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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I taught a great lesson today, introducing the concept of algorithms and computational thinking. After explaining the vocabulary and linking it to our work on instructional writing, I used an idea from Barefoot Computing to demonstrate how algorithms work. I made a costume for my mentor, and she entered the classroom as 'TeacherBot3000'. I explained to the children that I wanted to have a jam sandwich as a snack, but had designed a robot to do it for me. I used unclear instructions, and the children saw how the robot was unable to make the sandwich. However, after discussing the idea of accuracy and debugging, I took some advice from the class and we formulated four clear stages of the algorithm. We orally rehearsed these stages as a group, and made up actions.
1. First take two slices of bread. 2. Next spread jam on each slice. 3. Then put the slices together. 4. Finally eat the sandwich. The children were then able to make their own sandwiches, working in pairs to follow the algorithm as it was read out. This caused great excitement, especially as they were able to taste their sandwiches at the end! This simple offline lesson was a great way to introduce the notion of computational thinking. I have planned a subsequent lesson which extends this work. The children will be drawing 'monsters' and trying to create algorithms for their friends to draw the same characters. I also found this lesson idea on Barefoot Computer, which I have found to be a fantastic online resource. After these offline lessons, the children should hopefully move onto computers and use different resources to create algorithms. Links Barefoot Computing - www.barefootcas.org.uk Today I solo-taught my first Computing lesson, and focused on e-safety. I adapted a plan that I saw online to create a story based around George, a young hippo who receives a tablet for his birthday but runs into some issues with pop-ups, social media and unkind messages from strangers within a game. The core message running through the lesson was that children should always tell an adult if they are unsure about the internet, or encounter any problems. After listening to the story and discussing the content with their talk partners, the children drew the adult they would ask for help, and some also wrote about this. I was very pleased with this lesson. The children loved the story and were rapt with attention throughout. I brought in a hippo plush toy, and this 'visit from George' helped to bring the story and message to life. Telling the children that George was very shy and nervous about coming to school helped with behaviour management; the class were quiet and conscientious when moving around the room. I employed the technique of encouraging the children to speak to George about his experiences, rather than to me. This seemed to help them to link their experiences with his story, and we got some really interesting work out of the session. The inclusion of a song - 'Before you click, click, click; you've got to think, think, think; and tell somebody quick, quick quick!' helped to consolidate the message, and all children were able to contribute and explain their thinking during the plenary. I was surprised to discover that not all children had used the internet before. Experience ranged from avid Playstation gamers who play online, to four children who claimed to have never used the internet. Most children had some limited experience of the internet, with Cbeebies iPlayer and Youtube as the most recognised and discussed websites. Some mentioned their awareness of social media through parents or siblings. The children do not yet use the tablets or school computers to access educational content online, although this is in the long term planning for next term. I have included below some of my story slides, and some examples of the children's responses. These will expand from the gallery when clicked. Adults that the children picked included parents, the class teacher, the teaching assistant, brothers, sisters, aunts and uncles - and myself! |
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