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

By Andrew Connell

A functional consultant to instructing Computing and ICT within the Secondary School bargains user-friendly assistance and concept to aid all trainee and newly certified lecturers, in addition to their tutors and mentors. it's going to even be a resource of help and ideas for certified lecturers who desire to strengthen their instructing of Computing as an issue, in mild of contemporary alterations to the nationwide Curriculum.

Grounded within the most sensible learn and perform to be had, it specializes in the major pedagogical matters which come up in the course of instructor education and provides stimulating actions in line with attempted and established innovations. Comprehensively up to date and restructured to mirror contemporary alterations 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 ideas and concepts in Computing, together with Computational pondering and Programming
  • Pupils’ universal misconceptions and the way to prevent them
  • Helping scholars have fun with solid and undesirable results of computing.

A useful advisor to instructing Computing and ICT within the Secondary School, written through specialists within the box, presents unique examples of concept in perform, allowing you to examine and examine your individual instructing so one can 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

Example text

Eric endeavoured to alter his language when he was teaching his pupils. However, he still encountered difficulties in judging how long it would take pupils to complete activities during lessons, especially in his coursework lessons. This is quite a familiar problem. However, with experience and by developing pedagogical and curricular knowledge, teachers in training, such as Eric, can develop the ability to target questioning, to ensure that pupils learn what they need to know. They are able to identify the most important concepts, and develop metaphors and analogies that helped them to share these effectively with their classes.

In order to teach a topic/ course; other • Leave blank those topics which you have no evidence for or do not understand. Pedagogical knowledge, skills and understanding: later in the course you will update the audit, showing how you use your subject and pedagogical knowledge, skills & understanding in the classroom, evidenced through your teaching practice in your assessment and teaching files. This is done in the ‘pedagogical subject knowledge, skills and understanding’ section. What is taught in the classroom is governed by the National Curriculum programmes of study, and post-16 course requirements.

G. g. mainframe, micro, laptop, palmtop et al. TOPIC Grade before course Evidence of pedagogical subject knowledge and understanding Computer Architecture and Hardware Evidence of pure subject knowledge, skills and understanding Grade after first placement Grade at end of course Grade after NQT year Data capture: when, where and why are different methods used to get data? g. g. flash pens, portable hard drives TOPIC Evidence of pure subject knowledge, skills and understanding Evidence of pedagogical subject knowledge and understanding Data Handling Grade before course Grade after first placement Grade at end of course Grade after NQT year Simple sorting and searching of data Use an existing database program to extract information entered by others What are data structures (fields, types, records, tables)?

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