|
|
- 1Remember and identify the difference between learning in a traditional classroom and learning using online platforms (Virtual Learning Environments). This objective matters because learners need to understand that the web offers alternative pathways to education beyond the physical classroom—a critical skill in Ghana's digital future
- 2Activity 1 — Prior Knowledge Activation: Ask learners to raise their hands and recall one time they have used the internet or a smartphone to learn something new outside of school. Call on three learners to share their answer aloud (e.g., 'Ama watched a YouTube video to learn how to plait hair,' or 'Yakubu searched Google to find information for a homework project'). Write their responses as a short list on the board. Ask the class: 'Did you need to sit in a classroom to learn these things?' Expect answers like 'No' or 'We were at home.' Affirm their responses and explain: 'Today we call this online learning, and today we explore why it is so powerful.'
|
- UNDERSTANDING VIRTUAL LEARNING ENVIRONMENTS (VLES) AND THEIR IMPORTANCE FOR SELF-PACED LEARNING
- 1Main Activity — Definition and Context Setting using Projector and Textbook: Display on the projector (or write clearly on the board) the definition: 'A Virtual Learning Environment (VLE) is an online space where students can access lessons, resources, videos, quizzes, and assignments without sitting in a physical classroom.' Read this aloud slowly. Point to the Computing Textbook and ask a volunteer to read aloud any example of a VLE mentioned in their textbook (e.g., Google Classroom, Khan Academy, or Coursera). If the textbook does not name a VLE, provide this example yourself: 'Khan Academy is a free VLE used by millions of students in Ghana and around the world. A student in Bolgatanga can watch the same lesson as a student in Accra at exactly the same time, or at a different time if they choose.' Write 'VLE = Online Learning Space' on the board. Ask the class: 'Why might a student in a small village without a secondary school benefit from a VLE?' Accept answers and affirm: 'Exactly—they can access world-class lessons from their home using a smartphone and internet.'
- 2Sub-Activity 1 — Identifying Three Key Benefits of VLEs using Guided Questioning: On the board, write three headings: (1) Self-Paced Learning, (2) Access to Resources, (3) Learn New Skills Anytime. Under each heading, work through one benefit step by step with learners. For Self-Paced Learning, ask: 'If Kofi is learning to code on a VLE and he does not understand the first, what can he do?' Expect answer: 'Pause and rewatch.' Say: 'Yes! He controls the speed. He is not rushed by the teacher or other students.' Write on the board: 'Learner controls speed — no pressure.' For Access to Resources, ask: 'Abena wants to learn about sustainable farming but her school library has no books on this topic. Where can she find free lessons on VLEs?' Say: 'She can search on a VLE and find video tutorials, articles, and quizzes from experts in agriculture.' For Learn New Skills Anytime, say: 'In a traditional classroom, you can only learn during school hours—8 a.m. to 3 p.m. In a VLE, Yaw can learn to design graphics at midnight if he wants, or at 6 a.m. before school.' Write on the board: '24/7 Learning — Your Schedule.' Have learners repeat these three benefits chorally three times to embed the language
- 3Sub-Activity 2 — Real-World Application using Smartphone Example: Display on the projector (or pass around a smartphone if you have one in class) an example of a VLE interface or a Google search showing 'free online courses Ghana' or 'Khan Academy.' Point out the key features: course titles, video play buttons, quiz sections, progress bars. Ask learners: 'If you wanted to learn graphic design or coding or English vocabulary, how would you find a free VLE course?' Guide them to say: 'Use a search engine on a smartphone or computer.' Ask a confident learner to mime the action of opening a smartphone, tapping a browser, and typing a search query. Say: 'This is exactly how you access a VLE. Step 1: Open your browser. Step 2: Search for the topic you want to learn. Step 3: Find a VLE. Step 4: Start learning.' Write these four steps on the board and have learners copy them into their exercise books
- 4Differentiation Note: Struggling learners—work only with the first benefit (Self-Paced Learning) and give them a sentence frame: 'A VLE is important because I can _____.' Average learners—complete all three benefits as described. Fast finishers—ask them to think of a second reason why e-learning is important (e.g., It is cheaper, There is no travel cost, You can learn from teachers around the world) and write one sentence in their exercise books. Extension Task: Invite fast finishers to research one free VLE platform on the smartphone (with supervision) and report back one course they found interesting and why they would like to take it.
|
- 1Projector
- 2Computing Textbook
- 3Smartphone (for VLE interface demonstration)
- 4Whiteboard / chalkboard and markers / chalk
- 5Exercise books and pens
- 6Teachers Resource Pack (for VLE definitions and context)
|
- 1Plenary Activity 1 — Concept Consolidation using Think-Pair-Share: Display this question on the projector or say it aloud: 'Why is a Virtual Learning Environment more flexible than a traditional classroom?' Give learners 30 seconds to think silently (place one hand up—'thinking time'). Then say: 'Turn to your partner and explain your answer in one sentence.' Circulate and listen to three pairs. Ask two pairs to share their answers aloud with the class (e.g., 'Pair 1: Because you do not have to wake up early.' 'Pair 2: Because you can pause the video and learn again.'). Affirm each answer: 'Excellent thinking! You are correct—VLEs give you control over your learning time and speed.'
- 2Plenary Activity 2 — Reflection and Motivation: Ask learners to raise their hand if they think they will use a VLE in the next month to learn something new. Count hands and celebrate: 'Amazing! [Number] of you are excited to try online learning. Next lesson, we will show you how to search for and use a real VLE.' Close with this closing statement: 'Remember: The web connects you to the world's best teachers and resources. VLEs break down walls between you and knowledge. That is why VLEs are so important for your future.'
Exercise
- 1Written Exercise — Assessment of Phase 1 Objective: Ask learners to open their exercise books and write this question on the board: 'In 2–3 sentences, explain why a student in a remote village in Ghana might prefer to learn using a Virtual Learning Environment (VLE) instead of only attending a physical school.' Provide this sentence starter: 'A VLE is important because _____.' Give learners to write. Model Answer Hint: A complete answer should mention: (1) a VLE is accessible online (does not require travel), (2) it allows self-paced learning (student controls speed), and (3) it provides access to resources and skills not available locally. Example: 'A VLE is important because a student in a village can learn from expert teachers online without travelling far. They can learn at their own speed and pause to understand difficult parts. A VLE gives them access to courses and skills that may not be taught in their local school.'
|
|
|
- 1Learners will recall and identify the names and basic purposes of at least two open learning websites explored in the previous lesson. This is critical because Day 2 consolidation requires learners to first retrieve and anchor their prior day's learning before applying it to real classroom scenarios today
- 2Quick Recall Challenge: Display the words 'Khan Academy', 'Coursera', and 'Edx' on the projector (one at a time, 30 seconds each). Ask learners: 'What do you remember about this website from yesterday? What can you learn there?' Go around the small class (11 learners) — invite 4–5 learners to name ONE thing they recall. Listen for keywords like 'free lessons', 'videos', 'certificates', 'subjects'. Teacher tip: If learners struggle, prompt: 'Is it a place to watch lessons or buy things?' Affirm correct recollections aloud
|
- EXPLORING OPEN LEARNING WEBSITES USING A WEB BROWSER AND SEARCH ENGINE
- 1Main Activity — Guided Web Browser Demonstration with Search Engine: Teacher uses the projector to display a laptop/computer screen. Open Google Chrome or Firefox (your default web browser). Say aloud: 'Today we are checking these websites to see how they help learners like you in Ghana. Watch carefully.' In the address bar, type 'Khan Academy' and press Enter. When the site loads, point to the search bar on the homepage and say: 'This is Khan Academy's search engine — it finds lessons inside the website.' Click into the search box and type 'fractions' as an example. Show 3–4 video lesson results. Ask the class: 'What subjects do you see listed here?' (Maths, Science, History, etc.). Repeat this process with Coursera — type in the address bar, allow the site to load, and use the search/filter box to search for 'free courses' or 'beginner courses'. Point out the word 'Free' on some course tiles. Ask: 'Which courses in Coursera are free? Why might Ghanaian learners prefer free courses?' This teaching move models the exact steps learners will replicate in the sub-activities. Duration
- 2Sub-Activity 1 — Paired Exploration with Smartphonе Access: Provide pairs of learners with access to a smartphone (one per pair, 11 learners = 5–6 pairs; if fewer phones available, use a rotation). Assign each pair ONE website: Pair 1 & 2 → Khan Academy; Pair 3 & 4 → Coursera; Pair 5 & 6 → Edx. Instruct: 'Open your assigned website using the browser on the phone. Use the search engine ON THE WEBSITE to find ONE lesson or course about a subject you like. You have. Write down on paper: (a) the website name, (b) the subject you searched for, (c) the name of the lesson or course you found.' Circulate among pairs. For struggling pairs: sit with them, guide them to tap the search box first, then type a simple word like 'English' or 'Science'. For fast finishers: ask 'Can you find a FREE course? How did you know it was free?' Model answer: 'We opened Khan Academy on the phone. We tapped the search box and typed Mathematics. We found a lesson called Fractions Made Easy. It was free.'
- 3Sub-Activity 2 — Whole-Class Reporting and Comparison: Invite one representative from each pair to stand and share their findings (2– ). Write on the board a simple table: Website Name | Subject Found | Lesson/Course Title | Cost. As each pair shares, fill in one row. After all pairs present, ask the whole class: 'Which website gave you the most lesson choices? Which one looked easiest to use? Would you recommend any of these to Kwame, a JSS3 learner preparing for exams?' Learners raise hands to answer. Affirm responses that show critical thinking: 'Yes, Edx has many free courses — that is a clever choice for exam prep.' This activity builds from individual exploration to shared class knowledge
- 4DIFFERENTIATION: Struggling learners (e.g. those unsure of web browser steps) — work alongside the teacher during sub-activity 1; use the smartphone together and walk through the search steps twice before they attempt independently. Average learners — complete the full paired exploration and reporting as described. Fast finishers — after finding their lesson, ask them to: (a) open a second website and compare its search interface, or (b) evaluate which website's search results are 'clearest' and explain why, or (c) locate a course about a GH-specific topic (e.g. 'cocoa farming' or 'renewable energy in Ghana') and report if they found relevant results. EXTENSION TASK FOR FAST FINISHERS: 'Imagine you are a teacher at Tema Primary School who wants to use one of these websites for a lesson on Fractions (Mathematics). Which website would you choose and why? List 3 reasons.' (This creates-level thinking prepares for plenary evaluation.)
|
- 1Projector (for displaying website screens and logos)
- 2Smartphone (with web browser and internet connection; one per pair, or 5–6 devices for 11 learners)
- 3Textbook (Computing Curriculum or Teachers Resource Pack — reference pages on web browsers and search engines)
- 4Exercise books (for written assessment in Phase 3)
- 5Writing materials (pens/pencils for recording pair findings and final written exercise)
|
- 1Consolidation Activity — Website Purpose Matching: Display the projector slide with three website logos (Khan Academy, Coursera, Edx) on the left and three purpose statements on the right, e.g. (1) 'Free video lessons for school subjects', (2) 'Professional certificates and university-level courses', (3) 'Affordable online university courses'. Ask learners to match aloud: 'Which website is which?' Point to each logo in turn and ask the class or invite a learner to identify its main purpose. Correct any errors gently and reinforce the correct match. This consolidates the core distinction between the three platforms in learners' minds before they leave the lesson
- 2Reflection Activity — Think-Share-Reflect: Ask each learner to complete this sentence in their head (no writing, just thinking): 'One subject I want to learn using Khan Academy/Coursera/Edx is _______ because _______.' Go around the room quickly (11 learners, ~ ) and ask 4–5 volunteers to share their sentence aloud. Listen for learners who can justify their choice (e.g. 'I want to learn Chemistry on Khan Academy because my teacher said the videos are clear' or 'I want to do a free course on Coursera because I want a certificate for my CV'). Affirm responses that show thoughtful use of the resource. Conclude: 'These websites are tools that YOU can use anytime — at school, at home, during lunch break. Smart learners in Ghana are using them right now.'
Exercise
- 1Written Assessment Question: Learners write one short paragraph (4–6 sentences) in their exercise books, answering this prompt: 'Your friend Abena is struggling with Mathematics and wants to improve. Recommend ONE of the three open learning websites (Khan Academy, Coursera, or Edx) to her. Explain WHY that website is the best choice for her.' Model answer structure: 'I recommend Khan Academy to Abena because (1) it has free video lessons, (2) it covers Mathematics topics like fractions and decimals, (3) she can learn at her own pace, and (4) she does not need to pay any money.' Assess using two criteria: (a) Learner names a real website from the lesson, (b) Learner gives at least TWO reasons why it fits Abena's need. This exercise directly assesses the Phase 1 objective (recalling website names and purposes) and applies them to a realistic classroom context
|
