Resource Material for the IT PGCE:
making a course newspaper
The learning objectives for this session are that by the end of it you should:
In this session we look at the way in which the production of a classroom (or in our case course) newspaper can be used to develop pupils' IT capability. The session will also give you chance to compare the advantages and disadvantages of using two pieces of software (Word and Publisher) for the same task. In helping you to think through the relative merits of different software packages in enhancing this aspect of pupils' IT capability, the session will contribute to your understanding of the use of ICT in IT.
| At the Institute
The task in this session is to create a four-page newspaper in either Word or Publisher. The audience is the IT PGCE Partnership - teachers and BTs.Specification
Each newspaper will be printed and distributed to the group.
Sources of information
For information on partner schools you may find the index of their Home Pages useful - as well of course as information you have obtained while in the schools. For information on teaching I(C)T you may find some of the links evaluated by the IT PGCE BTs useful. Additional sources of information are:
You will find the Newsday project (Australian but linked to the British Council) useful when thinking about adapting this session for use in the classroom.
When writing the lesson plans you should focus on organising the class so that all the members have the opportunity to meet the learning objectives. See the 'Teaching point' below for an overview of some of the issues you need to consider. The plans should be written on the standard pro-forma.Like 'real' newspapers you will be working to a tight deadline. You may wish to organise yourselves in advance!
9:30-12:00 (and lunchtime if required) Produce newspaper - incorporating pictures and current news.
Whatever is available at 2:00 will be sent for printing - this is an absolute deadline.
12:00-12:30 The groups divide to write lesson plans for this activity at KS3. In this lesson the pupils work in groups and have to do a variety of tasks. The purpose of this part of the session is to give you experience of planing lessons to ensure that in these circumstances all pupils are meaningfully engaged and the tasks are completed optimally.
12:30-13:00 Discussion of the task and lesson plans.
The examples of using Publisher (see below), and the National Curriculum links can be used to help your lesson planning and then looked at again after the session.
One important feature of newspapers is that the look like newspapers - not like magazines or leaflets. Lai Ching Lin devised an interesting exercise to help pupils understand this, and make sure that what they produced did look like a newspaper. She got her class to place blank text boxes on an empty Word page and then compare the look of this page with some newspapers that she had brought in. You could try this for yourself. Download the starting file and then add, move and resize text boxes until you feel that it looks like a newspaper.
Another popular use of Publisher in the classroom is to produce three-panel leaflets. Anne Iruobe did this last year in a sequence of four lessons. Here you can see the worksheets she used to explain the task and one which explains some of the features of Publisher. You can see the homework sheet she produced and the plans for the second, third and fourth lessons of the sequence.
See also the 'Communicating Information' page at DigitalBrain's London Grid for Learning site.
In this task, a number of different jobs needed to be done. These can be done efficiently - or the whole group could watch while one person was typing. How did the group organise these? How would you ensure that the pupils in a class organised themselves (or were organised by you) so as to make most effective use of their time? What are the advantages and disadvantages of planning for different pupils to do different kinds of activity?
When pupils organise themselves for this kind of activity, one pupil often 'takes charge' telling the other members of the group what they are to do. In this case, the less able members of the group are often given mundane tasks and are therefore unlikely to have the opportunity to meet the learning objectives for the lesson. Is it possible to organise groups to mitigate this?
Other ResourcesYou should look at the following units of the DfEE schemes of work:
Key Stage 3: unit 3 Processing text and images.
'Children writing words and building thoughts' by John Jessel, in 'Using Information technology effectively in teaching and learning' edited by Bridget Somekh and Niki Davis (Institute library reference Loyx SOM).
Chapter 3 of 'Computer Based Learning: potential into practice' edited by Jean Underwood (Institute library reference Loz UND).
|This page is maintained
by Tim Brosnan. Please send any comments to: firstname.lastname@example.org
Last updated on 15th June 2001 .