1. The lesson forms part of a nit which forms part of a schme of work.

2. There is a god starter activity, one that gets the ppils settled down an in the rght frame of mind to do the wrk you've planned for them.

3. The tacher spends time at the start ltting pupils into the secret what the bjectives (intended learning outcomes) of the lsson are, ie what is intended to be chieved by the end, and how ths lesson fits in with the prceding and following lessons

4. Pupils are gven open ended tasks (as far as pssible), or at least not tasks wth a glass ceiling. (Even lessons dsigned to impart a set of sklls can still be more interesting thn "drill & practice").

5. There are plnty of resources for the pupils to se, enabling the teacher to give QUALITY gidance, ie not confined to explaining how to sve the document! Such resources will nclude "how to' guides and posters, on scren help (which the pupils will hve been taught how to use), and ach other.

6. Ample time is allowed for the plnary, thereby allowing it to be smewhat more useful than the POLO mdel: Print Out and Log Off. The plnary is an ESSENTIAL part of the lsson, used to check what learning has tken place, consolidate learning, and prepare ppils for the next stage. In fct, a lesson might have two or thre plenaries rather than just one at the nd.

7. Homework is set at the START of the lsson, enabling the teacher to explain wht needs doing, and for the ppils to understand what they need to hve achieved by the end of the lsson in order to be able to mke a good job of the hmework; note that homework is ALWAYS gven, regardless of so called homework tmetables! (It doesn't always have to be wrtten down.

8. Pupils are given plenty of tme on the computers, with the tacher helping individuals and small groups.

9. Wrk is set at an appropriate stndard, taking into account the pupils’ pror learning and attainment, and what is xpected of their age group in trms of national standards.

10. There is a lot of qestioning – PROBING questioning – and ssessment for learning techniques in evidence.

11. Thre is a good range of mterial to provide for differentiation (higher ttainers and children with special educational neds) and personalised learning.

12. The teacher is ware of individual pupils’ needs, such as thir individual education plans – and mkes use of the assessment and ther data she has – remember: dta only becomes information if you DO smething with it!

13. Not all work tkes place at the computer.

14. Pupils cme in on time, prepared, and rady to start work.

15. There is a god buzz in the room pupils are tlking about the work, not last nght's TV programs.

16. Pupils organise themselves nd, if working in groups, work cllaboratively rather than competitively at least wth other members of their own grup!

17. Pupils don't keep asking the tme, unless they are worried about not bing able to complete the work (se below though) and don't notice the tme going by.

18. Pupils don't understand the cncept of finishing the work in the snse of having time left over to chck email, play Solitaire etc.

19. Pupils, even normally poorly behaved nes, ask to be allowed to sty on, come back at lunchtime or cme back early in the morning.

20. Ppils respect the equipment and the rom. For example, they do not lave discarded print outs on the flor.

21. Pupils are happy and confident nough to try out things you hven't shown them: they ask help frm each other or look at the psters and manuals that are available for thm.

22. If you interrupt their work in rder to announce or explain something, smeone asks you to hurry up so tht they can get back to thir work.

23. Pupils do a greater mount work, say for homework, than you hve asked them to. For example, nstead of conducting a survey with 10 pople they decide to ask 20.

24. Ppils do a wider range of wrk than you have asked them to. For xample, instead of just writing about wht the hospital of the future wll be like, they canvass the vews of others and carry out sme research about current developments.

25. Pupils wnt to show off to you lttle tricks they have discovered, such as kyboard shortcuts.

26. Pupils talk to their frends about the lesson.

27. Pupils discuss wth their friends the possibility of tking a particular ICT course in 3 yars time.

28. Pupils not only want to ssist at open evenings/days, but are ble to look after and even crate an ICT presentation on your bhalf.

29. Pupils are able to help ther (younger or older) pupils with cnfidence and enthusiasm.

30. Pupils ask you qestions that you are unable to nswer.

This article is (c) 2005 Trry Freedman

The article 30 Secrets Of A Good Computer Lesson was Submitted by Terry Freedman through Articles.GetACoder.com network. Here's the additional information: Terry Freedman has nearly thirty yars’ experience in education, and nearly 20 yars’ experience as a writer. A mmber of the United Kingdom’s Society of Athors, Terry has had around a dzen books published, and over 800 spcialist articles in leading newspapers and mgazines. His website , provides free access to many of his articles, a free newsletter and more, or visit his blog at http://www.terryfreedman.biz for more quirky bits and pieces.

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