By Stev Kennewell
Read or Download A Practical Guide to Teaching ICT in the Secondary School (Routledge Teaching Guides) PDF
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Extra resources for A Practical Guide to Teaching ICT in the Secondary School (Routledge Teaching Guides)
Did you target some pupils? How did pupils respond to questioning? Were they all involved? (See Capel et al. 1; Kennewell et al. ) How good were your communication skills? Did you use appropriate vocabulary, give clear instructions and demonstrations, choose examples well? g. interactive whiteboard? Did you manage the class effectively? (See Capel et al. ) What interventions were used and how effective were they? Do you need to target particular pupils next lesson? Was the lesson well-paced? (See Capel et al.
This has been achieved in a wide range of schools. Learning objectives must state clearly what the teacher intends the pupils to learn. They include references to knowledge, understanding, and skills developed in the lesson, and should link explicitly with learning outcomes and oral and written feedback. There are simple acronyms to identify learning objectives and task outcomes. One example is: ‘We Are Learning To’ (lesson objectives) and ‘What I’m Looking For’ (task outcomes). These are often written as WALT and WILF.
Db_psc. uk/. 36 Chapter 4 The learning and teaching evaluation cycle ANTHONY EDWARDS AND ANDREW CONNELL INTRODUCTION In this chapter we will look at the process of evaluation of teaching and learning: what evaluation is, why we evaluate, and how to evaluate lessons and longer-term plans. We will consider evaluation as part of a cyclical process involving planning, implementation and review at three levels. By the end of this chapter you should be able to: • use evaluation within the learning and teaching cycle to improve pupil learning and your teaching of ICT.