30 Secrets Of Computer
1. The lesson is part of a unit that is part of a work plan.
2. There is a good starter activity, the students were in the right mood to do the work he has planned for them.
3. The teacher spends time at the top to let the students what the secret of the objectives (intended learning outcomes) are of the class, ie what is to be achieved by the end, and how this lesson fits in with past experience and the following
4. Students are given open-ended tasks (where possible), or at least not work with a glass ceiling. (Even lessons designed to impart a set of skills may be more interesting than “drill and practice”).
5. There are a lot of resources for students to use, it allows the teacher to provide guidance for quality, ie not merely explains how to save the document! These resources include “how to guides and posters, in the help screen (which the students have learned how to use), and between them.
6. Allowing ample time for the plenary, allowing it to be something more useful than the model POLO: print and log off. The plenary is an essential part of the lesson, which serves to verify that learning has taken place, consolidate learning and prepare students for the next phase. In fact, a lesson might have two or three plenary sessions rather than one at the end.
7. The task is set at the beginning of the lesson, which allows the teacher to explain what is required, and students understand what they must have achieved at the end of the lesson, in order to make good work of the task in mind that the task is always, whatever the task calls calendars! (There always has to be written.
8. Students receive a lot of time on computers, with the teacher helping individuals and small groups.
9. Work is set at an appropriate level, taking into account the pupils prior learning and achievement, and what is expected of their age group in terms of national standards.
10. There are a lot of questioning Probing questioning and assessment for learning techniques of evidence.
11. There are a variety of material to make a difference (higher attainers and children with special educational needs) and personalized learning.
12. The teacher is aware of the needs pupils, such as their individual education plans â € “and makes use of the assessment and other data that has â €” remember: the data only if the information becomes to do something with it !
13. Not all work is done on the computer.
14. Students come in time, prepared and ready to start working.
15. There is a good buzz in the room speaking students of the work, not the last night of TV programs.
16. Students are organized and, if working in groups, working in collaboration rather than competition, at least, with other members of your own!
17. Students do not keep asking the same time, unless they are worried about not being able to complete the job (although see below) and do not realize that at the moment.
18. Students do not understand the concept of completing the work in the sense of having left more time to check email, play Solitaire etc
19. Students, even those who normally behaved badly, ask to be allowed to stay on, come back at lunch time or come back early in the morning.
20. Pupils respect the equipment and the room. For example, do not leave out the print out on the floor.
21. Pupils are happy and confident enough to try things that have not shown them to request help from each other or look at the posters and booklets are available to them.
22. If you interrupt their work in order to announce or explain something, someone asks you to hurry up so they can return to work.
23. The students do more work, for example for the task you have asked a. For example, instead of conducting a study with 10 persons who decide to ask 20.
24. Students make a wider range of work that you have requested a. For example, instead of just writing about what the hospital’s future will be, to the scrutiny of the opinions of others and carry out some research on current events.
25. The students want to show the little tricks they have discovered, such as keyboard shortcuts.
26. Students talk to their friends about the lesson.
27. Students talk with their friends to take a course on ICT in 3 years.
28. Students not only want to help open the night / day, but are able to care for and even create a presentation on ICT in their name.
29. Students are able to help others (young or old) students with confidence and enthusiasm.
30.Pupils ask you questions that you are unable to answer.
