My Computing course is mostly self-led and we have only had one session in university. However, we are supported through a series of 'hangouts', videos which are streamed live to provide information and ideas. We can comment, tweet and email the tutor recording the video, but we can also watch these back at a later date. These videos have been a great way to keep in touch with the tutors and gain more ideas. The first session, a general introduction to Computing, was incredibly useful at the start of the course. Having never engaged with the new curriculum before, I used this session to establish a firm base of understanding. A later video, 'Teaching Coding in KS1' was very useful for my Guided Practice Placement in Year 1. It introduced me to the Barefoot Computing plans for 'Crazy Characters' and 'Jam Sandwich Robot'. I adapted and taught these lessons over my placement. So far, I have watched -
Three more sessions are scheduled, focusing on teaching programming in KS1, LKS2 and HKS2. I will watch these for ideas as I move into FPP. I know that Hangouts such as these are used in schools and university around the world to support absent or distance learners, and also to provide additional help around revision periods. At my own school, several teachers were known for recording GCSE revision lessons and uploading these onto the school website. These could only be accessed via a password. Many online services have capitalised on this practice, and offer public videos to teach skills and courses. The Khan Academy is a good example of this - Salman Khan has created an online empire offering video tutorials on a whole range of subjects. It will be interesting to see if I could record and upload content for my students, possibly in UKS2. I will discuss this with the Computing lead at my next school, and research its viability. Links www.barefootcas.org.uk - Barefoot Computing www.khanacademy.org - Khan Academy
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I have just updated the 'About Me' section on my blog to reflect my recent CPD experience and developing professional interests. I am nearing the half-way point in my course, and I cannot quite believe how far I have come already!
You can find my updated page here. I have completed another Blackboard Pick n Mix module, this time on 'Professional Issues' - SEND and Assessment in Computing. This helps me to complete another target from my action plan: 3. Research how computing can be differentiated and adapted for children with additional needs. As the module states, there is a range of apps, programs, and technologies to support children with additional needs. I have seen speech-to-text computers, adapted iPads, trackpads on laptops, and specialised large-font keyboards, although the module has also introduced me to new technologies. These include eye-tracking software, QR codes for quick access to websites, and a range of apps from visual timetables, to converters which can lower the reading age of a text. There are also lots of resources for teachers, from downloadable dyslexia-friendly typefaces to SEN planning apps. Below, I have included some links for supporting children with additional needs through tech. There are also specific resources and online lesson plans for teachers to use with children with special educational needs. Barefoot Computing has a whole section devoted to teaching the Computing curriculum to children with additional needs; from Scratch adapted for those with visual impairment, to sorting games and simplified ideas for using Bee Bots. There are also some interesting blogs online related to using algorithms and coding as part of explaining routine or important activities. I have linked to these below. Ultimately, all children with SEN are different, and so I will approach every child as an individual, and examine their needs and access to Computing, in isolation. The module has also taught me about the range of methods which can be used to assess Computing. Briggs et al (2008), and Black and Wiliam (2006) have emphasised the importance of formative assessment, and I have researched how Computing and tech can be used in this way. Formative assessment is a major part of Assessment for Learning (AfL), a process in which 'the teacher and child are in a process of continual review about progress’ (Briggs, 2008: 2). This approach argues that teachers should feedback to students and plan lessons based on a review of previous work. Tech can be used to take photos in lessons, record screenshots of work, record pupil polls or self-assessment data, issue questioning to the devices of groups or individuals, and much more. My GPP school did not particularly assess Computing, and I know from conversations with colleagues that this occurs in other schools as well. My KS3 placement had a very well-established framework, combining formative and summative methods in lessons, and self-assessment booklets. Children took screenshots of their work, and these were printed at the end of every lesson. The module has shown me that some schools purchase a commercial scheme which allows teachers to match progress to units of work, although I have concentrated my attention on free online frameworks. In particular, the Computing at School framework (part of which is seen below) is impressive because it clearly sets out pupil progression within the key areas of the national curriculum. Teachers can either plan from a basic framework, or use ready-prepared lessons. This could be an easier way for schools to adopt best practice in Computing when staff are not confident or suitably trained. Bibliography
Briggs, M. et al. (2008) Assessment for Learning and Teaching in Primary Schools, 2nd edition, London: Sage Publications. Black, P., William, D. (2006). Inside the Black Box: Raising Standards through Classroom Assessment, London: Kings College, Department of Education and Professional Studies. Links www.planetpda.net/blog/using-ict-to-support-pupils-with-send/ www.understood.org/en/school-learning/assistive-technology/assistive-technologies-basics www.inclusive.co.uk www.community.computingatschool.org.uk/resources/1692 www.barefootcas.org.uk/activities/sen
Today, I had the pleasure of attending the Inclusion and Inspiration conference at Manchester University. The conference was attended by students from every ITT course at the University, and also by NQTs from the programme last year. Two groups of students from local schools provided powerful speeches about inclusion in action, whilst a signing choir from a local special school gave a moving performance.
One of the sessions I attended was on the use of Mindfulness in schools, and the effect that this can have on emotional wellbeing of both students and staff. Mindfulness emphases using attention and awareness to focus on the present, and draw the thoughts away from rumination on past events or worry about the future. The practice, often involving sitting and focusing on the breath, feeling of the body, noise of the environment or a repeated mantra, needs to be practiced and can help to train the brain away from stress. If repeated regularly, mindfulness can help children with stress, anxiety, focus, emotional literacy and management of behaviour (Hofmann et al, 2010; Williams and Penman, 2011). As an evidenced intervention, research has shown that it can sustain and retain mental wellbeing, and help with physical pain (Fontana and Slack, 1997; Burke, 2009).
The talk led me to think about Mindfulness apps, and the part that they could play as part of sessions. I know that these are popular amongst adults, and have seen them trending on social media in recent months. Calm and Stop, Breathe and Think use music, images and instructions on how to sit, breathe and concentrate. Apps such as these are meant to be used every day, and claim to achieve the same effect as traditional, offline mindfulness techniques. A new app, Headspace for Kids has been specifically designed for children. When released, the chief executive of the Mindfulness Foundation told the Huffington Post that 'given young children’s obsession with technology and Headspace’s first class reputation, we believe this meditation app for children could be the answer to parents’ prayers'.
It would be interesting to see how tech could be used to deliver mindfulness in the classroom via use of this app, and if it does really work as a substitute for a traditional, teacher led session. This is perhaps something that I could try on FPP.
Links
www.calm.com www.stopbreathethink.org www.headspace.com/kids/subscribe Huffington Post article on Headspace for Kids - www.huffingtonpost.co.uk/entry/headspace-for-kids-meditation-app_uk_5797646ee4b06d7c426daf34 A summary of research into mindfulness in schools (published 2012) - www.mindfulnessinschools.org/wp-content/uploads/2013/02/MiSP-Research-Summary-2012.pdf Bibliography Burke, C. (2009) ‘Mindfulness-based Approaches with Children and Adolescents: A Preliminary Review of Current Research in an Emergent Field’, Journal of Child and Family Studies, Springer Netherlands. Fontana, D. and Slack, I. (1997) Teaching Meditation to Children, Dorset: Element Books Ltd. Hofmann, S. G., Sawyer, A. T., Witt, A. A., & Oh, D. (2010). The effect of mindfulness-based therapy on anxiety and depression: A meta-analytic review. Journal of Consulting and Clinical Psychology, 78(2), 169-183. Williams, M. and Penman, D. (2011) Mindfulness: a practical guide to finding peace in a frantic world, London: Piaktus. During a tutorial today, we discussed a few e-safety resources that I could use in the classroom.
My favourite two resources were: www.kidrex.org - A 'kid friendly' search engine which does not accept adult search terms, and only produces child-orientated websites as results. This could be used in school, and recommended to parents. It would help to ensure e-safety during research lessons, and could be implemented across a whole school. 'Being Respectful Online' - video advice for children in KS2, explaining how to be 'polite and friendly' on the internet, and how to avoid any potential issues. I do not like the use of the word 'naughty', but it is nice to see some online content which explains to children that they also have a responsibility online. Most e-safety content relates to issues such as grooming, privacy and bullying, and it is refreshing to see something different. I have completed another skills audit, following on from my initial audit in September 2016. This has been a very interesting experience - I can see how far I have come in such a short time, especially in relation to confidence in the classroom. The audit has been very helpful, as I have been able to create a new action plan, refocused on my present skill set. It includes a few ongoing targets from my original plan in September.
My Action Plan
I start my EYFS placement in a week's time, and have been reflecting on my use of Computing as a TA. I worked as a teaching assistant across EYFS before embarking on the PGCE course, supporting children from 2-5years. I was mainly placed within the Preschool class (pre-Reception, age 3-4), and had a leading role in teaching Early Computing. This was mainly considered to be part of the 'Understanding the World' area of the EYFS, but also involved parts of the other 6 areas, from Personal, Social and Emotional Development, to Communication and Language. - A session for 'Computing' existed on our timetable, but these resources were available during Continuous Provision time. The children especially loved to use the Mobile Phones as part of role-play activities, calling an ambulance or ringing their parents at home. The timetabled session included adult-led activities, such as directing a remote-control car to a specific phoneme mat, or around an assault course. The children developed competence and confidence, especially in the use of the interactive whiteboard. They used the talking clipboards and cameras to record their experiences both within and outside the classroom, for example on a nature walk. They were able to both talk and draw about the plants and animals. This especially supported children who were less confident in mark-making.
I hope to use my EYFS placement to further investigate how Computing can be used across the Early Years; to enhance learning environments, support development and enable positive relationships. I know that my placement school uses an app to make and record observations, rather than the post-it-note system I have used before. This will be a great way to further my understanding and confidence within Computing. Links Jolly Phonics - www.jollylearning.co.uk Ten Town - www.tentown.co.uk Topmarks Maths Games - www.topmarks.co.uk/maths-games/5-7-years/counting TTS Resources - www.tts-group.co.uk/early-years/ict
I have just spent a week in KS3, observing lessons across the curriculum and learning about transition from KS2. This week included a whole day observing Computing lessons from Year 7 to 11, and completing the Hour of Code qualification. We have also had the opportunity to speak to the subject lead about the transition days provided for local primary schools, which include drap-and-drop coding games, use of Microbits and an e-safety session.
The school tries to ensure that every child leaves with a qualification in Computing; either a GCSE, BTEC or ECDL. Computing is a timetabled lesson for every child from years 7-9, and many of children will opt to continue study in KS4. Two large ICT suites, with 35 computers in each, are used for both Computing and cross-curricular lessons. An IT team support the school systems and provide technical support. The school also has a range of other resources, from Raspberry Pi kits to iPads. Google Classroom is used to provide homework tasks and support outside lessons, although this is not in place in every subject area. The Computing lead admits that the level of integration of Computing with other subject areas is still dependent on the confidence and skill-level of teachers in different departments. We observed a great lesson on Microsoft Excel, introducing If algorithms within the context of a shop. Students became shop managers, and could choose which products to sell. They recorded 'sales' within a table, and altered the table so that it would record 'met' or 'not met' if the sales exceeded a certain level. This lesson was engaging because students were able to make their own decisions about products - most picked tracksuits and trainers - and take ownership of sales targets. They then used Microsoft word to write an evaluate of their table and explain what they had learned. Self-assessment was recorded in individual Computing journals, and the teacher could use these to assess understanding at a glance. Although similar to Primary Computing in some ways, it was interesting to see how self-directed the lesson was, and the emphasis on independence. There was an unspoken understanding that the children were already very competent and confident in using the computers, and very little of the task had to be explained. A strong link to literacy was demonstrated in the use of a Key Words wall, and the emphasis on punctuation in the written evaluation. I will try to ensure that my lessons also include a strong link to Literacy, and hopefully Maths. This could be a great way to support core development, within an engaging foundation subject area. I was able to take photos of the displays around the classrooms and corridors. These provide a variety of information and showcase work across all three areas of digital literacy, computer science and information technology. E-Safety advice is prominent, reflecting the enormous amount of work done within the school. Every lesson contains an E-Safety lesson, and each school year is started with a specific unit on staying safe online. We were shown a fantastic video, Can I be your friend? which helps students to understand how abnormal some interaction on social media can be. Another video, Let's Fight it Together! is a powerful exploration of cyber-bulling, and the steps that can be taken to find help. I know that could use these videos with a mature Year 6 class, and will save the resources for the future. Use of videos is a great way to introduce these issues to children - I know from personal experience that simply listening to an adult can seem detached from the realities of life online. Video content is relatable, and children can even watch them again online after the lesson. I was placed with three other trainees, and we were all able to complete the Hour of Code qualification. I have previously seen this within a short placement in a Year 3 class, although the website www.code.org includes resources for children from the Early Years upwards. The qualification is formulated around drag-and-drop coding based on Javascript, and can be completed within several exciting games. These are based on popular films and existing online games, from Moana to Star Wars. I completed my Hour on the Frozen game, which uses code to create snowflake patterns in ice. The game was very intuitive and enjoyable, and I became much more adept over the course of the hour. We are all delighted to receive a certificate at the end, and I now feel much more confident in teaching coding. The hour has also shown me how effective it can be to link popular characters, films or tv shows to potentially tricky topics; engagement is practically guaranteed.
Finally, we got a chance to learn how to use a Micro:bit. These pocket-sized computers can be coded using free online software, and include input buttons, sensors and an LED display. They can be connected to other hardware, including speakers, and used for everything from designing games to playing music. We used the Micro:bits by themselves, to produce simple LED displays. We plugged the device into the USB port of a computer, and used Microsoft Block Editor software to drag-and-drop code elements. After getting to grips with the program, I designed a simple code based on emotions. Children could use the buttons to display a happy, sad or neutral face. I can see how this could be useful with a non-verbal or upset child, and help develop awareness of emotion in others within the EYFS. Another student created a fantastic code which displayed times tables. When the Micro:bit was shaken, the device would display the next number in a times table sequence. I filmed this code in action, and have included the video below with her permission.
Links wwwwclassroom.google.com - Google Classroom www.old.digizen.org/cyberbullying/fullfilm.aspx - Let's Fight it Together film www.microbit.org - Micro:bit resources, coding and e-safety advice www.code.org - Hour of Code |
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