A Practical Guide to Teaching Computing and ICT in the - download pdf or read online

By Andrew Connell

ISBN-10: 1138813087

ISBN-13: 9781138813083

A functional advisor to educating Computing and ICT within the Secondary School bargains common counsel and notion 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 strengthen their educating of Computing as a topic, in gentle of contemporary alterations to the nationwide Curriculum.

Grounded within the top examine and perform on hand, it makes a speciality of the main pedagogical concerns which come up in the course of instructor education and gives stimulating actions in response to attempted and proven suggestions. Comprehensively up-to-date and restructured to mirror fresh alterations within the curriculum, preliminary instructor education criteria and school room applied sciences, it covers key points of Computing and ICT teaching:

  • Planning student studying and progression
  • Managing the training environment
  • Using overview to enhance student studying and your personal teaching
  • Developing students’ figuring out of key innovations and ideas in Computing, together with Computational considering and Programming
  • Pupils’ universal misconceptions and the way to prevent them
  • Helping scholars delight in reliable and undesirable results of computing.

A functional consultant to instructing Computing and ICT within the Secondary School, written through specialists within the box, offers specific examples of conception in perform, allowing you to examine and give some thought to your individual educating so as to determine scholar studying is maximised.

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

Example text

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. If you want to teach well, then you have to put the effort in to plan well.

It will be your responsibility to gather evidence and present it at subsequent reviews. It will be used to inform your development plan. Having done the audits, please consider the following and fill in the boxes: Priority areas for development: Actions to take: Give a copy of the audit to your university tutor and school subject mentor. 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.

According to Cambridge Dictionaries Online, ‘a plan’ is ‘a set of decisions about how to do something in the future’ (see Resources). 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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A Practical Guide to Teaching Computing and ICT in the Secondary School by Andrew Connell


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