We had an alliance training day today, and one of the leaders is very active on Twitter. She tweets under @MissSMerrill, and is one of the admins for #primaryrocks, an online chat which runs every Monday from 8-9pm, and which is followed by over 10,000 primary teachers. #primaryrocks also run events, including a conference in Manchester. We spoke about the opportunity for networking, gaining ideas and CPD on Twitter, and so I have taken the plunge and created an account.
I have followed my university course tutors, fellow students, popular teacher accounts and other users associated with #primaryrocks. After my training leader retweeted my first post to her 5000 followers, encouraging them to follow and support me as a trainee, I have already started to gain followers and receive welcome messages. I will need to be careful to remain professional and protect the anonymity of my colleagues and students, but Twitter will hopefully be a very useful tool. I will engage in the next #primaryrocks edchat, and seek advice for my next placement!
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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
The issue of internet safety is a constantly changing topic, and it can be hard to keep on top of new apps, trends and dangers. Although I am a confident user of social media and follow websites such as BBC News and Reddit, I have found that it is useful to be subscribed to a few newsletters from organisations which work on e-safety issues. They help me to keep on top of campaigns, policy and legislation, as well as providing resources and practical ideas for teaching.
These include: The CASPAR (current awareness service for practice, policy and research) newsletter from the NSPCC Subscribe here: www.nspcc.org.uk/services-and-resources/research-and-resources/sign-up-to-caspar The E-Safety Support newsletter Subscribe here: www.e-safetysupport.com The Childnet newsletter Subscribe here: www.childnet.com/resources/esafety-and-computing The UK Safer Internet Centre newsletter Subscribe here: www.saferinternet.org.uk One way that these newsletters have been useful has been finding out about the Disrespect NoBody campaign through a recent CASPAR newsletter. This campaign focuses on positive and healthy relationships, and teaches young people to recognise the signs of control and abuse. There is some great information on sexting and explicit online content, and resources which could help me to teach students about the dangers of sharing messages and photos. Although a lot of the content is more suitable for secondary school students, the ideas of consent, personal space and the rights of individual are crucial for every age. The message that 'there is a person attached to every body' could easily be adapted for younger children. More about the campaign can be found here: www.disrespectnobody.co.uk I have just finished my EYFS placement, having spent two weeks in a mixed Nursery-Reception unit within a primary school in inner-city Manchester. Each class has its own area within the unit, and these small carpeted zones have their own interactive whiteboards. There is a range of IT equipment available for the children to use as part of continuous provision, including the Walkie Talkies I have blogged about before, headphones, Bee-Bots, iPads and chunky, child-friendly cameras. Each week, staff set 'rainbow challenges' for the children, which they can choose to complete during their free-flow time. One of these challenges is usually a Computing challenge. Examples include 'Can you draw a tree on the whiteboard?', 'Can you use the phones to record a message?', 'Can you use the iPads to take a photo of your friend?'. These challenges help the children to explore many of the aspects of the Early Years curriculum, from Communication and Language (typing on a computer, speaking into a recorder etc), to Understanding the World (finding out how computers work, using tech to find out about the world around us) and Expressive Arts and Design (photography, design etc). The 'Creating and Thinking Critically' aspect of the EY curriculum can also be seen as linked to computational thinking. Key aspects of this, such as problem solving, pattern making and evaluation, are seen in many activities within the setting, from Maths games to free-play. Children work together to move objects, work out how to carry toys across the room or create patterns with blocks. Role play areas include toy-versions of technology, from a plastic cash register to a pretend microwave. Using these items as part of their play enables children to become comfortable with technology in the everyday world. They also see staff using computers, iPads, photocopiers and other school technology. I had a look at some Computing books whilst spending time in the setting. The best of these was The Little Book of ICT. Although published in 2005, the ideas included in the book are fantastic. I especially liked the clear links made to the EYFS curriculum. I took some photos of the book, and have included them below. iPads are used as part of continuous observation and assessment, replacing the traditional post-it-notes methods that is used in many Early Years settings. The school have bought into the 2Simple app, which allows staff to take photos and record written observations of children, and match these to the areas of the EYFS curriculum. They also use SIMS to take registers and record safeguarding information, and School Pupil Tracker to record whole-school assessment. The school has a Sure Start centre on site and I was very impressed to see displays and leaflets which aim to educate parents about e-safety. This included information on how to keep children safe, but also advice for parents themselves. Free lessons are available for parents to learn how to use computers and the internet, and advisors help with the production of CVs, covering letters and online applications. However, I do not believe that Computing should be overused in Early Years settings. A lot of children have a large amount of screen-time at home, and there is a very strong argument for the EYFS to be focused on outdoor and creative play. Jane Healy, who wrote Failure to Connect in 1999, argued that overuse of technology may reduce the impact of this vital explorative learning time, and harm normal child development. This argument still rings true today, and so Early Years practitioners need to be careful when and where they use technology in their settings. Links and Bibliography
Early Years Framework (statutory) - www.tinyurl.com/ov25yku Development Matters (non-statutory guidance) - www.gov.gg/CHttpHandler.ashx?id=104249&p=0 2simple - tracking and observation software for EYFS settings - www.2simple.com Trythall, A, (2005) The Little Book of ICT, London: Featherstone Education Ltd. Healy, J. (1999) Failure to Connect, How Computers Affect Our Children's Minds, New York: Simon and Schuster. 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 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
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