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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