I am sharing my experience in creating the document and after its implementation.
Creating the document was a fairly easy task. However while creating it one problem I had was being able to place the blank line for the students to write on under the box in Section B. The lines kept jumping all over the place when I placed the box. I solved that problem by right clicking on the box and drag it and it gave me the option to copy and then i used the arrow keys to nudge the boxes into place above the blank lines. I also had to adjust the left and right margin so that I could get four boxes with the description on one line to hold on the page.
The lesson was administered to second form ( grade 7) students and the students remained on task for most of the 75 minutes given to execute the assignment. The students showed that they understood the concept of lines and the types of lines and showed their creativity with some very interesting interpretations. Some students used lines to 'design' withing the given space while others simply drew lines withing the space.
The students interacted with each other well, sharing the tools ( markers and pencil crayons) and engaged each other and myself in discussion when they weren't clear what a certain description meant for example "thick spiral lines".
At the end of the lesson when asked how they found the exercise they expressed that " it was easy" but it began to become "monotonous" and "boring".
Here are some students actual comments:
"Sir its easy but too many combinations. I was getting a bit confused".
"I enjoy it but it was too much".
"It is not hard but too much of the same thing and I got bored"
"I like it, it was fun".
I discovered from the students that I had one description (short lines) twice, which shows that one should always go over and even ask a colleagues to proof read your documents before you go to print.
I will take the comments from my students on board, make the corrections and update the activity and save it for use in future classes.
No comments:
Post a Comment