I am fortunate enough to have a few independent study days at the moment, and so I have decided to complete another Pick n Mix module on Blackboard. I have focused on Computer Science, and the completion of this module helps me to fulfil two points on my most recent action plan:
The module is split into twelve sections, and covers everything from computational thinking, to floor robots and Scratch. The first section, an introduction, includes several videos from the course leads. These cover the Computing curriculum, ideas for teaching, cross-curriculum use of Computing and a video on terminology. I watched these videos, and they have helped to solidify my basic understanding of the curriculum and what it entails. “A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world.” DfE National Curriculum 2014 The second section deals with computational thinking. According to the dedicated page, this is 'about solving problems efficiently and effectively. This may sometimes be with a computer and sometimes without. It is a primary aim of the new computing curriculum to develop pupils’ computational thinking skills to help them become better problem solvers'. There are several key elements of computational thinking. These are:
Computational thinking can be taught through programming projects, such as using Bee Bots or creating a game in Scratch. The module suggests viewing resources on the Barefoot Computing project website (www.barefootcas.org.uk), something which I used on GPP and found very useful. The next section, on unplugged Computing, has given me lots of ideas about how I can explore computational thinking skills without the use of a computer. These can include drama and paper based activities, and can be very engaging as they immerse students in problem solving and other Computing skills through physical activity. My favourite idea was 'Pupils could try and identify examples of selection in the world around them. For example, 'when it rains then people use umbrellas’ or ‘when I try my hardest then I realise fractions aren’t actually that difficult!’ I can see how this could be a great way to introduce the ideas of selection and logic gates, concepts which I found very difficult at school due to their seemingly abstract nature. Presenting these ideas through unplugged activities could help children to gain a better understanding. Two sections of the module focus on floor robots, especially the Bee Bot. I borrowed a Bee Bot back in September, and found it a valuable learning experience. Floor robots can be used to teach commands and sequencing, improve spatial awareness and bring the abstract concept of programming to life. The module has introduced me to a new type of floor robot - Roamer. Roamer is similar to the Bee Bot, but has a wider range of inputs and can be purchased to suit particular age groups. Below is an image of Roamer's control pads, and some images of its use that I found online. I really liked Roamer's website, as there were lots of ideas for lessons and practical use in the classroom. The module also includes ideas for apps which teachers can use to teach coding. These are: Key Stage 1 Bee Bot, Daisy the Dinosaur, Kodu, ScratchJr and Logo Key Stage 2 Kodu, Logo, Scratch, ScratchJr (and Python, but this is often more appropriate for KS3) Further sections take a closer look at some of these apps. Daisy the Dinosaur is an app which can be downloaded for iOS. It provides a simple coding environment based on commands, and allows users to control the character of Daisy. Children can either use the app in a sandbox, free play mode, or access challenges to improve their skills. The module explains that it can be used to teach the following KS1 curriculum objectives:
I downloaded Daisy the Dinosaur and had a lot of fun creating short sequences of movement and growth. I would like to use this app in Year 1 as a progression from Bee Bots, as the interface is very child-friendly and the character of Daisy is appealing. This could be an ideal introduction to computer-based programming. Scratch and ScratchJr are graphical programming languages based on drag-and-drop blocks. Users program characters called 'sprites', and can create anything from simple animations to complex games. ScratchJr is suitable as a 'developmentally appropriate' introduction to this type of programming, and children can move onto Scratch when they are ready. Both are available to download as apps, and Scratch can also be used online. I have blogged about Scratch before, but I have included below some images of how it can be used, and a video of it in action. Later sections on assessment and schemes of work are dealt with in one of my previous blog posts, which can be found here. Completing this module has given me many more ideas about how I can teach Computer Science, and include elements of computational thinking across the curriculum. I will be looking to extend my use of coding apps on FPP, as this was something that I did not have the opportunity to do on GPP. Links Barefoot Computing www.barefootcas.org.uk Roamer - www.valiant-technology.com/uk/pages/roamer_home.php Daisy the Dinosaur www.daisythedinosaur.com Scratch scratch.mit.edu ScratchJr www.scratchjr.org Python www.python.org
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Bee-Bots are cheerful, yellow, programmable floor robots. They can be used to teach logical reasoning, directional language, debugging and many of the skills associated with the new Computing curriculum. They are very popular in schools, especially in KS1, where they can be used as an early introduction to the sequencing skills required for coding. Bee-Bots can be used to help achieve two particular aims of the KS1 National Curriculum - creating and debugging simple programs, and using logical reasoning to predict the behaviour of simple programs. There is a growing body of academic research into the impact of using programmable toys in early education, something which I hope to study in depth as I move through the Computing course.
I was lucky enough to borrow a Bee-Bot from the University before I start my GPP Placement, and have spent some time researching how they can be used in the classroom. There are many educational videos on YouTube showing a Bee-Bot or Bots in action. I was especially impressed by the ability of the Bee-Bot to be used across the curriculum - from helping children learn to PSED skills, to angles and position in Maths, and map skills in Geography. After reading the Barefoot Computing guide to Bee-Bots and watching some great video content, I was inspired to create a physical floor maze, and create a sequence of commands which would allow my Bee-Bot to travel around the maze without knocking into walls or getting lost. You can buy mats with pre-drawn maps or mazes, but I made a basic series of walls with pens and objects as obstacles.
The sequence is inputted via chunky buttons on the top of the robot. The Bee-Bot has the capacity for 40 commands, which can also be cleared if the student wishes to start again. Sound effects, light up eyes and bright colours make the Bee-Bot an attractive resource for children to use. To demonstrate the Bee-Bot in action, I have created a short video using iMovie.
I previously worked as a TA in EYFS, and observed the use of Bee-Bots in our computing sessions. However, it had been a little while since I had used one, and so I was careful to look up instructions and watch some demonstrations before I got started. The process of learning how to use the Bee-Bot was incredibly easy - I felt proficient within 10-20 minutes of playing around and getting to grips with how it worked. I solidified my understanding by teaching a friend how to use the Bee-Bot - I first explained that coding and sequencing were now part of the National Curriculum, demonstrated how the controls are used to create a sequence, and set them off to play with it themselves. My friend had never used a programmable floor robot before, but was able to navigate around the maze after only a short while. Allowing my friend to play with the Bee-Bot and understand how it works via independent investigation was a deliberate pedagogical choice based on my understanding of constructivist education - allowing children to learn through experience and self-directed activity. I would use my simple maze activity with a KS1 class, although this could easily be adapted for KS2. Hopefully I will get the chance to try this out on my GPP placement! Additional Links TTS website - www.tts-group.co.uk/bee-bot-rechargeable-floor-robot/1001794.html General guide to Bee-Bots - www.odigo21.educacion.navarra.es/wp-content/uploads/2015/09/BeebotguideA4v2.pdf Code-It six-week lesson plan - www.code-it.co.uk/wp-content/uploads/2016/06/y1beebotplan.pdf Using a Programmable Toy at Preschool Age: Why and How?' - www.dei.unipd.it/~emg/downloads/SIMPAR08-WorkshopProceedings/TeachingWithRobotics/pekarova.pdf Early Mathematics Learning through Exploration with Programmable Toys -http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.688.897&rep=rep1&type=pdf#page=198 The Effect of a Classroom-Based Intensive Robotics and Programming Workshop on Sequencing Ability in Early Childhood - Kazakoff, E.R., Sullivan, A. & Bers, M.U. Early Childhood Educ J (2013) 41: 245. doi:10.1007/s10643-012-0554-5 Brief Overview of Constructivist Education Theory - www.ucdoer.ie/index.php/Education_Theory/Constructivism_and_Social_Constructivism_in_the_Classroom The Computing National curriculum - www.computingatschool.org.uk/data/uploads/primary_national_curriculum_-_computing.pdf
I have picked up my Bee-Bot and started to explore how it works, so please look out for a forthcoming post on that! I had great fun this evening playing around with the Stop Motion app on my iPhone, after my audit revealed that I need to explore more educational apps.
The Stop Motion app has been designed to allow children to make fun videos. It is very intuitive, and connects to the camera and microphone on a mobile device. Users are required to take a series of photos in sequence (something which could be linked to sequencing in the Computing NC), and these are linked together at the chosen speed to create a basic video. The simple interface and controls means it could be seamlessly integrated into a lesson, as a hook or as the main focus. I hope to be testing this out at my GPP placement school! This app could easily be used across the curriculum - from projects for Art and D&T, to filming Drama performances and Maths problems. I will be posting about cross-curricular use of Computing at a later date.
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