Information Technology Reference
In-Depth Information
and teaching
ANDREW CONNELL AND ANTHONY EDWARDS
INTRODUCTION
In this chapter we will examine:
• Why teachers plan lessons
• What is meant by planning
• How to start planning and preparing a Computing lesson
• The planning issues associated with coursework and projects in Computing.
By the end of this chapter you should be able to understand:
• The need for planning
• How to apply this to a lesson in Computing
• Computing coursework and project planning.
WHY PLAN?
All good teachers need to plan carefully. Poor planning leads to poor learning
and teaching. At the beginning of your career you will have to plan extensively
because of the need to understand the process thoroughly, and because you will
not be able to complete the training successfully without demonstrating your
ability to prepare thoroughly. Some of your colleagues in school may not appear
to plan as thoroughly as you have to, but although they don't have lots of
paperwork, they are highly experienced and have internalised parts of the
process. Elliot (2012) suggests that, 'Great lessons do not just happen and they are
not a product of good luck. Great lessons are a product of great planning, plus a
little bit of inspiration and a tiny amount of good fortune'. That is not to say that
your lessons will be exclusively predetermined. Opportunities will arise by
accident, or your instincts may indicate that you should follow an alternative
course, but neither of these eventualities should be relied upon. If you want to
teach well, then you have to put the effort in to plan well. As a bonus, good
planning can also improve classroom management.
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