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PED2021 - Computing - Session 16

What the research says about...

An introductory level of knowledge and understanding about relevant research is part of your 'essential subject knowledge'.

Some of the reasons why this is relevant would be:  

A Computing curriculum is relatively new in schools, so older research would refer to the ICT curriculum;

Computer Science and Computational thinking are part of the new curriculum and therefore may not be a focus for research that is more than 4 years old;

We have moved from talking about ICT to IT, so we may need to use both terms when searching for journal articles;

When thinking beyond the NC curriculum subject of Computing and exploring how technology might enhance/support other subjects, or teaching and learning in general, we need to use various search terms to locate relevant journal articles. For example, ‘technology enhanced learning in primary schools’, ‘e-learning’, or may be ‘ICT and Science’ etc.  

DOMINGO, M. and GARGANT, A, B., 2016. Exploring the use of educational technology in primary education: Teachers' perception of mobile technology learning impacts and applications' use in the classroom. Computers in Human Behaviour. 56, pp. 21-28. (Spain)

 P21 Mobile technology has become popular worldwide. Although the impact of mobile technology in classrooms has been extensively studied, less is known about teachers' perceptions of how mobile technology impacts on learning and its relation to Apps use in the classroom.

 This state of affairs is problematic since we know that teachers' perceptions have a great influence on their teaching practices. This study used survey data gathered from 102 teachers of 12 different primary schools in Spain. Findings suggest that facilitating access to information and increasing engagement to learning are the two main impacts of mobile technology in the classroom.

Findings also show that the choice of Apps is related to the teachers' perception of how mobile technology impacts on learning.

 P27 The type of Apps most used is Content Learning Apps. Common features in these Apps are that they can usually be used independently by the students, they have instant feedback and assessment, and they are usable with a large range of educational levels.

MURCIA, K., 2014. Interactive and multimodal pedagogy: A case study of how teachers and students use interactive whiteboard technology in primary science. Australian Journal of Education. 58(1), pp. 74–88. (Australia)

P77

Research question

The research question driving our study was: how do teachers intentionally use IWB technology to create a social constructivist primary science classroom?

The following pedagogies were seen in the case-study schools.

Table I. Type and nature of case study teachers’ interactive pedagogy.

PEREZ-ESCODA, A., CASTRO-ZUBIZARRETA, A. and FANDOS-IGADO, M., 2016. Digital Skills in the Z Generation: Key Questions for a Curricular Introduction in Primary School. Comunicar. 49 (24), pp. 71-79.  (Spain)

P71 This quantitative study, with a sample of 678 Primary School students, aims to provide empirical evidence about the level of digital skills of students belonging to this [digital native] generation.

 P72 Digital skills and new literacies for Primary School students are priority themes on government agendas (A Digital Agenda for Europe and a Digital Agenda for Spain).

 P73 Therefore, we consider it important to conduct a diagnostic evaluation of digital skills of the student body at this level [Primary School], which corresponds to the Digital Generation; students from 2nd to 6th year (aged 7 to 12). The investigation will focus on the achievement of five objectives:

·      Determine the extent of the use of technological devices as well as the Internet by the student body in informal environments.

·      Ascertain the degree to which ICTs are integrated into the daily life of the Z Generation.

·      Ascertain the levels of digital skills by competency areas: information, communication, context creation, security, and problem solving.

·      Analyze the results as a function of the sample characteristics for a better generalization of findings.

·      Understand the possible implications of the findings in terms of teaching and training of the student body and, in view of the results obtained, study the curricular inclusion potential.

 The sample consisted of 52.4% boys and 47.6% girls. There were 52 students from 2nd grade (7-8 yrs.), 125 students from 3rd grade (8-9 yrs.), 164 from 4th grade (9-10), 178 students from 5th grade (10-11) and 159 students from 6th grade (11-12 yrs.). First-grade students (6-7yrs.) did not participate in the study as they have not yet mastered their reading-writing skills, which would have created an impediment in the methodological application of questionnaires.

 *Information gathered (see Table 1 and Figure 2 below).

 P77 We found that the student body at lower grade levels (7-8 yrs.) uses ICTs and demonstrates an amount of usage time higher than that of the student body in the highest primary grade. These data reinforce the arguments that with increasing precocity children are intensely engaged with screens (García, Callejo, & Walzer, 2004; Blanco & Römer, 2011), since – as research demonstrates - before they learn to read and write with ease they surf the Net and use all kinds of digital devices.

 However, this study demonstrates that simple exposure to, use of and coexistence with media and technology do not imply development of digital skills. Data obtained in the evaluation of digital competency of the student body belonging to the Z Generation indicate low skill levels, in contrast with expectations of digital natives. These results point to a new type of digital divide among those born with technologies, not due to lack of use or access but to a lack of digital skills (Van-Deursen & Van-Dijk, 2010). While we understand that this study has limitations, it does nonetheless offer objective clues for future lines of investigation that reinforce the need to address digital skills in school, focusing on the development of their component areas, enhancing them to surpass the level of daily use and raise them to an academic level that will eventually facilitate the development of digital abilities for the world of employment (Diario Oficial de la UE, C451, 2014). If, as we have noted, current digital skill levels correspond largely to the stimulation of a socio-familiar context and the child’s contact with ICTs, there is a danger that these skills, if not well developed or cared for in an educational context, will propitiate inequalities in the promotion of digital competency. Education has the challenge and responsibility of offering a response tailored to this reality, transitioning toward a School 2.0 that does not overestimate the digital skills of the student body and that allows students the possibility to not just sit in front of screens, but to do so in an effective manner…

 P78 To achieve this it is necessary to sensitize teaching staff as to the actual digital competence level of the student body, focusing on the fact that digital literacy is not inherently achieved through the use of technology but rather needs adequate instruction (Cabero & Marín, 2014).

What counts as research?

The difference between peer-reviewed articles published in academic journals, and newspaper reports, online blogs, and school-related magazines such as TES.  

When studying, and in everyday life, we might refer to the need to ‘research something.’ We ‘research’ a holiday resort, house prices, ideas for teaching a particular topic… What we usually mean is that we want to ‘find out about.’

The academic research that is published in journals has some important, key features. 

The work has to stand up to scrutiny and formal evaluation by experts in the field, known as ‘peer review’, before it can be accepted for publication. 

It needs to be a systematic study, with a robust design (methods and methodology), which has been given ethical approval, if required. 

This level of transparency is what makes scholarly work distinguishable from journalistic writing in, for example, newspapers, magazines and blogs. 

We need to know exactly how the researcher arrived at their findings; especially if we, or others attempt to replicate the findings. 

CURTIS, S., 2014. Digital learning: how technology is reshaping teaching. The Telegraph [online]. 23 August. Available from: http://www.telegraph.co.uk/technology/news/11051228/Digital-learning-how-technology-is-reshaping-teaching.html [Accessed 10 January 2017].

The children now entering school are fully fledged digital natives. Recent research by Ofcom found that six-year-olds have the same understanding of communications technology as 45-year-olds, and a ‘millennium generation’ of 14- and 15-year-olds are the most tech-savvy in the UK.

Over four in 10 households now have a tablet, meaning that children are becoming computer-literate before they’ve even started primary school. It is unsurprising, therefore, that technology is playing an increasingly central role in the classroom - not just in ICT lessons, where children will start learning to write code from the age of five this year, but in English, Maths and Science lessons as well.

I recently took part in an interactive experiment which involved sitting through two English lessons - one the old fashioned way without any kind of technology, and the second with all the latest gadgets at my disposal.

The first involved reading a scene from Shakespeare’s Macbeth, listening to the teacher talk through the themes and then writing my own analysis with pen and paper. The second involved watching a series of video clips depicting differing interpretations of the balcony scene from Shakespeare’s Romeo and Juliet, using the internet to research the themes, and then typing my own interpretation on a laptop.

While the first lesson required intense and sustained concentration, the second was undeniably more compelling. I’m not sure I learnt any more about Romeo and Juliet than I did about Macbeth, but at no point during the second lesson did I find my mind wandering, which is half the battle teachers fight every day.

A similar experiment was conducted using iPads and an interactive Smartboard to teach a maths lesson. A series of web-enabled apps were used to teach the class about the area and volume of shapes, allowing them to rotate digital 3D models on their screens and divide them into blocks.

As a pupil, I was also able to take part in quizzes and submit my answers digitally. The teacher was then able to pull up individual pupils’ answers on the Smartboard and show them to the rest of the class. Anyone who has been through a more traditional education system may find these techniques gimmicky, but many teachers now claim that flashy multimedia lessons are the only way to engage children whose ability to absorb information has been shaped by continuous exposure to technology from a young age.

Using technology in an educational environment not only better reflects children’s life outside the classroom, but also allows them to hone their digital skills in a way that will continue to be valuable throughout their adult life.

WALKER, T., 2015. Technology in the Classroom: Don’t Believe the Hype [online]. Available from: http://neatoday.org/2015/01/08/technology-classroom-dont-believe-hype/ [Accessed 14 January 2017].

For more than a decade, many policymakers, tech gurus and private companies have been proclaiming that digital technology holds the golden key to unlocking students’ motivation and engagement. It’s like a deafening drumbeat: Every child should have a laptop. Every child should have an iPad. Textbooks are finished. Failure to comply, we’re often warned, would weaken our schools and cripple the nation’s ability to compete in the 21st century.

As a result, huge amounts of cash have been spent in an effort to deliver countless digital tools to classrooms across the country. Far from abating, the level of enthusiasm seems to increase with every new technological advancement. What really has been delivered in the way of improved student learning? It has been an era of “unfulfilled promises,” says Noel Enyedy, associate professor of education and information studies at UCLA.

“Computers in the classroom are commonplace but teaching practices often look similar, as do student outcomes,” Enyedy is no technophobe. Far from it, but he urges caution in rushing to adopt new tools. Enyedy believes that technology in the classroom has a valuable role to play in [American] education, but its potential has, to a large extent, been squandered by empty promises, ill-defined goals and outdated strategies.

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PED2021 - Computing - Session 15

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PED2021 - Computing - Session 14

History of Computing - Heroes and Pioneers 

Possible definitions/explanations to use with primary children

Hero: a person who is admired for their courage, outstanding achievements, or noble qualities.

Pioneer: A person who is first or among the earliest to develop something or be the first to use or apply something.

History: in the context of a timeline;

(a) heroes/pioneers – dates, names,  achievements; (b) technological developments – what, when and why/what made it possible.

Part 1: Tasks

When was the word ‘computer’ first used and what did it mean?

The first use of the word "computer" was recorded in 1613, referring to a person who carried out calculations, or computations, and the word continued with the same meaning until the middle of the 20th century.

Who was Charles Babbage and what was his contribution to the development of computers?

Who was Tommy Flowers? Why might we describe him as a hero?

What is the link between Bletchley Park and coding?

·         What is Colossus? Where could I see a working replica of Colossus?

·         When was the first mobile call made?

·         When was the first computer mouse invented? What did it look like?

·         When was the first version of Microsoft Windows released?

·         When was the first iphone launched?

·         When and why did Tim-Berners-Lee invent the World Wide Web?

·         In what way is Clive Sinclair a pioneer?

·         The one billionth user registered on Facebook in which year?

·         Who was Alan Turing and why is he famous in the world of computing?

·         Who was Ada Lovelace? In what way was she a pioneer?

·         Who was Grace Hopper and why is she associated with the term debugging?

·         Name at least 3 awards given to Grace Hopper

·         Find out about Amy Mather

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PED2021 - Computing - Session 13

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PED2021 - Computing - Session 12

Search Engines

By the end of this session you will:

Understand why search technologies are important

Understand how search results are selected and ranked

Review the reliability of web sites

Understand the topic of search technologies within the Primary Computing Curriculum

Why are search technologies important?

Since the WWW is made up of several billion web pages, containing a vast volume of information, search engines are a necessity to help us reach the information we require.

Search engines have transformed the way we use the Web. Instead of having to remember URLs for the pages we want, or following the links from one page to another, we can normally rely on these web-based programs to give us the most relevant results for our query.

Given how much we use search engines, it’s important to use them effectively and efficiently, to show some discernment in deciding how far a particular page can be trusted, and to have some grasp of the algorithms that underpin them, for example, how search results are ranked.

How are search results selected?

In order for a search engine to be able to respond to a search query, they use their index of the Web. A search engine builds its index by using specially written programs called ‘web crawlers’. The web crawlers create a huge copy of the publicly accessible bits of the Web (called a cache) which is stored on the search engine’s servers. When a new or updated copy of a web page is added to the cache, an entry for the page will be added to, or updated in,the search engine’s index of the Web for each of the words on the page (typically ignoring small, common words like ‘and’, ‘the’ and so on).

The web crawlers continue to build and update the cache by following all the hyperlinks in the page, requesting and making copies of those pages too, adding or updating index entries for them, and following the links on those pages too.

So when we type in a keyword such as ‘dog’ into a search engine, it consults the index and returns a list of all the web pages on which that keyword appears. Typing in several keywords, e.g. ‘dog’ and ‘bowl’ would only return pages with both of these keywords, which helps to narrow down the set of results.

How are search results ranked?

How do the search engine algorithms decide what to put top of the list? Google’s founders, Larry Page and Sergei Brin, recognised that the key to determining how relevant a ?particular result was likely to be in the links between other pages and the result. Google uses a trademarked algorithm called PageRank.

They realised that a high quality page is a page that has lots of links pointing to it from other web pages, particularly if they too were high quality results.

This is shown in the illustration, where the larger the circle, the higher the quality of the web page.

Thus, for many queries the Wikipedia entry will often be at the top of, or at least high up, the results list, not because of its accuracy or authority, or even because people click on this more than other results, but because lots of the other high quality search results link to it.

How do search technologies work – How do they select and rank?

BBC Bitesize - How do search engines work? http://www.bbc.co.uk/guides/ztbjq6f

What do search technologies look like in the primary curriculum? KS1 As teachers we should model the effective use of a range of search engines, illustrating how to type in specific search terms that will return the best results, e.g. ‘parts of a plant’ as opposed to ‘plants’.

Pupils should have experience using a range of search engines to develop an understanding of the features common to each, including filtering by the type of results. It is likely that this will be whilst completing research for topics across the curriculum.

Pupils should be introduced to the idea that organisations can pay to have adverts appear at the top of the results page. Pupils should also start to become aware that beneath this the results are ranked by the search engine based on how relevant the search engine believes each pages’ content is to the search terms entered.

KS2 At key stage two, pupils continue to develop their effective use of search engines and also learn about the computer science behind how they work.

Use search technologies effectively As teachers we should continue to model the effective, and efficient, use of search technologies by introducing pupils to search engine operators. Pupils should have experience using these to identify how they influence and improve the accuracy of their search results.

Appreciate how search results are selected Pupils should have the opportunity to learn how search engines use web spiders to build up an index of the WWW. The idea that programs called spiders moves from web page to web page (via links) fetching the content into a search engine’s index should be introduced. A search engine’s index of the WWW can be likened to an index in a book, since, as is the case for a book, it can be used to identify the location of information relating to a search term. Pupils should be aware that when using a search engine you are searching its index of the WWW not the WWW itself, and the first stage in a search engine returning results is to select pages from its index containing the search terms.

Appreciate how search results are ranked In using search engines, pupils will have observed how results are returned in an ordered list based on the search engine’s judgement as to how relevant the information in each page is to the user’s search. Pupils should be introduced to the idea that to determine the order of this list the search engine asks a range of questions about the content of, and links towards, each of the web pages selected from its index – and that it then scores the web page based on responses to these questions which determines how pages are ranked in the search results. Pupils should have the opportunity to compare searching for the same terms across different search engines to see if websites rank in the same order.

These days, the ranking of results is typically personalised based on:

Location; 

The history of what the user’s searched for and clicked on before;

and close on 200 other factors or ‘signals’.

The reliability and validity of web sites

Should I trust everything I read on the web?

The world wide web is a great platform that lets anyone share information and ideas. When you are browsing the web, you need to think about whether the things you are viewing are reliable. Is it content that you can trust?

Search engines are a great way to find things on the web. If you search carefully you can find reliable and trustworthy information.

Once you have a list of results, you need to choose which links to click on. But how can you work out which are the reliable sites?

Well, it can be tricky. You need to look at the information and then use your best judgement. Here are a few tips to know what to click on:

Domain names

“Who wrote it?,” is it a company, a government, an individual? 

You could also look at the domain name. Do you recognise the address as one that you can trust? Addresses which end with .sch.uk, .ac.uk or .gov.uk are educational or government websites so are usually reliable. Addresses which end with a .co.uk, .com or .org can be bought and used by anyone but this doesn't mean they are unreliable.

Evaluating content and being critical

Once you have chosen a site, always be critical of what you read.

Unlike most non-fiction books that you get from a library, many sites are not checked for accuracy. If you have doubts about how reliable a piece of content is you can check it by looking at other sites.

If they all say the same thing it is probably accurate. This is called ‘verification’.

It is also important to think about who has published a website. Why has it been written and published?

Some websites might be biased or could give only one side of an argument. These sites might present their opinion as fact.

Is the information out of date? For example, if a website was last updated in 2011 – it is not a good source if you need to find the current population for the UK.

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PED2021 - Computing - Session 11

The Internet and the World Wide Web

By the end of the session you will:

Develop an understanding of the subject knowledge related to the digital literacy strand of the Computing 2014 curriculum for example:

Understand what a computer network is and to be aware of some of the teaching activities that could support children’s understanding of networks.

Understand what the internet is and how data is transmitted across it and to be aware of some of the teaching activities that could support children’s understanding of the internet.

Understand the difference between the internet and the World Wide Web.

Focus

understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration

Subject knowledge development and suggested classroom activities:

What are computer networks? 

What is the internet?

What is the WWW? 

How is data transmitted?

http://www.simonhaughton.co.uk/ - Computing Theory for 7-11 Year Olds - An Essential Companion for the New National Curriculum - By Simon Haughton

What are computer networks? A computer network is a collection of computer systems and other devices connected together to ‘talk’ to each other by exchanging data.

Connecting computers to form computer networks and the internet (a network of networks) has had a huge impact on our lives. Think about how limited our use of technology in school would be if we had no access to the local network or the internet. Think about how frustrating it is when we have no data signal for our smartphones or wifi for our laptops.

Local area network (LAN) A computer network within a home or school might be made up of only a few computers. Networks of this size are called local area networks (LANs). The diagram below shows a typical local area network for an organisation such as a school. The roles of each of the devices connected to the network are explained below.

Server: A server is a computer system configured to provide services to a network. On a lo­cal area network services will include: managing user accounts to enable users to log in to the network, running software, enabling saving to a shared area, printing and access to the internet. Servers are left on at all times and are not used by individuals on a day-to-day basis.

Clients: A client is any computer system on a network which uses the services provided by the server. For example, each classroom might have a computer on the school’s local area network at the front of the class being used with an interactive whiteboard. Teacher and pupil laptops will also likely be configured to access a school’s local area network to enable saving to a shared area, internet access and printing. Other devices, such as tablets or phones may also be clients, since these too can connect to the local area network.

Switch/hubs: Switches and hubs are used to connect the various devices on a network together. They reduce the amount of cabling required to set up a network.

Wireless devices: A range of devices may connect to a local area network wirelessly. These could be clients, such as laptops, tablet devices or phones. Devices providing services to the network, such as printers, may also connect wirelessly. A wireless router enables devices to connect to the local area network by routing data across a wireless connection.

KS2

Understand computer networks, including the internet

Pupils build on their experience of using a range of computer systems to access a variety of services on their school’s network, including using a variety of software applications, accessing internet services, printing and saving their work to a central drive.

Pupils take part in activities in which they learn about the different hardware components of a local area network, for example by going on a hunt around their school to locate devices, such as the server, switches/hubs, clients and printers etc.

In doing so they learn about the role these devices play and the benefits of networking computer systems.

Suggested teaching activity: Network Hunt

See Barefoot Lesson plan and resources (KS2 Understanding computer networks).

http://barefootcas.org.uk/programme-of-study/understand-computer-networks-including-internet/ks2-network-hunt-activity/

How the internet works: Modelling The Internet (A KS2 (Yr 5 or 6) Lesson plan from Barefoot Computing)

In this activity pupils learn that the internet is a vast network of computers and other devices connected across the world and about the difference between the internet and the world wide web (WWW). Pupils are assigned roles as different digital devices in a human model of the internet and learn how the internet provides access to the WWW (an internet service) as they pass data between them.

We are going to make a human model of the internet to explore how the internet lets us view a web page.

This is a simplified model meaning and we ignore some of the complexity and focus on the key steps. Can pupils recall what the process of hiding complexity is?

Arrange the class into groups of nine. Give each group a set of the badges. Each set has nine badges one for each pupil to take a role.

Ensure that pupils acting as the servers, client and DNS have the resources required as shown on their badge. 

The DNS should be next to the client.

Pupils should be sufficiently far apart so they can just about reach the pupils near to them with outstretched hands.

Step 1: The pupil acting as the client writes a request on a slip of paper ‘I would like to view the web page. They turn to the DNS server and ask for the IP address of the server holding that web page. The pupil acting as the DNS finds this information from their table. This IP address is written at the top of the slip of paper and the client’s own IP address (shown on their badge) is written on the back of the slip of paper.

Step 2: Pupils acting as routers pass the request to the server holding the web page. They do this by looking at the IP address on the message so they know which server it needs to be directed to.

Step 3: The pupil acting as the server holds up the web page to show they have it. The pupil then cuts the web page into 3 pieces representing it being broken down into packets of data. Each is labelled with the requesting client’s IP address (which was written on the back of the request message). These are passed back to the client via the routers – they make take different routes across the internet.

Step 4: The client arranges the pieces of web page on the table in front of them to view it. Explain to pupils that the process that they have just modelled is called a protocol which is a set of rules to govern how data is exchanged between computers.

Once you have walked through the steps above, groups should be given time to repeat the process twice more for the remaining web pages held by the servers. Pupils should change roles each time to understand the process from the perspective of different devices. 

Alternatively, pupils could make a short video about the process which can be used to teach other pupils in the school about how the internet provides the WWW.

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PED2021 - Computing - Session 10

Planning an Animation Project

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PED2021 - Computing - Session 8 & 9

Stop Frame Animation 

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PED2021 - Computing - Session 7

Assignment Guidance

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PED2021 - Computing - Session 6

Teaching Approaches for Coding Applications

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PED2021 - Computing - Session 4 & 5

Scratch Subject Knowledge Development

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PED2021 - Computing - Session 3

Unplugged Activities at KS2

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PED2021 - Computing - Session 2

Evaluating Computer Games

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PED2021 - Computing - Session 1

 Computational Thinking and Unplugged Activities at KS1

Key aims for PED2021 are for you to:

Develop your subject knowledge in relation to computer science (CS)

Develop your ability to create and debug programs using software appropriate for primary pupils

Develop your understanding of progression in CS and the appropriate steps for learning

Prepare for Professional Practice

Learning Outcomes

On successful completion of this module you will be able to:

demonstrate  a well-developed and secure level of subject knowledge for the primary  computing curriculum including subject knowledge per se, pedagogical subject  knowledge, knowledge of children's development in computing and a positive  personal attitude to the subject.

take  responsibility for setting and achieving personal targets for the on-going development of your subject knowledge for computing in the primary curriculum.

analyse  an abstract concept, information or theory associated with the primary computing  curriculum to generate an idea/s for personal professional practice.

Computational Thinking

Computational thinking is a term used by Jeanette Wing to describe a collection of skills derived from the study and practice of computer science. She argued that these were important skills and should be taught to everyone. Computer science educationalists have been discussing what skills should be included in this toolkit ever since.

Algorithms

A precise step by step guide to achieving a specific outcome. We all use algorithms all the time but often don't recognise them as such. The order we dress and wash could be described as a getting up algorithm. Posting a letter, dance steps, making a sandwich or preparing a cup of tea are other common algorithms. In fact we all use algorithms every day of our lives. The important task for budding computer scientists is to break the steps of any algorithm up into the smallest possible steps that could be repeated by someone else or a computer. The cross curricular links in this are many and range from instructional writing in literacy to mathematical methods to solve arithmetic sums. To make the point teachers will often need to be pedantic to an almost ridiculous level.

An example of a lesson I taught whilst on placement; teaching children how to make a piece of toast using algorithms. A successful example of an unplugged activity. 

Logical Reasoning

Logical reasoning is the systematic application of rules to problem solving and task completion. Logical reasoning is mentioned in KS1, 2 & 3 of the new Computing National Curriculum in England. For primary computer science I interpret this to mean that pupils use an appropriate system of rules to plan and evaluate their work. For example in KS1 the national curriculum says use logical reasoning to predict the behaviour of simple programs. A pupil who understood the constraints and rules of a Beebot would know that they only make 90 degree turns and have set distances for each arrow key pressed so will design routes with those parameters in mind.

Computational thinking (CT)

Computational thinking (CT) involves a set of problem-solving skills and techniques that software engineers use to write programs that underlie the computer applications you use such as search, email, and maps. However, computational thinking is applicable to nearly any subject. Students who learn computational thinking across the curriculum begin to see a relationship between different subjects as well as between school and life outside of the classroom.

Specific computational thinking techniques include: problem decomposition, pattern recognition, pattern generalization to define abstractions or models, algorithm design, and data analysis and visualization.

Decomposition: The ability to break down a task into minute details so that we can clearly explain a process to another person or to a computer, or even to just write notes for ourselves. Decomposing a problem frequently leads to pattern recognition and generalization, and thus the ability to design an algorithm.

Examples:

1.    When we taste an unfamiliar dish and identify several ingredients based on the flavour, we are decomposing that dish into its individual ingredients.

2.    When we give someone directions to our house, we are decomposing the process of getting from one place to another.

3.    In mathematics, we can decompose a number such as 256.37 as follows: 2*102+5*101+6*100+3*10-1+7*10-2

Pattern Recognition: The ability to notice similarities or common differences that will help us make predictions or lead us to shortcuts. Pattern recognition is frequently the basis for solving problems and designing algorithms.

Examples:

1.    Children identify patterns in the reaction of their parents and teachers to their behaviour in order to determine what is right and what is wrong. They base their future behaviour on these patterns.

2.    People look for patterns in stock prices to decide when to buy and sell.

3.    In mathematics, when calculating the largest area possible for a rectangle of a given perimeter, we can guess and see patterns in the length, width, and area such as:

 As the length and width approach each other in value, the area increases

 As the difference between the length and width increases, the area decreases

These patterns lead us to the conclusion that the rectangle with the greatest area is a square.

Pattern Generalization and Abstraction: The ability to filter out information that is not necessary to solve a certain type of problem and generalize the information that is necessary. Pattern generalization and abstraction allows us to represent an idea or a process in general terms (e.g., variables) so that we can use it to solve other problems that are similar in nature.

Examples:

1.    A daily planner uses abstraction to represent a week in terms of days and hours, helping us to organize our time.

2.    A world map is an abstraction of the earth in terms of longitude and latitude, helping us describe the location and geography of a place.

Algorithms: The ability to develop a step-by-step strategy for solving a problem. Algorithm design is often based on the decomposition of a problem and the identification of patterns that help to solve the problem. In computer science as well as in mathematics, algorithms are often written abstractly, utilizing variables in place of specific numbers.

Examples:

1.    When a chef writes a recipe for a dish, they are creating an algorithm that others can follow to replicate the dish.

2.    When a coach creates a play in football, he is designing a set of algorithms for his players to follow during the game.

3.    In mathematics, when we add and subtract fractions with different denominators, we follow an algorithm along the lines of:

Find the least common multiple of all the denominators.

Multiply the numerator and denominator of each fraction by whatever number yields the least common multiple identified in the previous step.

Add (or subtract) the numerators and use the least common multiple found in the first step as the denominator.

How can computational thinking be taught in KS1?

Crazy Characters

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[ehumissmcloughlin-blog]

PED2022 - Science - Session 11

Creative Ways to Assess

What is the purpose of assessment? What is the difference between formative and summative assessment?

Assessment is used to assess where a child is in their learning. It can show where a pupil needs more help or is exceeding. Formative: informal and more frequent assessment. Summative: Formal, for example, SATS or end of unit tests. It is a summary of what they have achieved and learnt.

Assessment records can be passed on to the next teacher to inform them “this is where the child is at and this is what they can do.”

   “The crucial    distinction (between summative and formative assessment) is between    assessment to determine the status of learning and assessment to promote    greater learning.”    (Formative assessment promotes    greater learning)

Stiggins, 2002: p5

 “…successful    learning occurs when learners have ownership of their learning; when they    understand the goals they are aiming for; when, critically, they are    motivated and have the skills to achieve success.”

           Black and Wiliam, (1998)

Formative Assessment can be:

·         Making learning objectives explicit

·         Encouraging children to restate the learning objectives in their own words

·         Making success criteria explicit

·         Exploring children’s ideas – verbally, drawings or other means

·         Teacher questioning

·         Teacher feedback to children

·         Self-assessment

·         Peer assessment

·         Negotiating individual learning targets

  Methods of Formative Assessment:

Working Scientifically

–  Observation whilst planning and investigating

–  Evidence from planning boards/recording sheets

–  Enquiry based assessment tasks

–  Alien Soup - http://archive.teachfind.com/ttv/www.teachers.tv/videos/materials-activities.html (03.53 - 7.39)

–  Video/ Photographs/ Displays

Using and Understanding Vocabulary

–  Debate/Discussion/Teacher – Pupil Dialogue

–  Drama, Role Play/ Lab-coat/ Loop Games/ Video Diaries http://www.bbc.co.uk/education/clips/zvj8q6f

–  Application to songs and poems

Subject knowledge / conceptual understanding

–  concept cartoons

–  log books

–  structured/creative writing – ‘The Drop Goes Plop’

–  annotated writing and drawing

–  concept mapping

–  talk balls; plenary balls

–  plenary dice

–  role play - electricity; life cycles

–  games

–  use of interactive websites www.bbc.co.uk/bitesize/ks2/science

 Using Summative Assessment *What are the problems associated with summative assessment?*

 How does the government monitor science attainment?

–  In 2014, the science tests changed to a new science sampling model; the tests are administered in a sample of schools every two years. The sample is composed of 1,900 schools.

–  Five pupils are randomly chosen from each of these schools to take part in the sample. Fifteen papers were produced to cover the whole key stage 2 science national curriculum.

–  Each pupil chosen takes a combination of three papers. The time allowed for each paper is 25 minutes.

–  Overall, the questions will ramp in difficulty throughout each paper.

–  ‘Working scientifically’ will be assessed within the context of the topic areas of the programme of study.

–  The papers are designed to assess topics within either a biology, chemistry or physics context. Pupils will take one paper in each of these core areas. An equal number of marks are attributed to each of these core areas across the suite of 15 papers.

–  The main purpose of sample statutory assessment is to estimate national performance in relation to areas of the national curriculum (2014) in science, based on the performance of a sample of pupils. The main use of the data is to inform schools and other stakeholders about trends in pupils’ performance in science nationally. No information is kept or reported on any school’s or pupil’s performance on the science sampling assessment

–  It has been announced that there is no science sampling to take place in 2016 to 2017 academic year, but will take place in 2017-2018.

 Recording Achievement

Assessing and recording children’s achievements enables us to:

–     monitor progress

–     inform planning

–     plan for TA support

–     differentiate

–     set appropriate targets

–     share assessment information

Records should be informative and manageable.

Developing a Recording System

–  Record where each child has reached in the development of:

–     ideas, knowledge and understanding

–     process skills

–     procedural understanding

–  It should enable teachers to access and use the information efficiently

–  It should enable the efficient summary of detail for other purposes

–     E.g. reporting to parents

 For example:

 Tracking Pupil Progress: Whole Class Records

This tracker is designed to work with the “mastery” model of curriculum delivery.    

It requires very little recording but provides all the information needed to track pupils progress in science learning. It mirrors the topics that are presented in the Science National Curriculum (NC).

This tracker sheet is used at the end of each unit to record how well each pupil has performed in that unit. This judgement is made against the NC statements that should have been mastered during that unit.

You should base your judgement on the wide range of evidence gained largely from the ongoing formative assessment that underpin your teaching of the children during the topic.

If the child has mastered all the expected NC statements in the unit you do not need to record anything.

Children who have not mastered all the expected NC statements should have a downwards arrow recorded in the knowledge column and/or in the Working scientifically column depending on which statements they have not mastered.  

  Tracking Pupil Progress: Below Expectations

For those children who have not mastered all the expected NC statements their name/initials and a note of why this arrow is downwards should then be recorded on the ‘Knowledge / Working Scientifically Pupil Performance Record’.

  Tracking Pupil Progress: Beyond National Standard

The move to mastery makes it very clear that teachers should ensure breadth and depth in a topic and children should not accelerate through curriculum content. They should be encouraged to develop their ability to work as scientists by undergoing more independent “Working Scientifically”.

For children who have greater than expected skills in “Working Scientifically” an upwards arrow can be recorded on the tracker and a note made on the ‘Working Scientifically Pupil Performance record.’

[ehumissmcloughlin-blog]

PED2022 - Maths - Session 10

Early Years 1: Continuous Provision and Role Play

What do we need to know about Early Years?

–   Transition

–   Differentiation

–   Mixed age phases

Areas of Learning and Development

The Early Years Foundation Stage Framework specifies seven areas of learning and development

Mathematics forms one of the core areas of learning and development and the aspects are: numbers, shape, space and measures.

Key Documents

EYFS Development Matters document published in 2008.

Non-statutory guidance supporting the implementation of the EYFS framework. Underpinned by four themes:

–  A Unique Child

–  Positive Relationships

–  Enabling Environments

–  Learning and Development.

Early Years Outcomes was published in 2013.

Non-statutory guidance – useful reference tool for practitioners. Supports practitioners in making best-fit judgements about a child’s development. However, it does not mention two of the four themes in the EYFS development matters – positive relationships and enabling environments.

The positive relationships section within the EYFS Development Matters highlights the importance and the role of the adult in a child’s learning; this provides key ideas for practitioners in supporting a child.

The enabling environments column supports practitioners in providing a positive and rich learning environment for the children to extend learning opportunities and suggests next steps for development.

Another area missing from the Early Years Outcomes document is the Characteristics of Effective Learning, which are:

–  Playing and exploring

–  Active learning

–  Thinking critically

The Early Years Outcomes document is specifically mentioned in OfSTED’s guidance.

Thus both documents should be used alongside each other in order to fully support children.

What is Early Years Pedagogy?

•       The EYFS promotes mathematical learning through play.

“Play is undoubtedly enjoyable for young children owing to the freedom it facilitates, the sense of ownership it affords, and the self esteem it promotes. Through play children can repeat, rehearse and refine skills, displaying what they do know and practising what they are beginning to understand”

-          Tucker, K. (2010) Mathematics Through Play in the Early Years. London: Sage.

Mathematical Learning in the Early Years Foundation Stage

Pilot school for the Foundation Phase in 2004 at an infant school in Wales: how the nursery and Reception classes are ensuring mathematical development within the play-based curriculum.

Learning mathematics through role play

Children can:

-          Explore various mathematical concepts related to money, capacity, size, weight, one-to-one correspondence.

-          Use mathematical vocabulary e.g. how much, full, empty, need more/less, heavy, light.

-          problem solve through imaginative play e.g. how much money will I need to buy this item? How many cups will I need for the family?

-          develop concept of time – breakfast, dinner, bed-time, time in doctors surgery. Refer to clocks, watches.

-          order, sort, match in role-play area.

Planning for role play – Group Activity and Presentation

Create an activity using role play which can support children’s learning in Mathematics.

[ehumissmcloughlin-blog]

PED2022 - Maths - Session 9

Ratio and Proportion

Ratio

–   Ratio tells us how many of one thing there are compared to another.

–   Ratio is a comparison of one quantity with another or several quantities with one another.

For example if the ratio of boys to girls in a class is 2 to 1 – this means that there are two boys for every girl in the class.

Proportion

–   Tells us how many of one thing there are out of the ‘whole’ amount being considered.

For example: if ¾ (0.75/75%) of the class are girls, that means that 3 out of every 4 children are girls.

What is the ratio of boys to girls? 3:1

 What proportion of this rectangle is white? 5 out of 9 squares.

What is the ratio of black to white? 4:5

 Different ways of expressing related ideas:

There are 24 children in a class and six of them are boys.

–   ¼ are boys

–   0.25 of the class are boys

–   25% are boys

–   One in every four is a boy

–   The ratio of boys to girls is 1 to 3

It is important to connect different mathematical concepts together in order to support pupils’ understanding.

Ratio and Proportion with Reasoning

Statements only appear in Year 6 but should be connected to previous learning, particularly fractions and multiplication and division.

Solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts

What else do you know? In a flower bed a gardener plants 3 red bulbs for every 4 white bulbs. How many red and white bulbs might he plant? If she has 100 white bulbs, how many red bulbs does she need to buy? If she has 75 red bulbs, how many white bulbs does she need to buy? If she wants to plant 140 bulbs altogether, how many of each colour should she buy?

Do, then explain Purple paint is made from read and blue paint in the ratio of 3:5. To make 40 litres of purple paint how much would I need of each colour? Explain your thinking.

Solve problems involving the calculation of percentages [for example, of measures, and such as 15% of 360] and the use of percentages for comparison

What else do you know? 88% of a sum of money = £242. Make up some other statements. Write real life problems for your number sentences.

Undoing I think of a number and then reduce it by 15%. The number I end up with is 306. What was my original number? In a sale where everything is reduced by 15% I paid the following prices for three items. £255, £850, £4.25 What was the original selling price?

Solve problems involving similar shapes where the scale factor is known or can be found

Unpicking A recipe needs to include three times as much apple than peach. The total weight of apples and peaches in a recipe is 700 grammes. How much apple do I need?

Solve problems involving unequal sharing and grouping using knowledge of fractions and multiples.

Other possibilities A 50 seater coach travels to the match. Most of the seats are taken. Junior tickets cost £13 and Adult tickets cost £23. The only people on the coach are Juniors and Adults. The total amount paid for tickets is approximately £900 How many people on the coach were adults and how many were juniors?