Effective Teaching and Learning with ICT

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Effective Teaching and Learning with ICT
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Report of HMCI 2001

• teaching of ICT is the most improved of all
  subjects
• standards are still below those of other
  subjects, particularly at KS2 and KS3
• National targets
• 75 of pupils in KS3 should reach level 5 by
  2004
• 85 of pupils in KS3 should reach level 5 by
  2007

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Where teaching is good.

• Teachers
• spend a high proportion of time on focused
  interactive teaching, and start lessons in ways
  that engage pupils
• employ a wide range of teaching techniques to
  engage pupils, probe for misconceptions and deal
  with these effectively
• are confident about planning, teaching and
  assessing all aspects of ICT
• use ICT to support teaching of other subjects

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HMI features of good ICT teaching include

• good demonstrations
• well-targeted questions
• explanations of the technical language
• well-produced task sheets and guides
• close monitoring of work
• effective teacherpupil interaction
• a whole-class plenary session
• use of homework
• and that effective teaching takes place in
• an environment of high expectations

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HMI areas for development

• to improve teachers own skills in ICT
• to raise the level of expectation about what
  children can achieve
• to gain confidence in understanding and making
  judgements about the level of work pupils are
  undertaking
• to provide opportunities for pupils to develop
  their understanding of how ICT can be used to
  support their learning in a range of contexts

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Does your school

• achieve similar standards in ICT as pupils
  achieve in other subjects?
• make effective use of the ICT resources in
  school?
• ensure full coverage of the programmes of study
  for ICT?
• ensure links are made to other curriculum areas?
• ensure progression and continuity throughout
  school?

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A typical ICT lesson

• A starter activity (about 5 to 10 minutes)
• The main teaching activity (about 25 to 40
  minutes)
• A concluding plenary to round off the lesson
  (about 5 to 10 minutes)

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Good lesson starters

• get the lesson off to a brisk start
• allow pupils to tune in, interest them and engage
  attention
• share lesson objectives with pupils
• review previous work
• introduce a topic or a new skill
• set context for main part of lesson
• do not need to be in the ICT suite

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Main activity

• high levels of interactive teaching
• many opportunities for practical work and
  investigation at the computer
• opportunities for pupils to reflect and evaluate
  own work and that of others
• can be a mix of in suite or in class
• explanation of technical language
• work with the whole class, groups or individuals
  differentiated support
• teacher monitors pupils progress

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Effective Questions

• appropriate time for pupils to reflect on answers
  
• mix of open and closed questions
• well focused questions
• clear use of language
• model answers
• all answers respected
• positive verbal and nonverbal cues eye contact,
  expression, nodding

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An effective plenary

• draws together what has been learned
• highlight most important points
• summarise key facts, ideas, vocabulary
• uses appropriate examples from lesson
• rectifies misunderstandings
• links to other work and what will come next
• highlights progress in lesson
• sets homework or prepares for next lesson

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ICT planning

• Long term plans
• ICT programmes of study
• show coverage over the year
• should identify links to other subject areas
• Medium term plans
• QCA scheme of work units
• planned around ICT themes
• should indicate teaching objectives
• Short tem plans
• cover an individual lesson or series of lessons
• how teaching will deliver identify objectives

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Lesson plans should

• indicate teaching objectives
• indicate key questions
• stress the relevant key vocabulary
• refer to relevant resources
• outline starter activities
• show how work will be developed through teaching
  and activities, with suggestions for
  differentiation where appropriate
• identify a concluding plenary
• suggest what homework will be set
• indicate how other staff, such as an ICT
  technician or a special needs assistant, will be
  deployed

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ICT Units of work

• Include
• links to teaching objectives
• identify resources
• identify prior learning
• Identify vocabulary
• describe the task, and the techniques to be
  taught
• describe the integrated task
• describe the assessment criteria

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Units of work 2

• Do not include
• detailed lesson plans
• time allocation
• detail of how computer work will be delivered
  single computer or suite
• level of work
• subject context
• specific software
• use of other staff
• differentiation or further challenge

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Units of work 3

• Revised and updated Units 2003 include adapted
  units of work with an integrated task linked to
  another subject area

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Assessment

• Record keeping
• draw together ICT skills and assessment of ICT
  capability
• Can use end of unit statements which cover
  skills and assessment of ICT capability
• Should involved pupils in recording own
  achievements

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ICT Capability involves

• using information sources and ICT tools to solve
  problems and communicate with others
• using ICT to support learning in a variety of
  contexts
• understanding the implications of using ICT for
  own working life and in society

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Questions to ask when judging capability

• Where did the information come from? (given to
  pupil find for self?)
• How much organisation and development of the
  information took place?
• How was the information shared and presented?
• How far was the information amended and refined?

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Moderating judgements

• Check Kirklees portfolio
• Check ncaction web site www.ncaction.org.uk
• Moderate samples of work with other staff in
  school
• Keep selected samples of work for your own school
  portfolio