The Big Book of Computing Pedagogy

• After nearly five years, Hello World released a special edition, "The Big Book of Computing Pedagogy". This edition focuses on teaching computing in classrooms, including articles and principles.
• The book is structured around twelve pedagogical principles developed by the Raspberry Pi Foundation for England's National Centre for Computing Education.
• Computing education is relatively new and constantly adapting and the Raspberry Pi Foundation launched a Computing Education Research Centre at the University of Cambridge.
• The "Big Book of Computing Pedagogy" aims to guide learning tried and tested teaching approaches and looks to bridge the gap between research and practice.
• The editorial team was led by Gemma Coleman (Editor) and included Louise Richmond and Amy Rutter as subeditors.
• The design was by criticalmedia.co.uk, with Lee Allen as Head of Design and Ty Logan, Sam Ribbits as designers.
• This magazine is printed on paper sourced from sustainable forests and the printer operates an environmental management system which has been assessed as conforming to ISO 14001.

Foreword

• Monica McGill acknowledged training teachers to teach a new subject area (CS) presented challenges for schools and districts.
• The United Kingdom is ahead training teachers to teach CS to all students.
• Computing at School (CAS), The Raspberry Pi foundation have provided training and free resources to teachers.
• This edition provides valuable insights into introducing students computing through unplugged activities and using the PRIMM pedagogical model.
• The first special edition of Hello World is an effort to mitigate those challenges by providing timely, evidence-based resources not just for teachers in the UK, but all around the world.

How to Teach Computing

• The Raspberry Pi Foundation underpins work through twelve principles: leading with concepts, structuring lessons, and making content concrete.
• The plan includes unplugging, unpacking, workng together, reading and exploring code.
• You can foster program comprehension, model everything, and address misconceptions.
• Finally, it includes project creation, hands-on activities, and variety.

Contents

• Topics discussed are the following ones
• Concept maps, which provides a tool for planning, teaching, assessment.
• VELA Concepts refers to activities of teach concepts.
• Learning the right way to simpify, learning graphs for progression.
• Discusses cognitive load theory and structures of lessons, including the PRIMM approach,
• Also explores Universal Design for Coding & 21st-century skills.
• Topics about collaborative problem solving and version.
• Some titles include physical computing get hands on, art and algorithms creativity in programming.

Lead With Concepts

• Concept maps as graphical tools for organizing and representing knowledge, useful for teachers and learners in planning, teaching, and assessment.
• Focus questions, concept lists, and relationship exploration are part of concept map construction.
• Concept maps have a structure that impacts expressive power but requires short propositions from educators.
• Important for lesson planning, enhancing communication between educators and learners, presenting or summarizing information, connecting new and assessing new information.
• Using non-programming activities to teach introductory programming concepts has been shown through research; activities examples include story variables, cat and ladders, etc.

Structure Lessons

• Cognitive load theory is reviewed when determining limits of the working memory, instructional methods to avoid working memory, such as breaking the learning up to smaller tasks and presenting information clearly.
• Intrinsic cognitive loads relate to complexity of subject, and extraneous load regards how materials are presented.
• Load balance is needed in the classroom to manage time, and cognitive and extraneous loads.
• Manage extraneous loads by combining texts and graphics when presenting, presenting information both visually and orally, making sure data is available to all.
• PRIMM is an effective method and the various stages and aspects relating to these.
• Universal Design for Learning in computing helps remove potential barriers in the classroom to make the class more accessible for every student.
• Some focus areas and recommendations are made in that regard, for different teaching frameworks
• Coding to develop thinking for 21st century skills, with four concepts.
• Learn, innovate, and create and communicate
• Finally, the ABC appraoch and various related recommendations to designing and implementing
• Plan to present more of a variety