Scenarios

This section is intended to give you lots of ideas about how to incorporate ICT into your teaching. Whilst this Unit is not the place to provide detailed technical instructions on the use of specific applications or equipment (you will need to consult the manuals for such information), we have identified a number of key skills that are required to carry out activities similar to those described below. It is assumed that you are familiar with the operating system your computer uses and can manage basic tasks such as starting up programs, simple word-processing, saving and printing work. The key skills, the type of software and any peripherals will be listed at the end of each scenario. These will be linked into the activities, which you will find at the end of this section.

It should also be noted that whilst many of the activities described in this section could be made accessible to switch users – indeed some of the examples show switches in use – this Unit is not designed to provide detailed information about the many issues involved in switch access.

For more information about switch access see Unit 8 – The development of switching skills

Scenario 1 - Creating resources for pupils

Introduction Many teachers use ICT to create paper-based teaching resources – indeed this is often a starting point for the development of their ICT skills. The advantage of using ICT for this purpose lies in the quality of the materials that are produced and the ease with which these materials can be saved and reproduced. ICT can be used to produce an enormous range of resources including:

• teaching materials
• communication books
• reading books for older pupils

1a – Making teaching materials

Example 1 – Questionnaires Questionnaires or Question and Answer sheets are a good way of giving pupils chances to show their understanding. The illustrated questionnaires show different ways in which teachers can quickly prepare worksheets. In the first example, made using Writing with Symbols 2000, the teacher can quickly type in a yes / no question ready for the pupil to complete.
Example 2 – Using grids and other tools for aiding layout Worksheets, laid out in grids can help present ideas in an organized way. This worksheet is used by pupils going off to camp, to help them check what they have or need.

Example 3 – Using templates

The use of templates can speed and simplify worksheet preparation. These three worksheets are derived from the same basic grid layout. The walls around each cell can be set to a different thickness, or hidden completely. This means that the layout can appear very different for the same basic structure.

three worksheets derived from the same grid layout

Similarly timetables can be prepared with the common elements – headings, lunch and breaks – and saved ready to be personalized with each pupil.

Plastic holders are available so that worksheets can be reused many times. Slip the nicely printed colour worksheet into an A4 holder and then write on it with non-permanent marker. This can be photocopied for recording the work, and then wiped ready for the next user. Laminating is an even better way to make worksheets reusable.

Example 4 – Katy’s cooking worksheets

Katy spends part of her week in a mainstream classroom. She enjoys being there and relates well to other teenagers in her class. Her support teacher, Judy, found that Katy was good at practical activities, but it took her a long time to get organized as she was unable to follow the instructions or worksheets made for the others.

Judy makes a worksheet for Katy before each practical lesson, listing all the equipment she needs to gather. This way Katy can get organized at the beginning of the class. She is able to follow the task, often by watching the others around her. Judy found this single resource was a very efficient way of helping Katy.

To speed up this task, Judy has created some blank templates. As soon as she gets the information from the subject teacher, Judy can put the items into the sheet and print it off ready for the day. Notice that in this sheet that the items which have to be collected are presented first, and then, finally, a selection from which Katy has to choose. Choosing is more difficult for her, and separating it this way helps.

Making templates or semi-blank files ready to be completed can facilitate worksheet production. Remember to save the empty file before you add the content. Otherwise make a copy of the completed file ready for some items to be changed. Do not forget to go to Save As as soon as you start work on one of these so that you will not overwrite the original or blank – unless the software has a templates or stationery option. It may be helpful to save these templates of resource files in a separate folderfrom those that are ready for use.

This ICTS website is maintained by Inclusive Technology.