Our students will be able to do this part on their own. However we would audio describe it as we watched the video.
Briefly discuss the learning intention of the lesson with students.
Today, we are going to learn:
Students have a clear understanding of what they are hoping to achieve in this lesson.
Learners could discuss the different skillsets and mindsets they will have to adopt ‐ this ties in with the Creative and Critical Thinking Capabilities.
Whole class activity
NOTE: You will need IWB software to open this.
Note: The document ‘Stage 2 Creating a binary number from a decimal number – challenge cards’ can be used as an extension.
NOTE: The RTF file is compatible with MS Word so will work on windows-based computers, the difference being that it is also editable on a range of adaptive technology devices or any device that's built on windows structure.
Our students will be able to do this part on their own
For this section we worked though the slides by using tactile objects to represent both the 1 and 0 (on and off). We used pop sticks to represent the 1 and plastic circles to represent the zero.
Any two obviously different objects could be used to represent the base 2 numbers here.
We made some minor changes to the task for the learning construction see below
For this section we created a tactile column section for the students to make their answers.
NOTE: The dbt file is compatible with a program named Duxbury. Duxbury is specialist software designed to to be used with an embosser and coverts English to UEB braille code.
Give students the Stage 1 binary number cards (Stage 1 Creating a decimal number from a binary number – numbers for working time pdf) so that they can create decimal numbers from binary numbers.
For this part students once again used an rtf file on their Braillenote titled "activity 2“.
They then recorded their answers by manually writing out their answers on a separate document in their Braillenote.
This activity has a range of ability levels to choose from. You can provide the different levelled numbers for the students. Alternatively, students can self-select.
In small groups, students race to complete the challenge the fastest.
For this part students once again used an rtf file on their Braillenote titled “activity 3“.
We did this as individuals as we have small numbers at our school.
We did not do this section.
We did not do this section.
We did not complete this section.
Instead we looked into this in greater detail moving to see how the Decimal numbers relate to ascii codes / numbers. Using the example of how a keyboard sends a signal of on and off numbers to make up each letter that is typed (ASCII). I gave the students the address to a website that had the conversions of decimal to ascii numbers and asked each student to convert their name to binary using the code. Students accessed the website using their screen reader (JAW’s)
Once students had their name in Binary I asked them to create a word in binary and then ask a friend to crack the code using the ascii converter.
We revisited the 'How a keyboard sends a signal' activities to help with this part.
Make anecdotal notes of any students who do not reply ‘yes’ to these questions.
Revisit the skills and mindsets you discussed at the start of the lesson. What examples of great learning behaviours did we see? How could we be even more effective learners?