b.
Managing Learning in the Classroom
Whether
you are using ICT or not, but perhaps more when you are, your
first question here is how to arrange pupils. There are often
more pupils than computers and particular CD-ROMs. By pairing
the pupils there is an opportunity for help and exchange of ideas.
Here are some general principles:
- Start
by eliciting pupils' existing ideas about the topic. Make sure
points contributed by every section of the class are written
up on the board/display. Illustrate every point with examples
within the pupils' experience.
-
During periods of whole-class teaching, keep pupils with low
attention spans at the front. Ensure that they are involved
by asking them to give reports and answer questions at an appropriate
level.
-
During practical work at the computers, separate any pairs/
groups who are likely to distract each other.
-
For small group discussion, use groups of three or four. Form
the groups by numbering the pupils around the class 1, 2, 3,
4, 5, 6, 1, 2, 3, 4, 5, 6, 1 …. (assuming six groups), so as
to get a mix of abilities in each group and spread friendship
groups around.
The
next question is how to deal with monitoring of progress and deciding
on intervention during practical work, so as to ensure that a
good pace is maintained whilst reasonably equal progress is being
made across the whole class. One way is to move systematically
round the class, dealing with questions in the order that they
arise, but also making a point of observing every pupil's work
and questioning them about it. With group work, sit with each
group in turn, helping to shape the discussion in a way which
will enable pupils to make progress. Choose a capable pupil as
reporter, and brief them to make sure that the whole group contributes
something.
In
summary, you have several issues to consider in managing learning
in this topic, including:
- Setting
clear expectations concerning outcomes and timing, with appropriate
instructions to ensure that pupils can get started on the task.
-
The mixing of abilities when you set pair or group work.
-
The arrangement of people in the room, including yourself.
-
Keeping on top of intervention, and ensuring that all pupils
get equal attention.
- Keeping
the interest of all pupils during whole-class interaction.
 c.
Helping Learners Develop their own IT Capabilities
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