Download e-book for iPad: A Practical Guide to Teaching ICT in the Secondary School by Stev Kennewell

By Stev Kennewell

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Extra info for A Practical Guide to Teaching ICT in the Secondary School (Routledge Teaching Guides)

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What evidence was there of pupil errors and misconceptions? Did you pay good attention to these and try to remedy them? Do you need to address any errors next lesson? Were there any surprises? What were they, and can you anticipate them next time? Was it necessary to change your plan during the lesson? Why? What notes or points for the next lesson do you need? For example, who to target with questions, who missed the lesson, who owes homework? What would you change if you had to do this lesson again?

It is important that the teacher knows the pupils well, so that the best pairings are chosen for a particular task. Whatever system of pairing is used, the teacher will have to be vigilant in order to ensure that real progress is made by everyone. If pupils are paired such that one is more able than the other, there is an expectation that the more able should help the less able. The less able pupil may feel perfectly happy with this as there is a kind of informal arrangement between friends but there is the danger that the more able pupil will do all the work and the other member of the pair will just watch.

The lesson stalled when the system failed for about fifteen minutes. I did not know what to do and tried to consult Mr X who was next door for help. He unfortunately had his own issues to deal with (difficult class and no computers) and could not help. Leaving the classroom only made the situation worse and I had to struggle to regain control. When the system was restored there was too little time left to do anything meaningful. I was surprised by a number of things – the system failure, the lack of a routine for saving work and the fact that there was little paper for the printer.

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