Teaching, learning and assessment in ICT

Getting better at what we do. Making a difference in the classroom.

A CPD programme for ICT teachers

in Tameside

Purpose

• To give intensive support to targeted schools through

regular network meetings, face to face consultation and

collaboration with colleagues across the LA

• To raise attainment at KS3 particularly at L6/L7

• To become more proficient in the use of data to address

the learning needs of all pupils, especially those at risk of

underachieving

Overview

• Learning styles

• Ofsted references

• What makes a good lesson outstanding

• Using data

• The role of assessment

• APP in practice

• Plenary and celebration

Handout 1

According to an Ofsted inspection at a school in Essex which received an outstanding departmental inspection: Teaching is at least good in all, or nearly all, respects and is

exemplary in significant elements. As a result, learners thrive

and make exceptionally good progress and make considerably

better progress than might be expected.

Almost all learners are engrossed in their work and make con-

siderably better progress than might be expected.

Achievement is very high.

Teaching is stimulating, enthusiastic and consistently challeng-

ing, stemming from expert knowledge of the curriculum, how

to teach it and how learners learn.

There are excellent relationships in all activities.

Teaching methods are well selected and time is used very pro-

ductively for independent and collaborative work.

Activities and demands are matched sensitively to learners’

needs.

Well-directed teaching assistants and paired or joint teaching

reinforce and strongly support learning.

Outside and extra curricular opportunities extend, enrich and

enhance the curriculum and develop skills, knowledge and un-

derstanding very effectively

Departmental evaluation ü

Teaching is at least good in all, or nearly all, respects and is exemplary in significant elements.

As a result, learners thrive and make exceptionally good progress and make considerably better progress than might be expected. Achievement is very high.

1

Most learners make good progress and achieve well. 2

Most learners’ learning and progress are at least satisfactory. 3

Significant proportions of learners make limited progress and underachieve because teaching is

unsatisfactory.

4

Teaching is stimulating, enthusiastic and consistently challenging, stemming from expert knowl-

edge of the curriculum, how to teach it and how learners learn.

1

Teaching is accurate; teachers have secure understanding of the curriculum and the teaching of

Key Skills.

3

Staff have an incomplete understanding of the curriculum, resulting in patchy coverage. 4

Almost all learners are engrossed in their work and make considerably better progress than might

be expected.

1

Teaching methods are imaginative and lead to a high level of interest from most learners. 2

They seek to make work interesting and varied, and they involve learners productively. 3

Teaching is dull and fails to capture learners’ interest and enthusiasm.

Teaching methods are well selected and time is used very productively for independent and col-

laborative work.

1

Staff understand the next steps learners need to take in their learning and they provide a wide

range of activities to help them learn safely.

2

Learners understand what they are expected to do, and tasks have sufficient challenge to keep

them working well, independently or cooperatively.

3

Activities are mundane and, because of limited tuning to individuals’ needs, some learners get

little from them.

4

Adults relate well to learners and expect them to work hard, but the level of challenge is realistic

and safe, and pupils are productive.

1

There are excellent relationships in all activities 2

Relationships are constructive and there is sensitivity to the needs of individuals and groups. 3

Extra curricular opportunities extend, enrich and enhance the PE curriculum and develop skills,

knowledge and understanding very effectively

1

Homework, if appropriate, is challenging and extended assignments, for example in GCSE and the

sixth form, effectively develop what is learned in lessons

2

Homework, if appropriate, and extra curricular opportunities, extend, enhance and enrich class

learning.

3

Activities and demands are matched sensitively to learners’ needs. 1

The subject provides successfully for learners who do not respond well to the subject or who

have difficulties in learning.

3

Greater effort is exerted on managing behaviour than in learning. 4

Learners are given scope to make choices and apply their own ideas. 3

Some learners are easily distracted from the activities and lack the motivation to work. 4

Teachers' sights may be set too low and they may accept learners’ efforts too readily 4

Well-directed teaching assistants and paired or joint teaching reinforce and strongly support

learning.

1

Individual needs are well catered for, and teaching assistants are well deployed and make a sig-

nificant contribution.

2

Support staff are adequately managed and soundly contribute to pupils’ learning. 3

Support staff provide an extra pair of hands, but little effective support for learning. 4

Droylsden Summary

KS2-> KS3 – results are broadly average but improving rapidly. KS3-> KS4 – results well above average. Standards have risen over the last 3 years.

Confident use a wide range of softwares. Adept at integrating features from packages.

There are clear guidelines available to manage learning, developing own goals and regularly reviewing own and others’ progress towards their target grades. This means that their per-

sonal development is outstanding.

Overall, teaching and learning of ICT is outstanding.

The teaching is well focused on the requirements of the course in order to get the best possi-ble outcomes for each student.

Excellent subject knowledge based on a clear understanding of the wider use of ICT in indus-

try means that lessons are delivered confidently. Independent learning is actively supported.

All staff teaching ICT are being supported to produce similar lessons. Peer-review of work is well developed. Students develop their own feedback forms and ac-

tively seek feedback from those who will help them improve. This is having a significant impact beyond the ICT curriculum.

The quality of the ICT curriculum is outstanding. Students have easy access to ICT whenever it is appropriate to their learning and many

choose when to take advantage of this. All students can access appropriate levels of learning and be successful in getting qualifica-

tions.

Students were clear about how to stay safe online, although Key Stage 3 students felt they would like further guidance about this.

Leadership and management of ICT is outstanding.

There are ambitious visions for ICT.

ICT is seen as a major contribution towards raising standards across the school and there are strong indications that this is succeeding.

Specialist status has allowed funding of the infrastructure necessary. Technical staff, have been recognised for their services, by the local authority.

Staff have access to high quality training. Successful strategies are applied more widely in school.

The use of assessment within ICT is outstanding. The students understand and refer to the descriptors of each aspect of their coursework, to

see where they can improve or how to get to the next grade. They know where they are at currently and what they should expect to achieve.

The quality of peer- and self-review is excellent and this has an impact beyond ICT.

Staff provide exemplar work showing the quality of work students should be aiming for.

Inclusion within ICT is outstanding. Vulnerable students are identified and ways are found to support them, some participate by

becoming ICT champions or helping with the management of ICT suites so that these re-sources available out of normal lesson time.

Those who do not have access to a computer or the internet at home are provided with both

through a national scheme. Through using ICT, some lower attaining students are able to gain one or more GCSE passes

that they would not otherwise get. The chosen certificate course is particularly suited to sup-porting the full range of abilities.

Outstanding

Good

Satisfactory

Unsatisfactory

The begin-

ning of the

lesson

1 A prompt & energetic start.

2 Learning objectives are explicitly shared and

give the lesson a clear learning purpose.

3 The processes by which learning takes place

are m

ade clear.

4 Pupils are immediately engaged and m

aking

exceptional progress in their learning.

5 There is a sense of anticipation and excitement.

6

The pupils settle quickly.

7

Learning starts promptly.

8

Learning objectives are shared and

reinforced.

9

The teacher sets an aspirationnal tone

to the learning by having high expecta-

tions.

10 The teacher engages all the children

quickly

11 The children settle

quickly.

12 Objectives are shared

with pupils (but they

might not be learning

specific).

13 The teacher tries to

engage pupils quickly

and create a sense of

purpose.

14 Pupils enter the room in an un-

ruly way.

15 The start of the lesson lacks

pace, focus and challenge.

16 The classroom has not been

prepared in advance.

17 There are no objectives and / or

they are not shared with pupils.

18 Pupils are not engaged and so

not making progress

The main

part of the

lesson

19 Pupils are thoroughly engaged in their learning

– they are clearly enjoying the activities and

are m

aking exceptional progress towards the

learning objectives.

20 There is a variety of teaching styles/activities

used – thus addressing all learning styles.

21 The lesson has real pace and challenge – pu-

pils are ‘pushed’ to the limit in term

s of learn-

ing.

22 Pupils can explain clearly what they are doing

and why they are doing it.

23 Pupils are keen to get on with their

work and m

ost pupils are m

aking good

progress towards the learning objec-

tives.

24 The activities are well matched to the

full range of learners’ needs – so m

ost

are suitably challenged.

25 The lesson has pace thus creating a

stimulating learning environment.

26 Pupils can explain what they are doing

and why.

27 Pupils are on task

and generally m

aking

progress towards the

learning objectives.

28 There m

ay be a vari-

ety of tasks / activi-

ties.

29 Pupils are not on task due to

lack of pace, challenge, inap-

propriate activities set etc.,

30 It is clear that little progress is

being m

ade towards the learn-

ing objectives.

Throughout

the lesson

31 TA’s deployment well planned. TA under-

stands where the lesson fits within a sequence

and is very effective in supporting learners

32 Learners are safe and feel secure and confi-

dent

33 Resources are of an excellent standard, en-

gaging and m

otivating learners

34 AfL perform

ed in a variety of ways including

questioning, mini – plenaries, success criteria,

peer or self assessment etc

35 The lesson is fully personalised taking into

account different learning styles, independent

learning, choice of tasks AfL. Inclusion is ef-

fective with all learners including G&T m

aking

very good progress.

36 TA deployment is planned and effective

37 Learners are safe and feel secure

38 Resources are of a good standard, en-

gaging learners

39 AfL demonstrated through use of mini-

plenaries / use of success criteria

40 The lesson is personalised through pro-

vision for different learning styles to

meet the needs of all learners. Inclu-

sion is found to be effective

41 TA deployment is

effective in supporting

learners

42 Learners are safe

43 Resources are avail-

able

44 Teacher perform

s

limited AfL

45 More than one teach-

ing strategy is used.

Most learners access

the learning. Inclusion

has been addressed

46 TA lacks clarity in role and / or

is ineffective in supporting learn-

ers

47 Learners are not safe

48 Resources are unavailable or

inadequate for the task

49 AfL is not evident

50 Personalisation: Strategies em-

ployed do not meet the learning

needs of a significant number of

learners.

Lesson O

bs—

First part

Outstanding

Good

Satisfactory

Unsatisfactory

The main

part of the

lesson

1

Pupils are thoroughly engaged in their learning –

they are clearly enjoying the activities and are

making exceptional progress towards the learn-

ing objectives.

2

There is a variety of teaching styles/activities

used – thus addressing all learning styles.

3

The lesson has real pace and challenge – pupils

are ‘pushed’ to the limit in term

s of learning.

4

Pupils can explain clearly what they are doing

and why they are doing it.

5

Pupils are keen to get on with

their work and m

ost pupils are

making good progress towards

the learning objectives.

6

The activities are well matched to

the full range of learners’ needs –

so m

ost are suitably challenged.

7

The lesson has pace thus creat-

ing a stimulating learning environ-

ment.

8

Pupils can explain what they are

doing and why.

9

Pupils are on task and

generally m

aking pro-

gress towards the

learning objectives.

10 There m

ay be a vari-

ety of tasks / activities.

11 Pupils are not on task due

to lack of pace, challenge,

inappropriate activities set

etc.,

12 It is clear that little progress

is being m

ade towards the

learning objectives.

Bringing

the lesson

to a close /

Plenary

13 Lessons end with an interactive session based

on the learning objectives set for the lesson.

14 This encourages pupils to reflect on their learning

– Assessment of Learning, what has helped them

to learn and what they need to do next – Assess-

ment for Learning.

15 Teachers use this opportunity to assess what

children need to do next and amend their plan-

ning accordingly – Assessment for Learning.

16 All pupils show they have m

ade exceptional pro-

gress toward the learning objectives of the les-

son.

17 The plenary is used as an oppor-

tunity for pupils to reflect on what

they have learned in relating the

lesson objectives and what they

need to do to progress further.

18 Teachers use this as an assess-

ment opportunity.

19 Most pupils show they have m

ade

good progress towards the learn-

ing objectives of the lesson.

20 The plenary is an op-

portunity for pupils to

share what they have

done and to encour-

age some reflection of

what they have

learned.

21 Most pupils show they

have m

ade some pro-

gress towards the

learning objectives of

the lesson.

22 There is no plenary, or the

plenary is used as an op-

portunity to tidy the room or

finish tasks and not based

on the learning objectives.

23 There is no reflection on

the extent to which learning

objectives have been m

et.

24 Pupils show they have m

e

little progress in term

s of

learning during the lesson.

Through-

out the les-

son

25 TA’s deployment well planned. TA understands

where the lesson fits within a sequence and is

very effective in supporting learners

26 Learners are safe and feel secure and confident

27 Resources are of an excellent standard, engag-

ing and m

otivating learners

28 AfL perform

ed in a variety of ways including

questioning, mini – plenaries, success criteria,

peer or self assessment etc

29 The lesson is fully personalised taking into ac-

count different learning styles, independent learn-

ing, choice of tasks AfL. Inclusion is effective with

all learners including G&T m

aking very good pro-

gress.

30 TA deployment is planned and

effective

31 Learners are safe and feel secure

32 Resources are of a good stan-

dard, engaging learners

33 AfL demonstrated through use of

mini- plenaries / use of success

criteria

34 The lesson is personalised

through provision for different

learning styles to m

eet the needs

of all learners. Inclusion is found

to be effective

35 TA deployment is ef-

fective in supporting

learners

36 Learners are safe

37 Resources are avail-

able

38 Teacher perform

s lim-

ited AfL

39 More than one teach-

ing strategy is used.

Most learners access

the learning. Inclusion

has been addressed

40 TA lacks clarity in role and /

or is ineffective in support-

ing learners

41 Learners are not safe

42 Resources are unavailable

or inadequate for the task

43 AfL is not evident

44 Personalisation: Strategies

employed do not meet the

learning needs of a signifi-

cant number of learners.

Lesson O

bs—

Seco

nd part

1

When operating

new equipment for

the first time I

prefer to

read the

instructions

listen to or ask for

an explanation

have a go and

learn by 'trial

and error'

2

When seeking travel

directions I..

follow my nose

or maybe use a

compass

ask for spoken

directions look at a map

3

When cooking a

new dish I.. follow a recipe

follow my instinct,

tasting as I cook

call a friend

for explanation

4

To teach someone

something I.. write instructions explain verbally

demonstrate

and let them

have a go

5 I tend to say..

"I hear what you

are saying"

"I see what you

mean"

"I know how

you feel"

6 I tend to say.. "show me" "let me try" "tell me"

7 I tend to say..

"listen to me

explain" "you have a go"

"watch how I

do it"

8

Complaining about

faulty goods I tend

to.. write a letter phone

go back to the

store, or send

the faulty item

to the head

office

9

I prefer these leisure

activities

music or

conversation

museums or

galleries

physical

activities or

making things

10

When shopping

generally I tend to..

try on, handle or

test

discuss with shop

staff

look and

decide

11

Choosing a holiday

I..

read the

brochures

imagine the

experience

listen to

recommendati

ons

12

Choosing a new car

I.. read the reviews

test-drive what you

fancy

discuss with

friends

13 Learning a new skill

I talk through

with the teacher

exactly what I am

supposed to do

I watch what the

teacher is doing

I like to give it

a try and work

it out as I go

along by doing

it

14

Choosing from a

restaurant menu..

I imagine what

the food will taste

like

I imagine what the

food will look like

I talk through

the options in

my head

15

When listening to a

band

I listen to the

lyrics and the

beats

I sing along to the

lyrics (in my head

or out loud!)

I move in time

with the music

16 When concentrating I..

focus on the

words or pictures

in front of me

move around a

lot, fiddle with

pens and pencils

and touch

unrelated things

discuss the

problem and

possible

solutions in my

head

17

I remember things best

by..

saying them

aloud or repeating

words and key

points in my head

writing notes or

keeping printed

details

doing and

practising the

activity, or

imagining it

being done

18 My first memory is of doing something being spoken to

looking at

something

19 When anxious, I..

visualise the

worst-case

scenarios

talk over in my

head what

worries me most

can't sit still,

fiddle and

move around

constantly

20

I feel especially

connected to others

because of how they look

how they make

me feel

what they say

to me

21

When I revise for an

exam, I..

write lots of

revision notes

(using lots of

colours!)

imagine making

the movement or

creating the

formula

I talk over my

notes, to

myself or to

other people

22

When explaining

something to someone, I

tend to..

explain to them in

different ways

until they

understand

show them what I

mean

encourage

them to try and

talk them

through the

idea as they try

23 My main interests are

photography or

watching films or

people-watching

listening to music

or listening to the

radio or talking to

friends

physical/sports

activities or

fine wines,

fine foods or

dancing

24

Most of my free time is

spent..

doing physical

activity or

making things

watching

television

talking to

friends

25

When I first contact a

new person..

I arrange a face to

face meeting

I try to get

together to share

an activity

I talk to them

on the

telephone

26

I first notice how

people.. sound and speak look and dress

stand and

move

27 if I am very angry..

I stomp about,

slam doors and

throw things

I shout lots and

tell people how I

feel

I keep

replaying in

my mind what

it is that has

upset me

28

I find it easiest to

remember

things I have

done names faces

29

I think I can tell

someone is lying

because..

their voice

changes

they avoid

looking at you

the vibes I get

from them

30

When I'm meeting with

an old friend..

I say "it's great to

see you!"

I say "it's great to

hear your voice!"

I give them a

hug or a

handshake

Linguistic Learners are talented at using and understanding words. Things that might be useful for me when I'm learning

are:

Playing word-games like scrabble, crosswords and

anagrams

Using a library (try to read a book a week!)

Using new words (or Vocabulary)

Memorising bullet points or notes in lists

Keeping journals and notebooks

Experimenting with different writing styles

Logical Mathematical learners are talented at problem

solving with numbers and patterns.

Things that might be useful for me when I’m learning

are:

Making up experiments to test things out that I don’t

understand

Making lists and summaries of information, step-by-step

Looking for reasons or evidence to support what I say

or write

Using a highlighter to annotate

I am organised

1 2 3 4 5

I like

mathematics 1 2 3 4 5

I like problem

solving 1 2 3 4 5

I like analyzing

and interpreting

data 1 2 3 4 5

I like to read

1 2 3 4 5

I like to write

1 2 3 4 5

I am good at

spelling 1 2 3 4 5

I like word

games 1 2 3 4 5

Visual Spatial learners are talented at thinking in pictures

and images.

Things that might be useful for me when I am learning

are:

Turning information into visual images such as mind maps

Using symbols when making notes

Making presentations of topics I have studied

Making maps and diagrams of key terms and ideas

Solving puzzles

Taking things apart to rebuild or redesign

I think in

pictures and

images 1 2 3 4 5

I like art

1 2 3 4 5

I have a good

sense of colour 1 2 3 4 5

I easily read

maps, charts

and diagrams 1 2 3 4 5

Musical learners are talented at expressing themselves

through rhythms, melodies and dance.

Things that might be useful for me when I am learning

are:

Use rhymes, rhythms and poems

Listen to speakers and have oral directions

Read aloud

Sound out words

Use discussion

Listen to music and melodies

Use tapes, TV, and other auditory

I play a musi-

cal instrument 1 2 3 4 5

I sing

1 2 3 4 5

I enjoy making

music 1 2 3 4 5

I enjoy listen-

ing to music 1 2 3 4 5

I use music to

relax / change

my mood 1 2 3 4 5

Kinesthetic learners are talented at activities involving

physical movement and touch.

Things that might be useful for me when I am learning:

Writing and acting out dramatic sketches that explain

important information

Play learning games on a computer

Turning information into physical gestures or actions to

help me remember

Using brain gym exercises to keep my brain awake

1 2 3 4 5

I like sport

1 2 3 4 5

I have good

reflexes 1 2 3 4 5

I learn by

actively get-

ting involved

I am good at

handicrafts 1 2 3 4 5

Interpersonal learners are talented at understanding and

working with people.

Things that might be useful for me when I am learning are:

Teaching topics I have studied to someone else for revision

Helping other people to understand a topic I know well

Being a spokesperson for a group

Interacting with other people at different points in a lesson

Discussing my work with friends, teachers or parents when

I am stuck

I enjoy group

activities 1 2 3 4 5

I negotiate

well with oth-

ers 1 2 3 4 5

I communicate

well with oth-

ers 1 2 3 4 5

I like to have

breaks from

work to social-

ise

1 2 3 4 5

An Intrapersonal learner is talented at understanding yourself

and your deeper thoughts.

Things that might be useful for me when I am learning are:

Keeping a diary to record my thoughts and ideas, or a log of

important information for revision

Working n a quiet, private space

Setting my own targets, and reviewing my own strengths

and weaknesses in different subjects

Using lists or notes to set personal goals

I am self-

motivated (get

on with things) 1 2 3 4 5

I am a very pri-

vate person 1 2 3 4 5

I am aware of

my own feel-

ings 1 2 3 4 5

I prefer to work

alone 1 2 3 4 5

Handout 3 How do we learn? Learners split roughly into one of three types: Visual learners V Auditory learners A Kinaesthetic learners K Does your teaching include a mix of all styles so that all learners are engaged? The table shows the typical characteristics of the learner and the corresponding techniques which could be used in the classroom to assist that particular type of learner.

Visual learners: Auditory Learners: Kinaesthetic learners:

Readily

construct images

Clear

descriptions help to build

a picture

Inner voice

that recaps a word, fact

etc.

Allow

thinking / reflection

time

Engage with

movement and gestures

Move around,

associate gestures with

key statements

Will “see”

different scenarios

“Imagine

yourself, working in a

business…”

Enjoys

talking

Allow paired

work, buddy scheme,

answering questions,

reading

aloud

Physical

movement

Getting up,

moving places, hot-

seating, brain gym activities

Need visual

aids to learning,

flashcards, diagrams, flip

chart notes,

colours

Key words

around the room,

diagrams that can be

annotated,

key facts high lighted,

mind maps

Stimulated

by music

Allow

background music in

class. Create associated

sounds with

key facts(poems,

rhymes, chants)

Active

involvement in a lesson

Create role

play opportunities,

pupil’s use of IWB

Video

resources

Use video

tutorials

Hear the

lesson

Use video,

tape, CD resources as

resource, create as

revision tool

Learn by

doing

Demonstratio

ns, paired work, peer

teaching, computer

simulations

Action Research Kurt Lewin was a seminal theorist who deepened our understanding of groups, experiential learning, and action research. He is the “father” of Action Research”. Typically, action research is undertaken in a school setting. It is a reflective proc-ess that allows for inquiry and discussion as components of the “research.” Often, action research is a collaborative activity among colleagues searching for solu-tions to everyday, real problems experienced in schools, or looking for ways to improve instruction and increase student achievement. Rather than dealing with the theoretical, action research allows practitioners to address those concerns that are closest to them, ones over which they can exhibit some influence and make change.

(http://www.alliance.brown.edu/pubs/themes_ed/act_research.pdf) How will it look for you? Take a situation…… Year 8 groups aren’t engaging with the scheme of work for spreadsheets. The less able are really struggling and the more able are not picking up the ideas like I thought they would. What do you want to change? What I need to do is re-write the scheme of work so that it engages all learners at the appropriate level, so that learners achieve their potential and are on target Begin to make changes, in small steps, and observe how the situation changes. It may be that you address lesson by lesson, or even one group in isolation. Observe the changes and reflect on what progress is being made Keep a reflective log, write comments/notes about what is happening and the im-pact on teaching and learning Collaborate with colleagues in school and across the LA Don’t be afraid to go back to the drawing board Build on successes and extend to the full scheme of work, all groups Reflect on experiences and move on!

Action Research

Action Research

Acknowledgements: Accelerated Learning in the Classroom. Smith A., Network Education Press, 2002

Frames of mind. Gardner H., Basic Books, 1983

http://www.alliance.brown.edu/pubs/themes_ed/act_research.pdf

http://www.infed.org/thinkers/et-lewin.htm

Knowledge management and action research. Hadfield M., National College for School

Leadership,

Learning styles and strategies, a review of research. Adey P., Fairbrother R. et al, Kings

College London School of Education, 1999