Good teaching and learning in ICT

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Good teaching and learning in ICT

• Clare Johnson
• ICT programme director

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Qwizdom Remotes

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• The word Qwizdom will appear on the screen with
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• To submit an answer to a question, choose your
  response from the keypad, then press the send
  button (the button with 2 arrows)

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Know your class!
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Which of these best describes you?

• A) Primary teacher
• B) Secondary teacher
• C) LA support/advisory staff
• D) other

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Lets look closer. Are you a

• A) Primary ICT coordinator?
• B) Primary AST or leading teacher?
• C) Primary Hands on support provider?
• D) Secondary ICT subject leader?
• E) Secondary AST or leading teacher?
• F) Secondary hands on support provider?

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Do you think ICT achievement in your school is

• A) OK?
• B) Better than OK?
• C) Could be better?
• D) Could be a great deal better?

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Objectives for this session

• For me?
• For you?

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What aspect of the national ICT agenda is top of
your list?

• A) Key stage 3 curriculum review
• B) Key stage 3 ICT test
• C) Teacher capability
• D) Functional skills qualifications
• E) Self evaluation
• F) Assessment, targets, attainment

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This is my agenda

• A new statutory test
• Assessment and targets
• Functional ICT
• Curriculum changes
• Self evaluation and accountability
• Quality of teaching
• Progression

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What is the most important factor in a good
lesson?

• A) Shared lesson objectives with starters and
  plenaries
• B) Well designed activities with differentiated
  activities for particular pupil groups
• C) Effective questioning
• D) Pupils ability to direct their own learning
• E) Pace of the lesson
• F) Pupils final outcomes

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How do you know about the quality of ICT teaching
in your school?

• A) Lesson observations
• B) Data analysis
• C) Moderation of pupils work
• D) Planning
• E) Monitoring of pupil progress
• F) End of key stage tests/GCSE results

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Good teaching Ofsted view

• Teachers are now better at specifying what they
  intend to achieve in lessons and what pupils will
  learn.
• In the most effective lessons, they help pupils
  understand the process of learning.
• They use well-framed questions to encourage
  pupils to think and to explain their
  difficulties.
• They often repeat pupils answers for the rest of
  the class to think about.
• Pupils are expected to direct their own learning
  and ask when unsure.
• As teachers become more confident, they are able
  to concentrate on what the pupils are thinking
  and doing, rather than on their own delivery.

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Teachers professional knowledge the art of
teaching?

• Teaching repertoire, skills and techniques
• Conditions for learning
• Teaching and learning models
• Subject knowledge

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Key stages

• When do they start and finish?
• Issues progression, initiatives, subject v
  learning and teaching tool
• New things on the horizon functional ICT and
  diplomas in secondary, progression in primary
• Focus on English and mathematics in all phases
• targets

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How do you set targets for end of key stage
assessments/GCSE results?

• A) I guess
• B) I use core data from the previous key stage
• C) I track pupil progress during the key stage
• D) I review individual pupils with other staff
• E) I do a combination of these things

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There are lots of questions

• Data have we got the right stuff and how do
  we use it?
• Targets how do they affect us?
• Transition from key stage 2 who knows what?
• Teacher assessment v testing?
• And what changes as a result of a statutory
  testing regime?

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Self evaluation

• Who is in control? How does this affect a
  national strategy?
• Subject leaders, ASTs, leading and expert
  professionals
• Senior leaders and governors
• Funding
• How will we know what the national picture is?
• HMI role

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What are you going to do in school as a result of
this session?

• A) Set up pupil moderation sessions/work sampling
• B) Review my scheme of work to include assessment
  opportunities
• C) Plan my self evaluation process
• D) Analyse my data more effectively
• E) Discuss lesson planning with a colleague
• F) None of these