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« In The Picture: Help! | Main | Also on the web: 08/20/2010 (a.m.) »

25 Features of Outstanding ICT Lessons

What should you look for in an ICT lesson? What would make an ICT lesson wonderful, as opposed to boring? The following list comprises the sort of thing I love to see.

It's not just about the technology... 

  1. The lesson forms part of a unit which forms part of a scheme of work.
  2. The subject matter of the lesson is interesting and useful, not chosen solely for examination purposes.
  3. There is a good starter activity, one that gets the pupils settled down and in the right frame of mind to do the work the teacher has planned for them. (Read Why Are ICT Lessons Boring? The Start of the Lesson.)
  4. The teacher spends time at the start letting pupils into the “secret” of what the objectives (intended learning outcomes) of the lesson are, ie what is intended to be achieved by the end, and how this lesson fits in with the preceding and following lessons.
  5. There is a good pace to the lesson, even where pupils are working on projects and not being “taught from the front”.
  6. Pupils are given open‑ended tasks (as far as possible), or at least not tasks with a glass ceiling. (Even lessons designed to impart a set of skills can still be more interesting than “drill & practice”).
  7. There are plenty of resources for the pupils to use, enabling the teacher to give quality guidance, ie not confined to mundane tasks such as explaining how to save the document. Such resources will include “how to” guides and posters, on‑screen help (which the pupils will have been taught how to use), and each other.
  8. Ample time is allowed for the plenary, thereby allowing it to be somewhat more useful than the POLO model: Print Out and Log Off. The plenary is an essential part of the lesson, used to check what learning has taken place, consolidate learning, and prepare pupils for the next stage. In fact, a lesson might have two or three plenaries rather than just one at the end.
  9. Homework is set in order to consolidate and extend the pupils’ understanding of the work they have been doing in lessons. (See The Case For Homework in ICT.)
  10. A range of technology is available, and pupils are able to use it when they need to.
  11. Pupils are given plenty of time with the technology, with the teacher helping individuals and small groups.
  12. The teacher makes great use of the technology, including Learning Platforms, visualisers, interactive whiteboards and digital cameras.
  13. The teacher is brimming with enthusiasm!
  14. The teacher is flexible, able to go with the flow of what’s happening right here and now in the classroom, not slavishly following the lesson plan.
  15. Work is set at an appropriate standard, taking into account the pupils’ prior learning and attainment, and what is expected of their age group in terms of national standards.
  16. There is a lot of questioning – probing questioning – and assessment for learning techniques are in evidence.
  17. There is a good range of material to provide for differentiation (higher attainers and children with special educational needs) and personalised learning.
  18. The teacher is aware of individual pupils’ needs, and makes use of the assessment and other data she has – remember: data only becomes information if you do something with it!
  19. Not all work takes place at a computer: there is ample opportunity for discussion and reflection. What is important is not the use of technology per se, but the appropriate use of technology.
  20. Pupils respect the equipment and the room. For example, they do not leave discarded print‑outs on the floor.
  21. Pupils are happy and confident enough to try out things which the teacher has not actually shown them: they ask help from each other or look at the posters and manuals that are available for them.
  22. Pupils keep looking at the clock on the wall, because they want to get to a certain point in their work before the end of the lesson. They have a sense of urgency.
  23. Pupils want to continue working at lunchtime and other non-lesson times.
  24. Pupils want to show off little tricks they have discovered, such as keyboard shortcuts.
  25. Pupils ask questions that the teacher is unable to answer.

So, what have I left out? What is your opinion? Please leave a comment.

This is an updated version of an article that first appeared in Computers in Classrooms, the free e-newsletter available from this website. Find out more, and sign up now!


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Reader Comments (6)

I enjoyed Reading this article but feel that before you start talking about the structure of the lesson thatvthe ICT should be meaningful to the young learners. I talk from primary experience but having redesigned our curriculum to have ICT and English ad central to each project has had a major impact on Children's outcomes. For example; Y3 children were learning about healthy eating and they had a project around a cocktail party to launch healthy smoothies. The children researched using the web produced presentations and made adverts on movie maker. Great stuff!
August 21, 2010 | Unregistered CommenterClaire lowe
Thanks, Claire. I agree with you: do you not think the first two items in my list covers the idea of doing something relevant and interesting? Perhaps I should have made #2 the first one?

Sounds like a great activity. I worked with a group of 6 primary schools producing videos, and one of them focused on healthy eating and keeping fit, using animation. It was great fun!

Really nice article Terry. I'd add one more to that list:

Pupils come up with solutions to problems that the teacher can't solve.

When it happens to me I make them record a screencast and add it to the lesson resources.

March 6, 2012 | Unregistered CommenterAndy Colley
Thanks, Andy. That makes a great corollary/follow-on to #25. Wish I'd have thought of it myself! I love the idea of making their solution part of the bank of resources available. Great stuff!
Terry, as usual you providing that blend of wisdom, common sense and solid pedagogical intellect that so much of education tends to ignore in any debates on the profession. Without wishing to piggy back on your work I would like to draw your attention and indeed those reading this post to the resource bank where there are lots of resources to assist in that crucial starter area. Likewise, if this resource can continue to grow with contributions by new members, we will all benefit.

Keep up the good work, mate
March 7, 2012 | Unregistered CommenterNIck
Thanks, Nick. Looks like a great site, and I am including it in the next issue of Computers in Classrooms. Thanks also for kind words!

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