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30 Secrets Of A Good Computer Lesson
1. The lesson forms part of a unit which forms part of a scheme
of work.
2. There is a good starter activity, one that gets the pupils
settled down an in the right frame of mind to do the work you've
planned for them.
3. The teacher spends time at the start letting pupils into the
secret what the objectives (intended learning outcomes) of the
lesson are, ie what is intended to be achieved by the end, and
how this lesson fits in with the preceding and following lessons
4. Pupils are given open ended tasks (as far as possible), or at
least not tasks with a glass ceiling. (Even lessons designed to
impart a set of skills can still be more interesting than "drill
& practice").
5. There are plenty of resources for the pupils to use, enabling
the teacher to give QUALITY guidance, ie not confined to
explaining how to save the document! Such resources will include
"how to' guides and posters, on screen help (which the pupils
will have been taught how to use), and each other.
6. Ample time is allowed for the plenary, thereby allowing it to
be somewhat more useful than the POLO model: Print Out and Log
Off. The plenary is an ESSENTIAL part of the lesson, used to
check what learning has taken place, consolidate learning, and
prepare pupils for the next stage. In fact, a lesson might have
two or three plenaries rather than just one at the end.
7. Homework is set at the START of the lesson, enabling the
teacher to explain what needs doing, and for the pupils to
understand what they need to have achieved by the end of the
lesson in order to be able to make a good job of the homework;
note that homework is ALWAYS given, regardless of so called
homework timetables! (It doesn't always have to be written down.
8. Pupils are given plenty of time on the computers, with the
teacher helping individuals and small groups.
9. Work is set at an appropriate standard, taking into account
the pupils’ prior learning and attainment, and what is
expected of their age group in terms of national standards.
10. There is a lot of questioning â€" PROBING questioning â€"
and assessment for learning techniques in evidence.
11. There is a good range of material to provide for
differentiation (higher attainers and children with special
educational needs) and personalised learning.
12. The teacher is aware of individual pupils’ needs, such as
their individual education plans â€" and makes use of the
assessment and other data she has â€" remember: data only
becomes information if you DO something with it!
13. Not all work takes place at the computer.
14. Pupils come in on time, prepared, and ready to start work.
15. There is a good buzz in the room pupils are talking about
the work, not last night's TV programs.
16. Pupils organise themselves and, if working in groups, work
collaboratively rather than competitively at least with other
members of their own group!
17. Pupils don't keep asking the time, unless they are worried
about not being able to complete the work (see below though) and
don't notice the time going by.
18. Pupils don't understand the concept of finishing the work in
the sense of having time left over to check email, play
Solitaire etc.
19. Pupils, even normally poorly behaved ones, ask to be allowed
to stay on, come back at lunchtime or come back early in the
morning.
20. Pupils respect the equipment and the room. For example, they
do not leave discarded print outs on the floor.
21. Pupils are happy and confident enough to try out things you
haven't shown them: they ask help from each other or look at the
posters and manuals that are available for them.
22. If you interrupt their work in order to announce or explain
something, someone asks you to hurry up so that they can get
back to their work.
23. Pupils do a greater amount work, say for homework, than you
have asked them to. For example, instead of conducting a survey
with 10 people they decide to ask 20.
24. Pupils do a wider range of work than you have asked them to.
For example, instead of just writing about what the hospital of
the future will be like, they canvass the views of others and
carry out some research about current developments.
25. Pupils want to show off to you little tricks they have
discovered, such as keyboard shortcuts.
26. Pupils talk to their friends about the lesson.
27. Pupils discuss with their friends the possibility of taking
a particular ICT course in 3 years time.
28. Pupils not only want to assist at open evenings/days, but
are able to look after and even create an ICT presentation on
your behalf.
29. Pupils are able to help other (younger or older) pupils with
confidence and enthusiasm.
30. Pupils ask you questions that you are unable to answer.
This article is (c) 2005 Terry Freedman
About the author:
Terry Freedman has nearly thirty years' experience in education,
and nearly 20 years' experience as a writer. A member of the
UK's Society of Authors, Terry has had around a dozen books
published, and over 800 specialist articles in leading
newspapers and magazines.
Written by: Terry Freedman
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