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

By Andrew Connell

A functional advisor to educating Computing and ICT within the Secondary School bargains ordinary assistance and thought to aid all trainee and newly certified academics, in addition to their tutors and mentors. it's going to even be a resource of aid and concepts for certified lecturers who desire to advance their instructing of Computing as an issue, in mild of modern alterations to the nationwide Curriculum.

Grounded within the top examine and perform on hand, it specializes in the major pedagogical matters which come up in the course of instructor education and provides stimulating actions in accordance with attempted and proven techniques. Comprehensively up-to-date and restructured to mirror contemporary adjustments within the curriculum, preliminary instructor education criteria and school room applied sciences, it covers key facets of Computing and ICT teaching:

  • Planning student studying and progression
  • Managing the training environment
  • Using review to enhance student studying and your personal teaching
  • Developing scholars’ realizing of key thoughts and ideas in Computing, together with Computational considering and Programming
  • Pupils’ universal misconceptions and the way to prevent them
  • Helping scholars savor solid and undesirable results of computing.

A functional consultant to instructing Computing and ICT within the Secondary School

, written via specialists within the box, offers exact examples of concept in perform, allowing you to examine and ponder your individual educating with a purpose to make certain student studying is maximised.

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Additional resources for A Practical Guide to Teaching Computing and ICT in the Secondary School (Routledge Teaching Guides)

Sample text

Single-lesson plans. However, in order to put individual lesson plans in context and promote effective pupil progress over time, you must first take account of longer-term plans. In order to be able to decide what the next move is, you need to understand the prior experiences of the pupils and the ultimate objectives. Therefore, the next segment will focus firstly on long-, then mediumand finally short-term planning. There is a particular language associated with planning, which needs clarifying before a more full discourse is undertaken.

E. single-lesson plans. However, in order to put individual lesson plans in context and promote effective pupil progress over time, you must first take account of longer-term plans. In order to be able to decide what the next move is, you need to understand the prior experiences of the pupils and the ultimate objectives. Therefore, the next segment will focus firstly on long-, then mediumand finally short-term planning. There is a particular language associated with planning, which needs clarifying before a more full discourse is undertaken.

Some of your colleagues in school may not appear to plan as thoroughly as you have to, but although they don’t have lots of paperwork, they are highly experienced and have internalised parts of the process. Elliot (2012) suggests that, ‘Great lessons do not just happen and they are not a product of good luck. Great lessons are a product of great planning, plus a little bit of inspiration and a tiny amount of good fortune’. That is not to say that your lessons will be exclusively predetermined. Opportunities will arise by accident, or your instincts may indicate that you should follow an alternative course, but neither of these eventualities should be relied upon.

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