Big Book of Computing Pedagogy

Hello, World! Introduction

• The Big Book of Computing Pedagogy is a special edition focusing on classroom approaches to teaching computing
• It contains articles from previous Hello World issues and new pieces
• The book uses twelve pedagogical principles developed by the Raspberry Pi Foundation for the National Centre for Computing Education in England
• A goal of the book is bridging the gap between research and practice by providing accessible research and examples
• Gemma Coleman is the editor

Acknowledgements

• The Big Book of Computing Pedagogy is a joint collaboration by:
  • Raspberry Pi
  • BCS, The Chartered Institute for IT
  • Computing At School (CAS)

Foreword

• Monica McGill emphasizes the need for training teachers to effectively teach CS to students with diverse backgrounds
• The Big Book of Computing Pedagogy provides insights into computing through unplugged activities and PRIMM model
• Resources will provide timely, evidence-based information for educators worldwide

How We Teach Computing

• A core element of the Raspberry Pi Foundation's work is computing pedagogy with twelve principles:
  • Lead with concepts
  • Structure lessons
  • Make concrete
  • Unplug, unpack, repack
  • Work together
  • Read and Explore code with
  • Foster program comprehension
  • Model everything
  • Challenge misconceptions
  • Create projects
  • Gets hands-on
  • Add variety

Table of Contents - General Info

• CONCEPT MAPS - a tool which facilitates learning and assessment
• VELA CONCEPTS - Non-programming activities which teach programming concepts
• "RIGHT WAY" - Learning when to simplify CS concepts
• LEARNING GRAPHS - Aid for progression
• COGNITIVE LOAD THEORY - Instructional design lowering extraneous cognitive load
• PRIMM APPROACH - A framework for programming lessons
• UNIVERSAL DESIGN FOR LEARNING (UDL) - In computing practice
• CODING & 21ST-CENTURY SKILLS - A contemporary framework
• CURRICULUM DESIGN - The ABC approach

Concept Maps (Pages 9 - 11)

• Concept maps are graphical tools for organizing and representing knowledge facilitating planning, learning, and assessment.
• Concepts are shown in boxes (nodes), linked to describe interactions using lines and labels.

How To Make Concept Maps (Page 10)

• To construct, specify the focus question driving it, then create a list of keywords related to the focus question.
• Link concept to specify their relationships, improving as necessary.
• Educators use them in teaching or summarizing information concisely.

Concept Maps: Benefit

• Breaking information down into short statements help educators simplify information.
• Concept mapping can identify gaps in understanding at every learning stage.

Non-Programming Activities

• Shuchi Grover's study with US urban schools explored teaching programming with non-programming tasks.
• Results indicated improved learning versus computer class alone.
• Tasks like Story Variables improve concept understanding.

The Code's Nor All Right

• Teachers must assess knowledge of novice programmers and whether quick/suboptimal instruction is acceptable.

Learning Graphs

• Learning Graphs use roadmaps for trajectories through learning, including what knowledge comes after and is dependant
• Learning graphs help visualize dependencies and suggest order of instruction

Structure Lessons Overview

• Computing lessons benefit from structure, planning, and frameworks like Use-Modify-Create and PRIMM
• These frameworks help include differentiation, manage cognitive load, and facilitate engagement

Cognitive Load Theory

• Cognitive load theory suggests human memory has short and long term capacity limits and effective instruction facilitates movement between them
• Balance is required between managing gaps in understanding and external sources of learning (too much detail may prove disjointed)

The PRIMM Approach (Pages 22 - 23)

• PRIMM promotes reading code prior to writing (Predict, Run, Investigate, Modify, Make).
• Facilitates programmer language, removes cognitive load, and ensures readiness
• Collaborative work, discussion about function and team work encourage more in-depth learning

PRIMM Success and Impact (Pages 23 - 24)

• Students working in pairs can increase knowledge
• Structured to remove stress caused by new code and in turn provide greater student satisfaction
• Relates well with constructivist psychology to learning

Using Non-Programming Activities

• A study by Shuchi Grover showed that non-programming interactives advanced learning of introductory programming concepts
• The suggested activities include Story Variables and Cats and Ladders

Universal Design Learning

• Universal learning seeks to reduce barriors to teaching and help students grasp computing
• Teachers provide multiple and flexible methods of engaging cognitive affective networks.

UDL Implementation

• It provides opportunities to engagement representation, expression to allow instruction tailored towards individuals
• Adapt materials to the learning environment needs
• For example. using pair programming

Coding And 21st Century Skills

• Develop higher-order skills in preparation for digital careers.
• Four areas:Collaboration, communication, creativity, critical thinking

21st Century Skills - Applications

• Collaboration can be supported with proper tools and knowledge of others
• Communication by explaining what changes want to be made and why.
• Creativity: Using imagination instead of repetition. An example such as building a green house

ABC Curriculum Model

• The blended/connected approach utilizes six types of learning (acquisition, investigation, production etc.) to produce alternative formats to the classroom
• It can be delivered through lo-tech instruments
• It provides focus on thinking. ex flipped learning

Make Concrete Overview

• Abstract and complex ideas need illustration so concepts can be explored in noncomputing ways through key vocabulary.

Culturally Relevant Pedagogy

• Culturally responsive teaching builds upon valuing experience while focusing on teaching methods such as allowing student choice/collaboration. accessibility.

Integrating Maths And Computing ( ScratchMaths )

• Integration of math and computing concepts allows teaching of programming allows high level understanding
• ScratchMaths is a curriculum for Scratch

Learning Through Making

• Harnessing tools for making and engagement empower learning and understanding world. with insight to introduce and learn new concepts
• It helps learners transfer their skills by seeing connections between the lessons and knowledge.

The "I" in PRIMM - Investigate

• Use The Block Model to investigate code to understand what code does
• Investigate code through drawing diagram, writing description. all before writing make command

Semantic Waves

• A strategy of going between novices and experts through abstract and concrete terms.
• They are used for unpacking and repackaging language to give students a better way

Unplugged - Overview and Details

• Unplugged activity creates better computational skills.
• Code.org is the place unplugged activities are found for this

Semantic Waves

• Semantic Waves represent a conceptual journey for novice learners
• Involve shifting between expert/novice knowledge, and concrete/abstract contexts

Semantic Waves - Key Concepts

• Language of Novices
• Language and Context of Experts

The Block Model + Details

• It comprises of aspects of how one understands to use or change new information.