Hello World: Computing Pedagogy

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Questions and Answers

Which factor is least likely to contribute to a person's cultural identity, impacting their engagement with culturally responsive computing?

  • Religious beliefs
  • Family income level
  • Preferred programming language (correct)
  • Ethnic background

Considering Sweller's cognitive load theory, what strategy would be least effective in reducing the load on a student's working memory?

  • Presenting information in writing only to avoid auditory distractions (correct)
  • Ensuring students are aware of all pre-requisite knowledge
  • Combining diagrams with related textual explanations
  • Breaking the learning into smaller, manageable elements

In the PRIMM approach, what is the primary goal of having students run provided starter code?

  • To reduce anxiety by providing a functional program from the start (correct)
  • To allow the teacher to observe student coding styles and provide targeted feedback
  • To encourage students to meticulously copy and understand expert code
  • To ensure consistent syntax and style across all student projects

Which of the following scenarios would least effectively demonstrate the application of computational thinking skills in the context of the "learning as becoming" framework?

<p>A student connecting their project to existing clusters of connected ideas (D)</p> Signup and view all the answers

How might teachers use concept maps incorrectly, potentially diminishing their effectiveness as educational tools for representing student knowledge?

<p>By using them as a one-off activity without integrating them into ongoing teaching. (A)</p> Signup and view all the answers

What is the most significant risk of allowing learners to fall into holes and write inefficient code, as suggested by Laura Sach?

<p>Learners may struggle to abandon their simplified concepts when moving to more advanced topics. (D)</p> Signup and view all the answers

According to the theory, which of these methods would be the most effective in managing Germaine's extraneous cognitive load?

<p>Removing nonessential imagery to avoid distraction. (D)</p> Signup and view all the answers

Laura is about to explain all the core principles of computer science one day before the school's standardized assessment. Which teaching practice will most likely lead to a disjointed learning sequence?

<p>Breaking the learning up into smaller tasks or even individual elements. (C)</p> Signup and view all the answers

How does intentionally designing the 'Investigate' stage of the PRIMM model to be computer-free and collaborative improve the learning experience?

<p>It encourages both articulation and discussion, supporting a deeper understanding of how programs function. (C)</p> Signup and view all the answers

Why might a teacher find it challenging to implement a full PRIMM approach in every lesson?

<p>It can be seen as both over- and under-scaffolded at once. (B)</p> Signup and view all the answers

Universal Design for Learning (UDL) seeks to reduce barriers to learning for all students by:

<p>Using flexible tools and resources that can be adapted to individual needs. (C)</p> Signup and view all the answers

What is the most direct application of Universal Design for Learning (UDL) principles in computing education?

<p>Creating multiple methods of engagement, representation, and expression. (B)</p> Signup and view all the answers

Which of the following best exemplifies the active role of students in 21st-century learning as integrated with coding?

<p>Students use coding to creatively solve problems they identify and define themselves. (C)</p> Signup and view all the answers

According to Ursula Martin, what shift does integrating coding into the 21st-century learning process cause?

<p>Higher-order skills of digital transformation. (A)</p> Signup and view all the answers

What is the limitation of categorizing skills in progression by Key Stage or year group?

<p>These frameworks cannot account for students learning needs and interests. (D)</p> Signup and view all the answers

Why did the team working on ABC decide that they needed to create their own set of cards?

<p>Because some schools have different requirements or have different types of skills and/or hardware available. (A)</p> Signup and view all the answers

Though providing numerous benefits, which factor provides the biggest challenge in successfully applying 'ABC Curriculum Design'?

<p>Teachers need time to complete the ABC model. (A)</p> Signup and view all the answers

What is the primary goal of using concrete examples and activities when teaching computing concepts?

<p>To make complex and abstract ideas more accessible. (A)</p> Signup and view all the answers

According to Papert, what makes computers especially powerful tools for learning?

<p>They allow manipulation of abstract concepts in a concrete way. (C)</p> Signup and view all the answers

How does Surman describe the memorability of seeing the 'Lego lines' in the world?

<p>It connects disparate knowledge (C)</p> Signup and view all the answers

Why do teachers need to think carefully when using concept maps?

<p>Because their expressive power has specific limitations. (C)</p> Signup and view all the answers

What primary benefit does the use of non-programming activities provide?

<p>Variable concept and creation is accessible with no assumed computer language. (D)</p> Signup and view all the answers

How might using a limited vocabulary in computing lessons potentially impact learners' understanding and articulation of concepts?

<p>It may inhibit learners from articulating their understanding with appropriate terminology. (A)</p> Signup and view all the answers

According to studies by Hattie and the work completed by Black and Willam, which of the following is the most successful when teaching computer science?

<p>Children get feedback to help implement. (C)</p> Signup and view all the answers

What is the most complex aspect of integrating the PRIMM strategy with actual teaching practices, considering its theoretical underpinnings?

<p>The tension betwee fostering creativity over a structured progression to address assessment objectives (D)</p> Signup and view all the answers

What is the main reason that teachers should be aware that when creating a mapping of skills and concepts, nodes often form clusters?

<p>Clusters indicate themes, and show how several adjacent waypoints in the process connect. (D)</p> Signup and view all the answers

When integrating coding into the 21st-century learning framework, how might the emphasis on standardized testing impact student creativity?

<p>Having pre-determined solutions on standardized exams limits creative problem-solving approaches in coding. (B)</p> Signup and view all the answers

In the context of the 'A rena Blended Connected (ABC)' curriculum design, why incorporating three online options: low-tech, mid-tech and high-tech, for remote teaching prove challenging?

<p>It requires understanding what the local resources are. (D)</p> Signup and view all the answers

A teacher is trying to implement culturally relevant pedagogy, but they only consider the students' ethnicity when designing their lessons. What potentially negative impact could this have?

<p>Important aspects of the students' identities are missed. (B)</p> Signup and view all the answers

Flashcards

Concept Map

A graphical tool for organising and representing knowledge, showing related concepts in boxes (nodes) with connecting lines.

Focus Question

Specify the focus of the knowledge the concept map will represent. It provides context for the map and guides its construction and comprehension.

Short List of Concepts

Determine the list of ideas, concepts or keywords relevant to the focus question. Order them according to relevance

Explore the relationships

This explores the relationship between concepts, linking them with arrows and labels. You should be able to form a meaningful statement.

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Improve and Refine

Building concept maps is an iterative process. Concept maps should never be considered finished.

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Non-programming activities to teach programming

Exercises that help students engage with and understand the foundation of programing concepts

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Story variables

Introducing the idea of of changing quantities in the real world and give them meaningful names

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Cats and ladders

Naming variables and creating expressions in a non-programming context

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Three switches

Turning light switches on and off using Booleans, Boolean oprations, and abstractions

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Alarm clock

Modelling real-world alarm clock situations using variables, arithmetic, logical expressions, and abstractions.

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The Code's Not All Right

Deciding when to teach a concept the right way, and when to simplify it

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Algorithm

A framework to guide the creation of a sequence of instructions that can be understood by a machine.

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Progression Framework

A progression framework that shows what should be taught and when it should be taught and information on how or why concepts should be taught.

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Progression Framework

It shows a sequence in which pupils learn. It notes where students establish a core understanding of a topic in order to progress.

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Learning Graphs

Organise computing content into interconnected networks. Nodes form clusters corresponding to specific themes. Connect them if they represent two adjacent waypoints in the learning process.

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Computing Lessons

Framework that benefits from structure, planning, and a well thought out learning journey. It includes Use-Modify-Create and PRIMM

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Use-Modify-Create

Framework that enables students to create something new, you might ask them to first existing example and modify it before moving onto creating their own.

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PRIMM

Framework that stands for Predict-Run-Investigate-Modify-Make, representing the different stages of a lesson or series of lessons. Builds and draws on other research.

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Cognitive load theory

Learning theory concerned with limits of our working memory instructional methods that educators can use to avoid overloading working memory to maximise learning experiences.

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Working memory VS Long-term memory

Our working memory is extremely limited while our long term memory is essentially infinite

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Schemas

As we learn from our experiences, new information is stored in our long-term memory. Over time, these disparate elements of information are connected with existing understanding into collections of knowledge or schemas.

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Instrinsic Load VS Extraneous Load

Two key stresses or cognitive loads acting on the earner during a learning episode, intrinsic load and extraneous load

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Intrinsic Load

Gap between the learner's exiting understanding an the new knowledge, and complexity of new concept.

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Extraneous Load

Where the learning material is presented, it can lead to unnecessary extraneous load on the learner. Too much new info or unecessary info.

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Instructional design,

As to manage the extraenous load placed on learners, consider ho you present your materials.

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Split attention defect

Learners must combine information from multiple sources which increases cognitive load.

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Redundancy effect

Learners must process and disregard repeated or uncessary information that increases cognitive load.

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Transient information defect

Information that doesn't persist must be stored in working memory which increases cognitive load.

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Multimodal effect

Visual and oral information are processed separately which reduces cognitive load.

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Worked example defect

Worked examples provide learners with scaffolding and support to develop generalized solutions which reduces cognitive load.

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Collective working memory defect

Tasks elements are shared between a group which reduces cognitive load.

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Encouraging talk in the class

Encouraging students to work together and discuss their problem-solving.

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Running Someone Else's Code

A problem-solving method that the learner doesn't have ownership of that starter program and thus didn't experience the emotional angst if doesn't work ,therefore helps learners.

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Universal Design for Learning

Framework for considering how tools ressources used in a class can reduce barrier and support all learners with science based evidence.

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Universal Design for Learning

Framework based on neuroscientific evidenec, based on brains functions, with flexible actions and expressions.

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Coding and 21st skills

Framework that guides educations for creating for lives in a digital society with a dizzying pace of change that equips students with the skills they will need.

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Coding and critical thinking

Using code to teach critical-thinking skills helps students to solve problems they identify.

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Coding and collaboration

Simply working with others to accomplish a specific goal with better collaboration skills

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Coding and communication

Communicating by speaking and writing about what to create or what have place, and then coding to tell what want drone to do creates effective communication skillls.

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Coding and creativity

Has power not only by creating something, also in learning the student and how to make it use different type of technology to create what are learning about.

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Learning and communication

Learners must learn code to create, or what they have place for, which allows them new learning for others they coding to create something.

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COULD CURRICULUM DESIGN

A curriculum design process known as ABC that is helping classroom teachers review and plan more balanced online learning activities

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ABC

Areana blended connected curriculum design is a popular and well-respected process used in universives worldwide

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Acquisition

Learning through using listening to, reading, or watching videos.

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Investigating

Learner taking a approach, to search, evaluate new information/ideas with hands on approaches to learning and doing it actively.

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Collaboration

Learning embraces discussions and doing mainly practice and production using what learners took in.

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Practice

Enables knowledge to be applied in context the learner modiies action and uses feedback to improve the. Feed back from teacher.

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Discussion

Requires learners to their their ideas question and challenge respond through teachers. Learnere and peers at them to understand to ideas

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Production

Is how each teacher to learners concencpts and learned articulating used and reflecting on how they in practice

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Study Notes

OK, here are some detailed study notes summarising the provided information, formatted as requested:

  • These study notes are for students
  • The information is factually accurate and engaging
  • The text's key facts, figures, and entities are included

Hello World & Motivation

  • Hello World: The Big Book of Computing Pedagogy is a special edition focusing on classroom approaches to computing education.
  • It includes favorite articles from previous Hello World issues, structured around 12 pedagogical principles from the Raspberry Pi Foundation.
  • These principles align with the latest research aiming to optimize teaching and learning.
  • Computing education is new and constantly evolving.
  • The book bridges the gap between research and practice by providing accessible research chunks paired with educators' experiences.
  • Gemma Coleman is the editor
  • Reach out to [email protected] or @HelloWorld_Edu on Twitter with feedback.

Raspberry Pi Foundation Resources

  • Many free resources
  • Training for educators
  • Digital-making content at home with code-along videos
  • Resources for teaching computing with confidence can be found at teachcomputing.org.
  • Project guides with step-by-step instructions for learners can be accessed at projects.raspberrypi.org.
  • Support tutorials and engaging resources for your child on raspberrypi.org/learn .

Foreword: Challenges and Opportunities in CS Education

  • Monica McGill emphasizes the need for effective Computer Science (CS) teacher training, especially in light of increasing CS education in schools.
  • In the USA the challenges are convincing 13,000 school districts and 50 states+ that CS is vital
  • The United Kingdom is ahead in training CS teachers, thanks to organizations like Computing at School (CAS) and the Raspberry Pi Foundation.
  • The book provides insights into unplugged activities, Predict-Run-Investigate-Modify-Make (PRIMM) model, and physical computing.
  • Mitigation of training challenges and providing evidence based resources for novice and experienced teachers.

How We Teach Computing: The 12 Principles

  • Much of the Raspberry Pi Foundation's work is underpinned by twelve principles of computing pedagogy.
  • These principles focus on concepts, lesson structure, concreteness, unplugging, collaboration, reading code first, program comprehension, modeling, challenging misconceptions, creating projects, hands-on experience, and variety.

Table of Contents High-Level Overview

  • Content covers concept maps, non-programming activities, simplifying concepts, and learning graphs for planning progression.
  • Structured lessons focus on cognitive load theory, PRIMM, Universal Design for Learning, coding with 21st-century skills, and curriculum design.
  • Making concepts concrete includes culturally relevant pedagogy, learning through making, ScratchMaths, Scratch Encore, engineering skills, and playing with plugs.
  • Unplug, unpack, repack covers semantic waves and unplugged activities.
  • Working together involves peer instruction, pair programming, collaborative problem-solving, encouraging talk, and version control.
  • Reading code first encompasses code tracing, evidence-based approaches, and assembly language.
  • Fostering Program Comprehension: the Block Model, Parson's Problems, writing code insights, and the "I" in PRIMM technique.
  • Challenging Misconceptions involves alternative conceptions, assessment for learning, metaphors, methods to avoid misconceptions and multiple choice MCQS in introductory programming.
  • Get Hands-On: involves physical computing, planning guidelines, reflections, and the youngest learners.
  • Add Variety : Variety in teaching and assessment, storytelling, retrieval practice, inclusiveness, art and algorithms, and programming and play.

Concept Maps: Visualizing Knowledge

  • Concept maps are graphical tools for organizing and representing knowledge and can be applied to experts, educators and learners alike in teaching computing.
  • They show concepts in nodes with labeled links forming propositions: statements with meaning.
  • Hierarchical structure with cross-links for deeper connections.
  • A focus question defines the map's scope (e.g., "How are images represented using binary digits?").
  • The steps : determine focus question, shortlist concepts, explore relationships.
  • Used for planning lessons, communication, summarizing information, helping students connect ideas, and assessing prior knowledge.
  • Should have short propositions, be engaging and presented well

Using Non-Programming Activities to Teach Programming Concepts

  • Non-programming activities can teach foundations of programming to novice learners before engaging with code.
  • Study shows interventions with non-programming activities significantly raise results in middle school computer science compared to regular instruction.
  • Activities help learners understand variables, expressions, loops, and abstraction (VELA concepts).
  • Example Activities: Story Variables, Cats and Ladders, Three switches , and Alarm Clock help students prepare for formal programming.
  • For example, Story Variables introduces changing quantities by giving them meaningful names in the real world.

Simplifying Concepts Adequately

  • In teaching beginners, should you teach the more "correct" way, or use easier short-cuts that build a mental model?
  • Take experience goggles off- teachers must be careful of cutting a learner's thinking process with efficiency
  • There's no simple answer, and it depends on your students!

Learning Graphs: Visualizing Connections Between Concepts

  • Progression framework is the backbone of any subject curriculum
  • It illustrates where pupils construct a topic's base understanding, so they can progress
  • There are approaches in presenting progression, either by listing skills and concepts, or mapping trajectories showing connected learning waypoints.
  • The team uncovers content structure without being tied to any specific teaching pathway.
  • The graphs reflect suggestions on the order in which the content could actually be delivered
  • They directly inform lesson planning, but they also add value by showing opportunities to assess understanding

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