By Stev Kennewell
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Extra resources for A Practical Guide to Teaching ICT in the Secondary School (Routledge Teaching Guides)
Was the lesson well-paced? (See Capel et al. ) Did the pace vary? Were your planned timings realistic? Why? Or why not? Were the pupils interested/motivated during the lesson? For how much of the lesson were pupils on task? Was the amount of work produced appropriate? Were they only interested in parts of the lesson? Were transitions managed effectively? Did you signal these clearly? Did pupils move between computers and desks safely? Did they engage in new tasks quickly? What evidence was there of pupil errors and misconceptions?
At the time of writing, schools in England are piloting an onscreen Key Stage 3 test which would normally be taken at the end of Year 9. This test presents candidates with a scenario, such as the writing of an article for a local newspaper. The candidate receives initial suggestions from their editor as to where they might look for relevant information. If the candidate responds to this and makes clear progress they will be scored appropriately by the system. Should the candidate be unsure as to how to proceed they will be prompted by the system, but this will result in a lower score.
USING A THEME The final part of the evaluation, mentioned above, will be a reflection on one particular aspect of the lesson that would be useful. This may be a theme agreed with a mentor or appraiser, or may arise from issues raised in a previous evaluation, or it may be something that would be additionally helpful for your development. 44 THE LEARNING AND TEACHING EVALUATION CYCLE The theme may be different for each class, or may be the same for several classes. Examples might be: • • • • Look for more subtle issues, such as differences between individual pupils’ learning.
A Practical Guide to Teaching ICT in the Secondary School (Routledge Teaching Guides) by Stev Kennewell