct terms.
4. Take a field trip to the Arlington County Public Library, emphasizing the public computers.
5. Take a field trip to the Arlington Employment
Center, emphasizing basic computer skills courses and self-paced tutorials.