Didactic technology project

GENERAL POINTS:
Discipline: Information and communication technology
Class: 11th
Teacher:
Learning unit: Office
Lesson topic: document Office
Type of lesson: skills training lesson
Duration: 50 min
Venue: IT laboratory/classroom

INITIAL CLASS LEVEL:

- the students acquired the theoretical notions related to the graphic objects
- the students trained and developed their skills in identifying the graphic objects

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PURPOSE OF THE LESSON:
INFORMATIONAL
- presentation, fixation and consolidation of theoretical notions regarding graphic
objects;
 TRAINING
- training the skills of correct identification of graphic objects;
EDUCATIONAL
- developing a positive attitude towards the introduction of the computer in one's
own field of activity;
- development of learning motivation, knowledge interests and intellectual
experiences;
- expressing a creative way of thinking in the structure and solving problems;

GENERAL SKILLS:
Use of software applications

SPECIFIC SKILLS:
1.2. Effective use of software components

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OPERATIONAL OBJECTIVES:

Students will know:

O1 - to know the role and functions of the graphic objects;
O2 - to determine the type of graphic objects;
O3 - to use graphic objects;
O4 - to identify the components of the graphic objects;
O5- to express a creative way of thinking, in structuring and solving work tasks and at the end of the class to self-eval

PSYCHO-PEDAGOGICAL (EDUCATIONAL) OBJECTIVES:

cognitive:
- correct knowledge of theoretical notions related to the graphic objects;
- understanding how operating systems work;
psychomotor:
- to develop work skills specific to the study topic;
- to develop logical thinking, the ability to generalize and problematize;

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 affective:
- to argue the advantages of using graphic objects;
- to be involved with pleasure and interest in all stages of the lesson.

TEACHING STRATEGIES:

Teaching principles:
- the principle of participation and active learning
- the principle of ensuring the gradual progress of performance
- the principle of individualization and differentiation of learning
- the principle of linking theory to practice

Teaching methods:
- methods of oral communication: exposition, conversation, problematization;
- action methods: exercise, research, learning through discovery, the pyramid method.

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Training procedures:
- the systematic display of knowledge in the communication stage (Exp)
- demonstration exercise (ExD)
- problematization (Pr) by creating problem situations
- the consolidation conversation (Cv)
- the consolidation exercise (ExC)

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 Forms of organization:
- frontal
- in small groups (2 students)
- in teams (5-6 students)
Forms of directing learning:
- directed by the teacher or independently
Material resources:
- worksheets with a set of applications (exercises by degree of difficulty)
- computer, overhead projector, flipchart
- electronic course support (computerized presentation) and printed course
support
- bibliographical material:
- for students:

Evaluation methods:
-continuous assessment during the lesson, through systematic observation with the help of
observation sheets (work sheet and computer)
CONDUCT OF THE ACTIVITY
Lesson preparation
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- preparation of the didactic project;
- preparing the electronic course support;
- preparing the work sheets, the activity assessment sheet, the self-assessment sheet;

Structura lectiei pe secvente de instruire

Timp Learning strategies
Purpose of aloca

teaching Teaching strategy t Visually dominant Auditory dominant Students with Resources
students students dominant practice

Providing information; Assisted training using a teaching - discover the - listen to the
aid (see electronic course aid); main points of teacher's -draw
the presentation intervention and schematically in Course
and follow the individually
teacher's follow the lesson notebooks the support;
14 explanations; presented on the
min steps necessary to
computer; ask
questions when use the basic Plans;
the presentation
operations; Manual
stops;

Explanation of theoretical Course support and worksheets; 6 practically

concepts. min -identifies and -fill in the empty experience the Course
emphasizes the spaces in the instructions from support;
the electronic
essential stages worksheets, presentation on
the personal
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 computer;
on the course based on the Worksheets
support; information ;
"heard" so far;

From theory to practice: the Team practice - worksheets; on the basis of the - on the basis of the using as much of the Course
actual realization of some course material, he worksheet, perform previously presented support;
applications with the studied Individual practice on the computer performs a a practical work knowledge as Worksheets;
elements. – worksheets; practical work (Annex 1), using as possible. Schemes
(Appendix 1) much of the made during
previously presented the lesson;
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knowledge as
min possible.
- use the previously
developed schemes
to create a practical
work (Appendix 1),

discussions
Development of oral - answer the - presents the -relates to reality in flip charts;
communication skills
questions asked by advantages of the order to intervene in
10 the other working method the debate; A3 format
min
colleagues and/or they used boards;

turn to the teacher;

Evaluation of the lesson

Individual completion of a questionnaire Lesson evaluation Lesson evaluation Lesson evaluation
6
min questionnaire; questionnaire; questionnaire;

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