YOUR NAME GOES HERE

CLIFFORD ADDO-DIABENE

Lesson Plan Report

INTRODUCTION

The computer laboratory was booked in advance and students were put into groups. Summaries on modes of transmission of AIDS, symptoms and prevention methods were given to students. Students were also taught how to use search engines to seek for more information on AIDS from the Internet. Certain research questions were given to students to answer as they browse and they were also taught how to save information onto diskettes.

The students also wrote down summaries given to them by their teacher into their notebooks and surf for information on AIDS from the Internet. They also answered the short research questions given to them by their teacher with MS word as the tool.
Their teacher in a general class discussion led the students on the prevention of AIDS.

SUCCESSES AND CHALLENGES

All the students showed keen interest in the lesson and listened with rapt attention and followed all instructions given step wisely. Students were able to retrieve extra information from the Internet to supplement their lesson summaries. Unexpected problems such as power failure and frozen of computers were prevalent making working on the computers encouraging. Again some student’s ability to use the mouse for the first time was proving challenging.

CLASSROOM ORGANIZATION AND LOGISTICS

The organization scheme worked well to some extent, as the group numbers were large making students congested around a computer. Thus, the student/computer ratio was not adequate. Some computers also froze, making work come to a stand still for some time.

In view of this, the students needed extra time to finish their work.
Computers were well set up and enough diskettes were made available for the students’ use, as well as CD-ROMs on Human Biology. Student’s helpers were used, as there were slow learners who were also not skilful in the use of the mouse and could not also follow quickly some computer commands or instructions.

SUGGESTED CHANGES

If the lesson is to be repeated, the group numbers should be reduced and the groups will come in batches of two, with one batch taking its turn on a different day. This will make every student participate effectively in the lesson. Teachers who want to try this lesson should consider the class size, availability of computers and other logistics such as a stand-by generator to curtail the frequent power cuts for an effective lesson.

FEEDBACK

Students were very much pleased and were of the view that other subject areas not involve in the e-learning programme should also execute their lessons with the use of the computers.

Other teachers who were not involve in the programme, also expressed their desire to get on board the next time when a similar project 9is launched to broaden their horizon with computers and how to integrate such technology into their teaching.

ASSESSMENT

Presentation assessment was used to assess the students. Here, students answered some research questions on AIDS and presented their written answers typed with MS word.

Their work were printed out and marks were awarded according to the following criteria:
a) Surfing the internet for relevant information
b) Ability to use MS word to type out texts
c) Clarity of expressions
This assessment choked about eighty-five percent success. The use of the computers helped the students to improve their attitudes about themselves as learners a lot.

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