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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There are two other students in my School Direct alliance, and we agreed at the start of GPP that it would be interesting to compare the teaching and learning of computing across our three primary schools. We have been placed in fairly different schools, despite their close proximity in inner-city Manchester. My school (A) is a single-form entry RC primary, whilst the others are CofE (School B) and non-faith (School C). Both of the other schools are two-form entry, and I know from discusion with both students that their schools place a greater emphasis on Computing in the curriculum. Interestingly, School C is my school for FPP, so it has been very interesting to get a taste of my next placement. The other students both conducted an interview with their Computing subject lead, and have posted the responses on their individual blogs. The link to my interview (School A) can be found here. and I have posted the interviews with Schools B and C below. The three interviews provide an interesting mix of ideas, teaching methods and examples of Computing in schools. All schools have access to a computer room and dedicated timetable slots to teach Computing. School C is the only school that does not explicitly teach Computing in EYFS, although it is also the only school where the Computing lead has formal subject-training. The three have some resources in common, especially through the use of iPads and programs such as Scratch. In terms of E-Safety, School B has a great policy which involves a RAG style rating for each lesson. A low-risk activity, such as using Bee Bots, would be flagged to students as 'Green'. There is little or no E-Safety risk. However, independent research on Google would be rated as 'Red'; students are much more likely to run into unsuitable, inappropriate or dangerous content. School C tries to include an E-Safety element in every lesson, which contrasts the experience in my school, where students study a discrete unit of work on this subject. I prefer the approach of Schools B and C, as this should help students to become more aware of the risks of a variety of different activities using tech, and relate E-Safety to real-life experiences. I very much like School B's policy of using computer games as a hook for boys' reading. I have touched on this issue with my post on Minecraft books, but enjoyed learning about this school's week-long intervention using computer games as a storytelling devices. School C makes innovative use of Google Classroom, a Virtual Learning Environment (VLE) which students can visit at home or in school, to access homework, ask questions, submit work and chat to classmates. I can see how this could be an effective way to engage tech-savvy students in upper-KS2, although I am not sure how this could work with younger children. My school is the only school of the three to use Visualisers, which surprised me. I make a great deal of use of these in lessons, especially to model tasks or celebrate the work of individual children. The other schools do have a greater number of resources and apps available, including Espresso code, Kodu, Purple Mash, Tux Sketchup, Kahoot and Plickers. I am excited about using these resources when I am placed in School C. The other two schools also have a greater number of iPads and computers for children to use, which allows greater integration of Computing across the curriculum. It was great to see that all three schools have a committment to teaching the new Computing curriculum, and have a variety of resources abailable. Although all three admitted that some teachers are not confident or trained in all areas of Computing, especially the Computer Science element, all three schools offer CPD and the Subject Lead is exploring new areas. School B - Inner city CofE primary school, two-form entry. Is computing taught throughout the school? If not, why? Where is it taught? Which year groups? Computing is taught from year 1 upwards. It is taught discretely in Reception. Are all three areas taught with the correct time given to each? (50% CS, 20% IT and 30% DL) Yes. Is the Computing lead specifically trained in Computing? Not officially. Self-taught. What resources does the school have? List apps/software and hardware Software: Purple Mash, Matheletics, Google Sketch up, Art Rage, Sculptris and Scratch. Hardware: Graphic Tablet, laptops and Beebots. How does the school deal with e-safety? The school follows a red, amber, green policy. When students are having a computing lesson the teacher will make reference to which colour it signifies. For example, if the teacher were to do a lesson on Bee Bots then it would be green - low level risk. However, if they were to use Matheletics it would be amber, as the students are on the Internet. When they are researching on Google then it is red. This is because the students are more at risk. How is computing integrated with the rest of the curriculum (core and foundation)? e.g. whiteboard use, iPads, ICT design, robots, websites, search engines. Coding and Networking are taught stand-alone, however everything else is taught cross-curricular. Mathletics is used for Maths and is set as homework. How is computing delivered to ensure all students are engaged and targeted? Esp. G&T, additional needs. To encourage boys to write the school had a computing intervention where the students played video games. This was used as a hook to get them thinking about the story in the game. They became immersed in the game and engaged with the activity. The intervention lasted a week and the students used laptops to type their stories. There are many powerful stories in computer games and I think that this is a great idea to link literacy with computing, whilst also encouraging boys to write. In the past the school have had some students who require a laptop due to dyslexia. Another student needed a Dictaphone. Does the school have a clear commitment to computing and its role as a key skill? Yes. The school have computing assessments at the end of the year. Each year group has a success criteria that they are expected to achieve. The school consider computing the next most important subject below Maths and Literacy. What new applications/innovations have been brought in recently? The school are planning to get a 3D printer. This will allow them to achieve a lot of the criteria set on the National Curriculum It will allow the student's to design, code and create. The school also want to use virtual reality in subjects. The coordinator commented that this would be great if the topic is the Stone Age, as the students will be able to immerse themselves into the world and be surrounded by mammoths. This will give them a better understanding for their topic and engage them with the task. It can also be used to help other subjects. Are teachers enthusiastic about IT? Is there a specialist teacher? Are teachers confident? With all three areas (CS, IT and DL)? Teachers are enthusiastic and confident with teaching IT and DL. On the other hand, they are not so confident when it comes to CS, but that is where the computer lead comes in. He is there to support them and guide them if they need it. Does the school have a social media policy for staff? Can you summarise it? All staff are informed to be sensible online and not post anything about the students or the school. The school also remind the parents of this during assemblies, as the parents can come and watch. The teachers ask parents not to post anything on social media. Would you agree that students - • Could understand and apply the fundamental principles and concepts of computer science including abstraction, logic, and algorithms and data representation? All students are working towards this objective. • Can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems? All students are working towards this objective. • Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems? Yes. • Are responsible, competent, confident and creative users of information and communication technology? Yes. School C - Inner-city, non-faith primary school, two-form entry Is computing taught throughout the school? If not, why? Where is it taught? Which year groups? Yes. From Y1 to Y6. Are all three areas taught with the correct time given to each? (50% CS, 20% IT and 30% DL) Yes, for the most part. However, some aspects are covered faster than others. This is taken into account in the planning and teaching of the curriculum. Is the Computing lead specifically trained in Computing? Computing lead has attended and continues to attend CDP courses and session, as well as continuous independent learning to keep knowledge and skills up to date. What resources does the school have? (List apps/software and hardware) Hardware: Tablets, computers in every classroom (3), laptops, cameras, iPads, interactive whiteboards in every room in school (classrooms, hall, music room, etc.), microbits, lego robotics set, beebots. Espresso code, Kodu, Google classroom, Scratch, Purple Mash, Tux Paint, Music toolkit, Garage band, press. powerp google slides, Lego Wedo, Sketchup, Kahoot, Plickers, to name a few. How does the school deal with e-safety? In every lesson there is an element of how to stay safe. E-safety is also addressed in PSHE and in other lessons involving the use of internet. The school also addresses via emails/letters the e-safety issues that arise outside schoo by making children and parents aware of the dangers and how to help their children stay safe. How is computing integrated with the rest of the curriculum (core and foundation)? e.g. whiteboard use, iPads, ICT design, robots, websites, search engines. IPads and interactive whiteboards are used by all teachers in their lessons. Tablets are available for any teacher to u with children in their lessons, children can complete half-term projects (homework) in google classroom/google slides Each class has a blog which is frequently updated by the class teacher with homework, useful links, photos, etc. How is computing delivered to ensure all students are engaged and targeted? Esp. G&T, additional needs. Extensions and more challenging tasks are planned for G&T and due to vast experience teacher is able to adapt teaching to support highl able pupils. For children who struggle, he uses pair work with a more able pupil or a simpler task (only if really necess Does the school have a clear commitment to computing and its role as a key skill? Absolutely, training is made available for teachers who don't feel confident with school's technology, and resources are available and used in other areas of the curriculum. What new applications/innovations have been brought in recently? Lego robotics set, which was sponsored by local companies to support the school in entering a Lego competition at th end of Dec 2016. Are teachers enthusiastic about IT? Is there a specialist teacher? Are teacher confident? With all three areas (CS, IT and DL)? There is a Specialist Teacher who teaches all computing lessons. Teachers' confidence vary in all areas, but the computing lead is always happy to support any staff who lack confidence. Does the school have a social media policy for staff? Can you summarise it? Yes, basically all information regarding pupils and school must be kept confidential and nothing regarding the school should be shared through social media. Teaching staff do not add any parent, carer or pupil on social media. Would you agree that students: a) can understand and apply the fundamental principles and concepts of computer science including abstraction, logic, algorithms and data representation? Yes, most children. b) can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems? Yes. c) can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems? Yes. c) are responsible, competent, confident and creative users of information and communication technology? Yes, but some find it easier than others. This will form part of my collaborative project with two other students.
GPP Computing Lead Is computing taught throughout the school? If not, why? Where is it taught? Which year groups? Yes, EYFS planning is covered through early learning goals whilst KS1 and KS2 is covered through planning created in partnership with MGL, our ICT partners. Are all three areas taught with the correct time given to each? (50% CS, 20% IT and 30% DL) Yes, the planning has been created in order to ensure the correct balance is in place. Is the Computing lead specifically trained in Computing? No. What resources does the school have? List main apps/software and hardware. Laptops, desktops, iPads, Macs, Scratch, Audacity, Whiteboards, Visualisers, Lego Kits, Makey Makey kits. How does the school deal with e-safety? Each class covers a unit of e-safety during computing lessons. E-safety workshops take place. E-safety policy is in place and is regularly updated. How is computing integrated with the rest of the curriculum (core and foundation)? e.g. whiteboard use, iPads, ICT design, robots, websites, search engines. Use of iPads - strong cross-curricular usage. How is computing delivered to ensure all students are engaged and targeted? Through the level of challenge planned by teachers into each lesson, plus the range of resources available. Does the school have a clear commitment to computing and its role as a key skill? Yes, although this is not always clear due to other priorities. What new applications/innovations have been brought in recently? Art Rage - powerful digital media app. Are teachers enthusiastic about IT? Is there a specialist teacher? Are teacher confident? With all three areas (CS, IT and DL)? Enthusiasm and confidence are mixed across the school. Does the school have a social media policy for staff? Can you summarise it? Yes, basically outlines security settings, whistleblowing and lines of responsibility. Would you agree that students -
I was back with Year One in my placement school today, which was fantastic! I was able to try out some of the new strategies and subject knowledge I have gained in university classes, and gain extra school-based experience before my formal GPP period begins. I will be writing much more about Computing in the school, but I wanted to write a quick post about the Computing lesson I was present for today. We introduced Book Creator, a school-friendly app which allows students to create their own books, comics, magazines and albums, in preparation for making our own superhero stories next week. The children have been learning about superheroes across the curriculum, and basing a lot of their work around the storybook Super Kid, by Claire Freedman. The class teacher was introduced to Book Creator at her previous school, and has been trained how to deliver the app to KS1. She used a link with the interactive whiteboard to demonstrate how you would open the app, start a new book, and choose a pen for drawing. The children were then sent away in pairs to share an iPad and work out the rest for themselves. This 'tinkering time' was highly effective - the children were immediately engaged and worked out how to use the app almost without any teacher-input. This example of self-directed, collaborative learning produced much greater results than I have seen in similar, teacher-led sessions. Within ten minutes, the children had worked out how to add sound, import photos, change colours and textures, and had started to turn their scribbled pages into 'stories'. This was very impressive, as my class teacher spent perhaps two minutes explaining on the carpet, and was then free to circulate the class for the rest of the session. I enjoyed using Book Creator, and look forward to our future computing sessions. The final superhero stories will be sent home, but I would love to use the app to produce books for the classroom, and include these in a reading corner. This is something I have seen in EYFS, where children are encouraged to make and consume their own books, but I have not seen this is KS1. This is something I will be researching and bearing in mind for my NQT year. Links Using Book Creator in School - www.bookcreator.com/education Apple Store Link - www.itunes.apple.com/gb/app/book-creator-for-ipad-create/id442378070?mt=8 Super Kid, by Claire Freedman - www.amazon.co.uk/Superkid-Claire-Freedman/dp/1407124064 E-Safety, or keeping yourself safe online, is a big part of the new Digital Literacy curriculum. I have recently finished my online training module in E-Safety. This followed on from my Action Plan point that I should complete the online 'pick n mix' course. I rated the E-Safety module 5/5 for 'being helpful', and stated that I now feel confident to teach my class how to be safe on the internet. This links to my Computing Pledge, which can be found here. Schools have a very importance role to play in teaching e-safety, as teachers are usually the second most important adults in an child's life. E-Safety is part of the National Curriculum and also relates to wider issues of community cohesion, the promotion of respect and understanding, and safeguarding the welfare of all children. Participating in games, chat rooms and social media can make children very vulnerable, and it is important that schools and teachers help to mitigate this. It is also the responsible of the State to protect children from harmful material in the media and on the internet, as specified in Article 17 of the UN Convention on the Rights of the Child. The module introduced me to the Think U Know cartoon videos about Lee, Kim, and their friend Sid the superhero. Lee is a little boy who enjoys a computer game with a chat room element, whilst Kim is his little sister who enjoys to watch him play. Whenever they are playing online and there is a potential danger, Sid the superhero appears and helps them learn to recognise the potential issues with their actions or situation. In one episode, Sid demonstrates that people on the internet may not be who they say they are; the video uses the effective metaphor of masks, with one powerful 'unmasking' scene where a strange man is revealed to be posing as a child. Schools and parents can order their own versions of these masks, and I can imagine a series of lessons on e-safety built around role play, storytelling and drama. The videos are aimed at ages 5-7, which is a good age to catch children before they start to use the internet in a more widespread, unsupervised manner. Think U Know resources aimed at older children include booklets and printed material, an online game, blogs and campaigns. My top tips for children
My top tips for parents
Additional Links
E-Safety advice and resources - www.digital-literacy.org.uk CEOP - Child Exploitation and Online Protection Centre (CEOP) - www.ceop.police.uk Online E-Safety storybook - http://www.kidsmart.org.uk/teachers/ks1/digiduck.aspx Fantastic E-Safety resources for parents and teachers, linking to the popular educational cartoon resource, The Adventures of Kara, Winston and the SMART Crew - www.childnet.com/resources/kia Advice on dealing with sexting amongst young people - www.saferinternet.org.uk/advice-and-resources/teachers-and-professionals/teaching-internet-safety/resources/sexting Think U Know - www.thinkuknow.co.uk Lee and Kim videos - www.youtube.com/watch?v=NxYily6t4LQ
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 My experience of ICT at school was poor, to say the least. Long, dull projects around the uses of Excel or database software, designing a bloated PowerPoint about the European Union, producing endless posters for topic work; although I enjoyed using IT outside school, within the curriculum it was something I wished I could have avoided! However, vast changes in the technology curriculum in the last few years mean that the new 'Computing' course is something to which I have been actively looking forward.
Focusing much more on computer science and digital literacy, although still preparing students for the workplace with ICT elements, the new Computing Curriculum is a huge overhaul of the old regime. Rather than users, students are now creators. This is incredibly exciting for me as a trainee teacher - I can help to shape the future of tech through my students! Computing can also teach vital problem solving and maths skills, can be fitted into any area of the curriculum, and will help to future-proof our children's skill sets. A lot of the ICT I learnt at school is now obsolete. I have an ECDL (European Computer Driving Licence) in Microsoft Office 2003, a qualification which took months and is no longer relevant in 2016. However, the new Computing Curriculum should be able to weather any technological advances, as it teaches general skills rather than software-specific knowledge. Our first computing lecture explained the three strands of the new curriculum - Computer Science (programming, understanding networks, analysing problems), Information Technology (using tech and generating digital content) and Digital Literacy (ensuring students are confident, competent and safe users of tech). I am most excited by the Computer Science element of the course, and have started off my self-directed learning by borrowing a Bee-Bot from the university. This is a small floor robot which can help teach programming and directional language to children as young as 3. I will be investigating how it works and having a go myself, before I'm let loose on a classroom. Watch this space to see how I get on! Links The Computing National Curriculum (KS1/2 focus) - www.computingatschool.org.uk/data/uploads/primary_national_curriculum_-_computing.pdf Bee-Bots - www.bee-bot.us |
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