Get A Practical Guide to Teaching Computing and ICT in the PDF

By Andrew Connell

ISBN-10: 1138813087

ISBN-13: 9781138813083

A functional advisor to educating Computing and ICT within the Secondary School deals undemanding suggestions and idea to aid all trainee and newly certified academics, in addition to their tutors and mentors. it is going to even be a resource of help and ideas for certified lecturers who desire to advance their instructing of Computing as a topic, in mild of contemporary adjustments to the nationwide Curriculum.

Grounded within the most sensible study and perform to be had, it specializes in the foremost pedagogical matters which come up in the course of instructor education and provides stimulating actions in accordance with attempted and validated recommendations. Comprehensively up to date and restructured to mirror fresh adjustments within the curriculum, preliminary instructor education criteria and lecture room applied sciences, it covers key elements of Computing and ICT teaching:

  • Planning scholar studying and progression
  • Managing the educational environment
  • Using evaluate to enhance scholar studying and your personal teaching
  • Developing scholars’ figuring out of key thoughts and ideas in Computing, together with Computational considering and Programming
  • Pupils’ universal misconceptions and the way to prevent them
  • Helping students have fun with solid and undesirable results of computing.

A sensible consultant to educating Computing and ICT within the Secondary School, written via specialists within the box, offers designated examples of idea in perform, allowing you to examine and think about your personal educating on the way to verify student studying is maximised.

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Extra resources for A Practical Guide to Teaching Computing and ICT in the Secondary School

Example text

Objectives are not the actual task, so that ‘Complete Worksheet 3’ is not an objective. We will 51 ANDREW CONNELL AND ANTHONY EDWARDS use the term ‘task outcomes’ to represent the external product of pupils’ learning activities, such as ‘printout of spreadsheet showing formulas’, or ‘oral explanation of the role of a spreadsheet in modelling cash flow’. Always bear in mind that the purpose of the lesson is to achieve the learning objectives, not the task outcomes. Lesson objectives are often, but not exclusively, associated with short-term planning.

In other words, lesson planning. Each school or training institution usually has its own favoured template for lesson planning, but they all have the following in one form or another: learning objectives; strategies for dealing with children of different abilities, including those with very specific needs; resources; organisational issues; key features of the lesson, which are sometimes related to a timeline; and opportunities for assessment. It is essential that before you plan in detail, you should research the pupils you are teaching.

There is a particular language associated with planning, which needs clarifying before a more full discourse is undertaken. The terms ‘aims’ and ‘objectives’ are regularly employed in an educational context, but are often confused with each other. For the sake of clarity, we will adopt the following definitions, although they may vary from those used on your course. ‘Aims’ should relate to the general skills, knowledge and understanding you want the pupils to attain; for instance: understanding the use of computers as a simulation tool, or the ability to use spreadsheets, or to model cash flow.

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A Practical Guide to Teaching Computing and ICT in the Secondary School by Andrew Connell


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