TNTEU B.Ed MODEL LESSON PLAN SUBJECT: COMPUTER SCIENCE

TNTEU MODEL LESSON PLAN

SUBJECT: COMPUTER SCIENCE

Name of the Student Teacher  : Bala

Class / Section / Session                    : 11-‘A1’

Name of the School                 : Govt.Hr.Sec,School-Arasur

Subject                                     : Computer Science

Unit                                         : 6^th unit – Computer Communications

Topic                                       : Network Topology, Basic elements & Data                                               Transmission Form

Date                                         : 26/08/2016

INSTRUCTIONAL OBJECTIVES :

GENERAL  INSTRUCTIONAL  OBJECTIVES (G.I.O):   The Pupil’s

·        To acquire knowledge about the Computer Communications

·        To understand about the concept of Computer Communications

·        To develop the skills on Computer Communications

·        To develop interest in Computer Communications

SPECIFIC   INSTRUCTIONAL  OBJECTIVES (S.I.O):  The pupil’ s

·        To recall about the Network Processes

·        To recognize the concept of data transmission forms

·        To list out the types of Network topologies

·        To compare both star Network & Ring Network

·        To name out the types of Basic elements in networking

·        Describe the concept of Coordinating data communications

·        Differentiate between File services & Print services

INSTRUCTIONAL RESOURCES REQUIRED:

·        Textbook

·        Flow charts

·        Charts

·        Blackboard

·        Chalk

·        Duster

·        Models, etc…

PREVIOUS KNOWLEDGE ON LEARNERS:

·        To recall the purposes of  Network Communications

Content / Concept	Specification of Behavioral objectives	Learning Experiences (Teacher / Learner Activities)	Evaluation
1) Network topology is used for communication channels 2) There are five types, such as I)   Star II)  Ring III) Bus IV) Hybrid V)  FDDI 3) Star Network Communication devices are connected to central head. Ring Network Communication devices are connected in a continuous loop 4) There are three types of Basic elements in networking 5) Protocols are a set of rules & standards to hold communications 6) In file services, the file transfer & file storage process can be used. In Print services, multiple access can be Provided & eliminates distance constraints 7) In Coordinating data communication, the devices that Co-ordinates the data transfer processes. In Data communication, transmission represents the data in analog & digital data transmission forms	Motivation List out the types of Network topology Comparison of both star & Ring Network Name out the types of Basic elements of networking Define Protocols Comparison of file services & Print services Define Coordinating data communication & transmission forms	The textbook is used to introduce the topic The hanging chart material is used by teachers to represent the types. Blackboard & Textbook are used to compare the topic by teacher & the students are listening the classes. The flow chart is used by the teacher The textbook is used to define Protocols by the teacher The chart is used to compare the concept by the teacher Blackboard is used by teacher & the students are observing the class	What is meant by Network topology? What are the types of Network topology? Differentiate the star & Ring Network? Mention the types of Basic elements in Networking What is meant by dry Protocols? Difference between File services & Print Services? What is meant by Coordinating data communication & Data transmission forms?

Recapitulation:- 

·        Define Network Topologies

·        To list out the Network topologies

·        Describe about the common Network services.

Assignment: 

·        Write an assignment about common Network services & Basic                     elements in Networking.

Signature of the Guide                              Signature of the Student Teacher

Dyslexia

Dyslexia

Dyslexia is a language-based learning disability. Dyslexia refers to a cluster of symptoms, which result in people having difficulties with specific language skills, particularly reading. Students with dyslexia usually experience difficulties with other language skills such as spelling, writing, and pronouncing words.

·        Affects reading and related language-based processing skills.

The severity of this specific learning disability can differ in each individual but can affect reading fluency, decoding, reading comprehension, recall, writing, spelling, and sometimes speech and can exist along with other related disorders.

 Dyslexia is sometimes referred to as a Language-Based Learning Disability.

Causes of dyslexia

The exact causes of dyslexia are still not completely clear, but anatomical and brain imagery studies show differences in the way the brain of a dyslexic person develops and functions. Moreover, most people with dyslexia have been found to have problems with identifying the separate speech sounds within a word and/or learning how letters represent those sounds, a key factor in their reading difficulties. Dyslexia is not due to either lack of intelligence or desire to learn; with appropriate teaching methods, dyslexics can learn successfully.

Dyslexia diagnosed Before referring a student for a comprehensive evaluation, a school or district may choose to track a student's progress with a brief screening test and identify whether the student is progressing at a "benchmark" level that predicts success in reading.

Signs and Symptoms

·        Reads slowly and painfully

·        Experiences decoding errors, especially with the order of letters

·        Shows wide disparity between listening comprehension and reading comprehension of some text

·        Has trouble with spelling

·        May have difficulty with handwriting

·        Exhibits difficulty recalling known words

·        Has difficulty with written language

·        May experience difficulty with math computations

·        Decoding real words is better than nonsense words

·        Substitutes one small sight word for another: a, I, he, the, there, was

Strategies

·        Provide a quiet area for activities like reading, answering comprehension questions

·        Use books on tape

·        Use books with large print and big spaces between lines

·        Provide a copy of lecture notes

·        Don’t count spelling on history, science or other similar tests

·        Allow alternative forms for book reports

·        Allow the use of a laptop or other computer for in-class essays

·        Use multi-sensory teaching methods,

·        Present material in small units

·        Teach students to use logic rather than rote memory.

Dyspraxia :

Dyspraxia

Dyspraxia : Problems with movement and coordination, language and speech

A disorder that is characterized by difficulty in muscle control, which causes problems with movement and coordination, language and speech, and can affect learning. Although not a learning disability, Dyspraxia often exists along with Dyslexia, Dyscalculia or ADHD.

Signs and Symptoms

·        Exhibits poor balance; may appear clumsy; may frequently stumble

·        Shows difficulty with motor planning

·        Demonstrates inability to coordinate both sides of the body

·        Has poor hand-eye coordination

·        Exhibits weakness in the ability to organize self and belongings

·        Shows possible sensitivity to touch

·        May be distressed by loud noises or constant noises like the ticking of a clock or someone tapping a pencil

·        May break things or choose toys that do not require skilled manipulation

·        Has difficulty with fine motor tasks such as coloring between the lines, putting puzzles together; cutting accurately or pasting neatly

·        Irritated by scratchy, rough, tight or heavy clothing

Strategies

·        Pre-set students for touch with verbal prompts, “I’m going to touch your right hand.”

·        Avoid touching from behind or getting too close and make sure peers are aware of this

·        Provide a quiet place, without auditory or visual distractions, for testing, silent reading or work that requires great concentration

·        Warn the student when bells will ring or if a fire drill is scheduled

·        Whisper when working one to one with the child

·        Allow parents to provide earplugs or sterile waxes for noisy events such as assemblies

·        Make sure the parent knows about what is observed about the student in the classroom

·        Refer student for occupational therapy or sensory integration training

·        Be cognizant of light and light sources that may be irritating to child

Dyscalculia:

Dyscalculia:

Dyscalculia is a a mathematical disability in which a person has a difficult time solving arithmetic problems and grasping math concepts. this term referring to a wide range of life-long learning disabilities involving math. There is no single form of math disability, and difficulties vary from person to person and affect people differently in school and throughout life.

Individuals with this type of Learning Disability may also have poor comprehension of math symbols, may struggle with memorizing and organizing numbers, have difficulty telling time, or have trouble with counting.

·        Affects a person’s ability to understand numbers and learn math facts.

Signs and Symptoms

·        Shows difficulty understanding concepts of place value, and quantity, number lines, positive and negative value, carrying and borrowing

·        Has difficulty understanding and doing word problems

·        Has difficulty sequencing information or events

·        Exhibits difficulty using steps involved in math operations

·        Shows difficulty understanding fractions

·        Is challenged making change and handling money

·        Displays difficulty recognizing patterns when adding, subtracting, multiplying, or dividing

·        Has difficulty putting language to math processes

·        Has difficulty understanding concepts related to time such as days, weeks, months, seasons, quarters, etc.

·        Exhibits difficulty organizing problems on the page, keeping numbers lined up, following through on long division problems Good at speaking, reading, and writing, but slow to develop counting and math problem-solving skills

·        Good memory for printed words, but difficulty reading numbers, or recalling numbers in sequence

·        Good with general math concepts, but frustrated when specific computation and organization skills need to be used

·        Trouble with the concept of time-chronically late, difficulty remembering schedules, trouble with approximating how long something will take

·        Poor sense of direction, easily disoriented and easily confused by changes in routine

·        Poor long term memory of concepts-can do math functions one day, but is unable to repeat them the next day

·        Poor mental math ability-trouble estimating grocery costs or counting days until vacation

·        Difficulty playing strategy games like chess, bridge or role-playing video games

·        Difficulty keeping score when playing board and card games.

Strategies                                                             

·        Allow use of fingers and scratch paper

·        Use diagrams and draw math concepts

·        Provide peer assistance

·        Suggest use of graph paper

·        Suggest use of colored pencils to differentiate problems

·        Work with manipulative

·        Draw pictures of word problems

·        Use mnemonic devices to learn steps of a math concept

·        Use rhythm and music to teach math facts and to set steps to a beat

·        Schedule computer time for the student for drill and practice Use graph paper for students who have difficulty organizing ideas on paper.

·        Work on finding different ways to approach math facts; i.e., instead of just memorizing the multiplication tables, explain that 8 x 2 = 16, so if 16 is doubled, 8 x 4 must = 32.

·        Practice estimating as a way to begin solving math problems.

·        Introduce new skills beginning with concrete examples and later moving to more abstract applications.

·        For language difficulties, explain ideas and problems clearly and encourage students to ask questions as they work.Provide a place to work with few distractions and have pencils, erasers and other tools on hand as needed.