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

By Andrew Connell

A functional consultant to educating Computing and ICT within the Secondary School bargains trouble-free information and concept to help all trainee and newly certified academics, in addition to their tutors and mentors. it is going to even be a resource of aid and ideas for certified lecturers who desire to strengthen their educating of Computing as a topic, in mild of contemporary alterations to the nationwide Curriculum.

Grounded within the top study and perform on hand, it specializes in the major pedagogical concerns which come up in the course of instructor education and gives stimulating actions in response to attempted and validated thoughts. 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 points of Computing and ICT teaching:

  • Planning scholar studying and progression
  • Managing the educational environment
  • Using overview to enhance scholar studying and your personal teaching
  • Developing scholars’ knowing of key innovations and ideas in Computing, together with Computational considering and Programming
  • Pupils’ universal misconceptions and the way to prevent them
  • Helping scholars savour strong and undesirable results of computing.

A functional advisor to educating Computing and ICT within the Secondary School, written through specialists within the box, offers special examples of conception in perform, permitting you to examine and examine your individual instructing with a view to be certain scholar studying is maximised.

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Additional info for A Practical Guide to Teaching Computing and ICT in the Secondary School

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GRADING Please grade each of the activities below using the following scale: 1 2 3 4 24 I have good evidence that I can teach this effectively (you MUST have strong evidence from observation of your teaching to get a grade 1). I know a lot about this area and I feel fairly secure about teaching it, given pedagogical support and revision/preparation. I know about this area and could teach it given a lot of pedagogical support and revision/preparation, but am insecure at the moment. I have no knowledge of this area and am not confident at all.

At the beginning of your career you will have to plan extensively because of the need to understand the process thoroughly, and because you will not be able to complete the training successfully without demonstrating your ability to prepare thoroughly. 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.

There has been much written about planning, but at its most basic it involves knowing what to do, when to do it, how to do it, and who needs to do it. You also need to know what ‘instruments’ you will use to measure the effectiveness of your plans (see Chapter 4). It is an essential part of most undertakings in which we engage, regardless of their scale. This is particularly true in activities associated with learning and teaching, because the consequences of failure as a result of poor planning can be life-altering.

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