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

By Andrew Connell

A sensible advisor to educating Computing and ICT within the Secondary School deals basic counsel 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 aid and concepts for certified lecturers who desire to increase their educating of Computing as a topic, in mild of modern alterations to the nationwide Curriculum.

Grounded within the most sensible learn and perform on hand, it makes a speciality of the foremost pedagogical concerns which come up in the course of instructor education and gives stimulating actions in accordance with attempted and confirmed techniques. Comprehensively up to date and restructured to mirror contemporary adjustments within the curriculum, preliminary instructor education criteria and lecture room applied sciences, it covers key features of Computing and ICT teaching:

  • Planning student studying and progression
  • Managing the educational environment
  • Using evaluate to enhance student studying and your individual teaching
  • Developing scholars’ knowing of key techniques and ideas in Computing, together with Computational considering and Programming
  • Pupils’ universal misconceptions and the way to prevent them
  • Helping scholars enjoy solid and undesirable results of computing.

A useful consultant to educating Computing and ICT within the Secondary School

, written via specialists within the box, offers distinct examples of thought in perform, permitting you to examine and think about your individual educating with the intention 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 (Routledge Teaching Guides)

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3 Advice for Eric Eric was made aware of the difference between simplifying concepts to aid comprehension and reducing subject content to such a low level that it was not fit for purpose. Subsequently, he explored the importance of sequencing concepts to aid comprehension, and explaining abstract concepts in relation to more concrete concepts that pupils already understood. This helped Eric to reflect meaningfully on the progression from Year 7 to post-16, and to understand that many concepts appeared time and again, requiring increasingly complex levels of knowledge.

Some pupils brought work from home on external storage devices, which meant they needed extra time to load the file. Two pupils could not find their files on the network. Time ran out, with not all pupils presenting. 4 Make further notes in response to these questions: Which of Paul’s problems did you anticipate? How could each of these problems have been avoided? 1 has been devised to highlight the need for careful planning. We do not expect your experience to be like this during your training, because of the support for the planning process that you will receive.

To assess effectively you must understand how pupils learn the subject. You must have experience of the range of planning, teaching and assessment strategies across the secondary age and ability range, including some post-16. g. examples of effective planning of sequences of lessons; development of medium term plans/units of work; evidence of good teaching; testimonials, and examples of pupils’ work. Evidence should be available for scrutiny and referenced, but not attached to the audit document.

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