LESSON PLAN_GUI_CLI

Long-term plan unit:

10.2A: Software

School:

Date:

Teacher name:

Grade: 10

Number present:

absent:

Thegoal  of professional development

Theme of the lesson

Operating systems

Learning objectives that are achieved at this lesson(Subject Programme reference)

argue the benefits and drawbacks to different types of user of a range of user interfaces (including graphical user interfaces (GUI), command line interfaces (CLI), natural language and gesture recognition)

Lesson objectives

12.6.5.5 use comments to explain the functioning of a solution

12.2.4.4 create programs with practical, personal, and/or societal purpose

12.2.4.2 analyze problems and evaluate the feasibility of creating computer-based solutions

Language objectives

Language learning objective 

Learners can:

take part in a debate on the benefits and drawbacks of different user interfaces

(speaking and listening skills)

Subject-specific vocabulary & terminology  

URL, IP Address, internet, World Wide Web, Domain Name, Firewall, port, protocol

Operating System, GUI, CLI, FAT

Useful set(s) of phrases for dialogue/writing

This websites uses ... that provides ...

This website is secure/not secure because …

The …operating system would be … suitable/not suitable for users who …

e.g. The CLI Operating System would be suitable for users who ....

ICT skills

They do some research at home with the Internet resources using laptops and may make presentations on Power Point.

Previous learning

Operating systems

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

10’

Question

Explain two functions of an operating system

Presentation

Middle

15’

15’

15’

INDIVIDUAL  WORK

Explore the two Types of user Interface

Main questions:

Definition

Principle of operation(pros and cons)

Examples

2. Make mini notes and illustrations

3. Explain to another, listen carefully them, give feedback

CLI is the acronym used for Command Line Interface, which are conventional interfaces extensively used in 1980’s.

A command-line interface (CLI) allows users to write commands in a terminal or console window to communicate with an operating system.

Users have to type command or train of command to perform a task. CLI’s are more accurate than GUI’s, but it requires mastery over the commands and syntax. It emphasizes over cognitive process as a primary task. CLI is appropriate for the costly computing where input precision is the priority.

Pros

CLIs can run on simple hardware with limited resources.

Some commands may be simpler to perform in a CLI than in a GUI.

Cons

CLI is suitable for the user who uses it in a regular basis and can memorize the range of commands and options.

Mistyping could result in complete chaos.

The commands can never be intuitive.

These are suitable for modelling not for the interactive graphics.

GUI expands to Graphical User Interface. A GUI uses graphics to allow users to intercommunicate with the operating system or application. GUI provides windows, scrollbars, buttons, wizards, iconic images, other icons to facilitate users. It is an easy-to-use interface for the novice users. It is intuitive, easy to learn and reduces cognitive load. Unlike CLI, GUI users need not to remember commands rather it requires recognition and good exploratory analysis and graphics.

Pros

•       Simple and intuitive for new users

•       Some commands may be simpler to perform in a GUI than in a CLI

Cons

•       Lack of precision.

•       Analysis replication and retracing of steps is hard.

•       Not suitable for modelling.

•       Difficult to design.

Presentation

Worksheet

https://www.powershow.com/view/400932-NzI1N/Computer_software_powerpoint_ppt_presentation

https://en.wikibooks.org/wiki/A-level_Computing/AQA/Problem_Solving,_Programming,_Operating_Systems,_Databases_and_Networking/Operating_Systems/Role_of_the_operating_system

Conclusion

10’

10’

5’

Presentation

Worksheets

Presentation

Worksheets

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check students’ learning?

Health and safety regulations

Differentiation can be by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners (Theory of Multiple Intelligences by Gardner).

Differentiation can be used at any stage of the lesson keeping time management in mind.

Use this section to record the methods you will use to assess what students have learned during the lesson.

Health promoting techniques

Breaks and physical activities used.

Points from Safety rules used at this lesson.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. 

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

What two things would have improved the lesson (consider both teaching and learning)?

1:

What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?