Patrick Cahill S00151251

Lesson Plan Hypothetical Software Design and Development Lesson

Class: 11 Date: 29 pril 2!1" #ime: Start: 1!:!!
$inish: 1!:%!
&ey Learning rea: #echnology 'Software
Design(Development)
Lesson #opic: Understanding the Problem: Abstraction and Refinement
*ecent Prior +,perience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Students have been learning about IPO diagrams and context diagrams. They no! the symbols used in each of these and ho! to dra! them.
Sylla-.s /.tcome's):
One or two only. Please note the
syllabus reference number A! write
out in full.
0 P112
"escribes the interactions bet!een the
elements of a com#uter system
0 H112
"ifferentiates bet!een various methods
used to construct soft!are solutions
3ndicators of Learning for this lesson:
"ehaviours that contribute toward achievement of outcome(s).
#uote syllabus numbers. $ust be clear, specific, observable.
%urriculum %ontent &trands may be used as headin's.
"y the end of this lesson, the students will:
0 "ra! a context diagram individually based on a given scenario$
sho!ing no!ledge of all re%uired symbols and their #lacement.
0 "ra! a data flo! diagram &"'"( in grou#s based on a given
scenario$ sho!ing confidence in !hich symbols are used$ their
#lacement and ho! they lin to one another.
0 Identify the im#ortance of using diagrams to ma# out
connections !ithin com#uter systems.
ssessment:
&trate'ies which will be used to assess
learners( attainment of learnin' outcomes.
&hould be linked to each learnin' indicator.
0 Ins#ect Ss diagrams !hile moving around
the room$ ensuring the correct symbols are
used
0 "iscuss ho! each grou# a##roached their
scenario and !hat differences there !ere
bet!een grou#s
0 "iscuss Ss ans!ers and mindma# the most
im#ortant reasons they came u# !ith
ny safety iss.es to -e considered:
)nsure la#to#s are e#t some!here safe !here
they cannot be dro##ed !hen students are
dra!ing their diagrams on A* #a#er
*eso.rces:
)ist resources you used in preparin' the lesson A! those used in the lesson implementation.
Board of Studies NSW
Laptops
Context diagra scenario !orksheet " #$# scenario !orksheep
%1 Paper " &arkers 'peranent " !hite(oard)
Suar* notes
Patrick Cahill S00151251
Ss+ exercise (ooks and pens,
L+SS/4 S+56+4C+
Lesson Content 7 3ndicators of
Learning 'What is #a.ght):
ote key skills, concepts and values
addressed in each section. )ink to your
*ndicators of )earnin'.
#iming
(mins)
#eaching Strategies 7 Learning +,periences:
'How it is ta.ght)
+rite detailed steps showin' what the teacher (,) will do and
what students (&s) will do.
*eso.rces and /rganisation:
34#*/D6C#3/4
*eviewing simple system diagrams
from previo.s lesson that are important
for content relating to D$D1
5 +hat can you remember about IPO
charts and context diagrams,
1 IPO "iagrams are the most sim#listic
and sho! in#uts$ out#uts and #rocesses in
a table. -ontext diagrams are a little more
com#licated and sho! ho! the data
interacts &to a small extent(.
51 +hat is the #ur#ose of these ty#es of
diagrams and charts,
1 To mae gra#hical re#resentations of
the systems !e !ant to build and discover
all in#uts.out#uts it !ill use.
51 +hy are they so im#ortant to consider
before building the system,
1 /ou get an idea of !hat is going to be
interacting !ith each other before it is
develo#ed.
*0:00 T ass Ss to sit %uietly and get their boos and #ens out
T !rites do!n the titles 1-ontext "iagram2 and 1IPO2 on the
board.
T ass the class !hat they can tell them about either of these
!ords from last lesson and T !rites them on the board in dot
#oints.
T 3ogs their memory and gets Ss to remember any #oints not
mentioned.
Ss adds any notes they missed to the #revious lesson2s #age
in their exercise boo or la#to#.
4a#to#s &if needed( or #referably
boos and #ens ready at Ss2 dess.
+hiteboard: 1context diagram2 and
1IPO2 underlined !ith s#ace beneath
each to !rite dot #oints.
D+8+L/P9+4#
51 +hat goes in the external entities I have
dra!n on my exam#le on the !hite board
1 The #eo#le.organisations that #rovide
or receive data from the #rocesses
51 +hat do !e #ut inside the #rocess
*0:05
T gives students a handout !ith the context diagram symbols
and scenario in them.
Ss2 &either in their boo or on their la#to#( create a context
diagram for the scenario individually.
T %uiets the class and reminds them that it is a solo tas and
diagrams are ex#ected to loo different.
T moves around the class ee#ing the Ss on trac$ ans!ering
%uestions.
-ontext diagram scenario
!orsheet handed out to all
students.
4a#to# &if necessary(
)xercise boos and #ens.
Patrick Cahill S00151251
bubble in the middle,
1 Actions that transform in#uts into
out#uts
51 +hat do !e #ut next to the arro!s
bet!een the external entities and #rocess,
1 +e add any data that is travelling
bet!een the t!o mentioned above.
51 +hat exactly is the context diagram
telling us about the system,
1 It is sho!ing us in a sim#listic form the
data in#uts and out#uts of a system.
51 +hat is a data flo! diagram exactly,
+hat do the !ords themselves tell you,
1 It sho!s us !hich information.data in
the system is connected and ho! they rely
on one another.
51 I2ve said all of these data flo! diagrams
are correct. +hy !ould I say that if they
are all very different,
1 Systems can be a##roached in lots of
different !ays and there is almost al!ays
more than one !ay to a##roach it.
*0:60
T gives the Ss a one minute !arning until they have to sto#
!or.
Ss$ after this time$ share their !or !ith the #erson sitting next
to them and discuss ho! they a##roached the scenario.
T %uiets the class again and dra!s a seleton of !hat an
ans!er to the scenario might loo lie.
T %uestions the students on each of the symbols and ass
!hat text needs to be #ut in !hich symbols.
T ass if there are any other %uestions.
T erases !hat is on the board and !rites in large font 1"ata
'lo! "iagram2.
T ass students !hat they can gather from the !ord7 !hat it
might mean$ and adds it to the mind ma#.
T gives second handout to Ss &!ith "'" symbols$ their
meanings and a ne! scenario( and ex#lains the similarities
and differences to a context diagram.
T sorts the students into grou#s of 895 and assigns them
tables$ each !ith a #iece of A* #a#er.
Ss$ using handout and T2s information$ consolidate their
no!ledge in grou#s and attem#t to dra! a data flo! diagram
given the restaurant scenario in the !orsheet.
T does not give guidance to Ss due to the nature of "'"s.
T gives a t!o minute !arning until they have to sto# !or
Ss tae turns taing their #a#er to the front. )ach grou#
discusses !hat they did to create their final data flo! diagram.
T ex#lains ho! there are multi#le !ays to create diagrams and
algorithms in soft!are and sho!s their o!n !ay of com#leting
the scenario
Ss add everything they have learned to the mind ma# on the
!hite board
"ata flo! diagram scenario
!orsheet handed out to all
students.
*96 #ermanent marers at each
table to dra! the data flo! diagram
on #a#er.
+hiteboard marers to add to the
class mind ma#.
A* #a#er at each table.
Patrick Cahill S00151251
CL/S6*+
:.-an these #eo#le come out the front
and dra! one of the symbols !e2ve
learned today from data flo! diagrams,
A. Ss come u# one at a time and dra! the
symbols.
:. -an anyone$ !ithout looing over your
notes$ tell me !hat each of these symbols
mean,
A. Ss give a rough outline of each symbol$
ans!ers sho!n se%uence above.
*0:80 T hands all students a lesson summary sheet !ith %uestions
on the im#ortance of diagrams and models before the
im#lementation of a system.
T ass students to also !rite in their exercise boos any
im#ortant notes from the !hiteboard.
T #ics students to come u# to the board and dra! a symbol
for a data flo! diagram and !rite !hat it is. A second student
ex#lains it. +hen all symbols are dra!n$ Ss #ac a!ay their
boos.
Ss are dismissed !hen %uiet.
Summary notes handed out to all
students.
+hiteboard marers for Ss to
ans!er revision %uestions &dra!ing
symbols(.
&add further #ages as re%uired(
Patrick Cahill S00151251
Critical *eflection
I2m going to reflect on my t!o day a !ee ex#eriences so far$ and focus #rimarily on a year ;
history.geogra#hy lesson taught by the school2s <SI) coordinator.
Identify the teaching strategies . learning ex#eriences that !ere most effective. )x#lain !hy.
One effective teaching strategy used !as$ !hen !riting do!n #aragra#hs from the screen$
students often had to choose bet!een t!o !ords that !ould fit the sentence. They !ould then
have to vote for the correct ans!er as a class. This !as effective in that information !as not
sim#ly !ritten do!n in ho#es that it !ould be retained$ but had to be thought about and
s#oen aloud. The first half of the lesson !as interactive activities !ith the class$ and after the
above activity$ students !ere chosen !ho had to face a!ay from the screen and remember
!hich the correct !ords of the four #airs !ere.
Identify the teaching strategies . learning ex#eriences that !ere least effective. )x#lain !hy.
The least effective strategy relates to tas differentiation. In the second half of the lesson the
students had to co#y do!n the #aragra#hs from the screen into their boos. Those that
finished early !ere told to re9read their !or and it !as at around this time that students
seemed to lose interest and misbehave. The first half of the lesson !as #roof that students
doing !or and activities tended to stay on tas$ so this could have been avoided by
occu#ying students !ho had finished their !or !ith something small$ or even given a chance
to !or on their home!or.
<o! a##ro#riate !as the timing throughout the various sections of the lesson, +hy,
The timing throughout the lesson !as very a##ro#riate. The !riting students had to com#lete
at the end of the lesson !as finished only a fe! minutes before the bell rang. As there !as no
extra !or after students had co#ied the #aragra#h into their boo$ it gave the students the
maximum amount of time in the first =5980 minutes of the lesson to #artici#ate in interactive
activities. This ensured a ma3ority of the lesson !as centered on the students and not sim#ly
the teacher s#eaing all lesson and having the students co#y information.
"escribe ho! the selection and use of resources su##orted learning in the lesson.
The students in grade ; did not have la#to#s lie the older grades and so the only resources
used !ere the teacher2s la#to#$ #ro3ector and the students2 boos. >ost of the tass used the
la#to# and #ro3ector to sim#lify the tass and mae them easier than teaching on a
!hiteboard. 'or exam#le$ im#ortant !ords ex#ected to be used in their assignment could
easily be increased in si?e and highlighted. +hen the students had to choose the !ord that fit
the sentence bet!een t!o$ the use of >icrosoft +ord allo!ed the teacher to recolor them and
delete !hichever !as the !rong !ord.
Identify !hat motivated the students. )x#lain !hy.
Patrick Cahill S00151251
The students !ere motivated for both extrinsic and intrinsic reasons$ but the extrinsic !ere
the only observable reasons. The students !ere told at the start of the lesson that the most
behaved !ould be chosen and given chocolate in the next lesson$ therefore motivated
extrinsically through re!ard. Students in grade ; tended to be the %uietest in class. It could be
that they are intrinsically motivated due to being at a ne! school$ ho#ing to mae a good
im#ression. They also seemed to be most motivated during interactive activities$ one of !hich
!as re#eating the #aragra#h on the board together as a class$ sho!n through #artici#ation by
all students. They !ere again$ ho!ever$ extrinsically motivated by the chance at a re!ard if
they could do it correctly.
Identify the classroom management strategies that !ere most effective. )x#lain !hy.
The most effective classroom management strategy used !as to constantly as different
students %uestions throughout the lesson. Students !ho !ere not #aying attention and could
not ans!er %uestions or re#eat !hat the teacher said !ere given small #unishments. This set
an exam#le for the other students !ho remained alert for the rest of the class. Another
management strategy !as to give a #unishment of 60 !ords and their definitions !ritten in
their boos for the next day. <o!ever$ this #unishment !ould be #assed on to the next #erson
!ho misbehaved. This gave the misbehaving student and the rest of the class reasons not to
behave ina##ro#riately.
+hat !as most satisfying about the lesson,
The most satisfying #art of !atching the lesson !as ho! little time !as s#ent sim#ly reading
information to the students and having them co#y it do!n. It !as nice to see that you can
ee# the students2 focus by com#leting small activities !ith them !hile still ensuring outcomes
are met and content is delivered. Students still had to !rite do!n some useful information at
the end of the lesson in order to retain it and re9use it in exams and assessments$ ho!ever it
too u# much less time than the rest of the lesson.
@ased on these reflections$ outline the ste#s you should no! tae to im#rove your teaching in
future lessons.
+atching this lesson alone has sho!n me a fe! useful techni%ues and strategies I could use
in the classroom for future lessons. 'irst$ engagement !ith the students is ey to have a
lesson !here they are motivated to learn and can retain the most information. I should
attem#t to build lessons that involve discussion and active #artici#ation !ith the students$ and
use resources such as +ord$ to aid me. It has also taught me a fe! strategies for behavior
and classroom management for students in at least grade ; and A.