In Year 7 to develop students digital literacy they spend three lessons word processing. The aim of these three lessons is to develop their repertoire of tools and techniques they can use.
Task: To create a word processed report about software. This includes the types of software, examples, and their functions.
Students are given a document to start with as a template. It has no formatting and has some gaps about software they have to research and fill in. They also have to improve the appearance of the report using their word processing skills.
Here is what the starting document looks like:
To get students to understand the success criteria and know what tools and techniques they should demonstrate we analyse what a good one looks like (WAGOLL) together as a class and unpick the assessment criteria.
We unpick: Cover Page, Page Border, Header, Page Numbers, Alignment, Font Change, Colour, Size, Bold, Underline, Images, Border, Glow, Table of Contents, Sub Headings and Columns.
In the student shared area there is a video demonstrating all these tools so they can independently help themselves.
Their workbook has a copy of the assessment criteria which can be used for self, peer or teacher assessment.
Help Desk: In the classroom, as well as the electronic help resources in the shared area, are laminated copies of the WAGOLL and URLS of websites to source the information to complete the gaps.
Task Champions: Students have the opportunity to wear a task champion medal and share their knowledge with others. For example they may have become an expert in adding a page border. They then go around the room with their task champion medal and help other students add a page border.
DIRT: Students reflected at the end of the second lesson on this what they have done to improve their work. Which skills/tools/techniques from the WAGOLL or assessment criteria in their work booklet had they added to their work.
From delivering this lesson I have found that teaching fully involves the students and that they love and enjoy the lesson and their learning. Students are engaged throughout the lesson through the actives, the pace, variety and challenge. Questioning can be used to deepen students knowledge of software, the tools and techniques. The use of help resources, the WAGOLL, assessment criteria, working independently, helping each other as task champions, receiving help, the individual support from the teacher allows the lesson to be well differentiated. Students are very clear of what is expected, the assessment criteria, what successful work looks like and the assessment criteria in the booklet allows it to be self, peer or teacher assessed and clear feedback given on how to improve the work related to assessment/success criteria. I have found that students are curious and rise to the challenge of wanting to match the WAGOLL and are engrossed in their learning and behave well.