Removing barriers to progress in ICT – improving pedagogy
This resource is designed to provide subject leaders of ICT in secondary schools with a series of short modules which can be used to improve the quality of teaching and learning within their department. Each module is designed to last for no more than 40 minutes and uses one intensive activity to focus on an area for improvement. While they can be undertaken in any order, they form a stronger suite if used in the suggested sequence.
- Strengthening lesson plans: This session is designed to help teachers deepen their understanding of the relationship between learning objectives, outcomes and success criteria and how they are crucial to ensure pupil progress.
- Planning for independence: This session is designed to help teachers deepen their understanding of how they can develop greater pupil independence by considering the notions of complexity, familiarity and technical demand in schemes of work.
- Strengthening oral feedback: Poor feedback can demoralise and sap the confidence of many pupils so that they cannot achieve. This session is designed to focus on effective oral feedback to enable pupils to retain their confidence, unlock their potential and enable them to overcome difficulties to succeed.
- Strengthening written feedback: Pupils should have an expectation that the feedback they receive will explain what they have done well, with reasons, and where and how they can improve. This session is designed to focus on effective written feedback as a crucial element that enables all pupils to make progress.
Before the session
Consider how you will structure a session, depending on the size of the group, their experiences and knowledge and how much time you have available. It may be better to focus on one or two aspects and work together if the group is small.
Work out what you want the follow-up to be. For example:
- evaluate current expertise in the department and plan a coaching programme to support teachers and other staff
- pair teachers to work together to develop more effective feedback to pupils
- carry out similar activities using pupil work from your own school.
During the session
Depending on the experience of your audience you may find it useful to:
- model aspects of the activity first
- structure the activity into smaller chunks to allow discussion of each element before moving on
- intervene when necessary to model, coach and support participants who may find this difficult.