tag:blogger.com,1999:blog-83606848612512578052024-03-14T10:36:40.191-07:00Look Who's Learning TooDocumenting learning strategies for the uncertain and exciting future.Mr Lauhttp://www.blogger.com/profile/09909092380116855818noreply@blogger.comBlogger88125tag:blogger.com,1999:blog-8360684861251257805.post-62543393330989649652022-10-28T10:45:00.000-07:002022-10-28T10:45:04.852-07:00Books for budding computer scientists: A comprehensive reading list <p>Literacy and reading is important for every subject. Indeed every teacher should be a teacher of reading. Given the importance of subject-specific texts, I have compiled a list of books for all age groups.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIznZXlpOq2UhMyS8RKdGjDWbxjbBh0fsTWJzusyNKICUIQsZQOdJ86K-HsKlvBwdVlX3uyRBYjJpmmnDeOMItDLeaBa2Khl0HeQkRxzs3iJlGQRnCI8HnSVf0xNaGIgxM3v1ikh4D9jfMcPAAm_STC6Q7giQBZmwxovlNuq1FhYoEBIexwdLlSsmHcg/s2999/Reading%20List%20Budding%20Computer%20Scientists.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Books For Budding Computer Scientists Poster Reading List" border="0" data-original-height="2118" data-original-width="2999" height="452" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIznZXlpOq2UhMyS8RKdGjDWbxjbBh0fsTWJzusyNKICUIQsZQOdJ86K-HsKlvBwdVlX3uyRBYjJpmmnDeOMItDLeaBa2Khl0HeQkRxzs3iJlGQRnCI8HnSVf0xNaGIgxM3v1ikh4D9jfMcPAAm_STC6Q7giQBZmwxovlNuq1FhYoEBIexwdLlSsmHcg/w640-h452/Reading%20List%20Budding%20Computer%20Scientists.jpg" title="Books For Budding Computer Scientists Poster Reading List" width="640" /></a></div><p>A printable poster is available <a href="https://drive.google.com/file/d/1BoU3GKFeIYJaXVUT81ARGuphFlUu-X-l/view?usp=sharing" target="_blank">here</a> </p><p>The list in Excel format is <a href="https://docs.google.com/spreadsheets/d/1CyqLSRHHTBzib6jXSfYtaj7fhIlguDs7wwvSe2aqp_4/edit?usp=sharing" target="_blank">here</a></p><p>Thanks to all the authors, illustrators and content creators who have inspired me to write and publish computing books.<br /><br />For more resources, mostly free and a few paid, you can visit: <a href="https://computercombatcards.com/">https://computercombatcards.com/</a></p>William Lauhttp://www.blogger.com/profile/12361478852294307355noreply@blogger.com0tag:blogger.com,1999:blog-8360684861251257805.post-12999476687442446832022-05-13T09:54:00.000-07:002022-05-13T09:54:27.881-07:00Developing principles for teacher education programs and practices<p>I am coming to the end of my first year of an Msc in Teacher Education. For our most recent assignment, we were asked to reflect on our principles. Five years ago, I was asked to write my principles of practice (educational philosophy) for a job application. I wrote <a href="http://www.mrlaulearning.com/2020/02/a-just-cause.html" target="_blank">this educational philosophy</a> as a computer science teacher and head of department, but I have never written principles for teacher education. I have tried to list those most important to me below:</p><p>1.<span style="white-space: pre;"> </span>Develop meaningful relationships built on sensitivity, trust, honesty and multiple perspectives.</p><p>2.<span style="white-space: pre;"> </span>Modelling needs to take place in all interactions with teachers – from the way we speak, the way we address teachers to the way we instruct. Teachers also need to practice modelling before attempting procedures and techniques with their pupils.</p><p>3.<span style="white-space: pre;"> </span>There will be many occasions where we need to think aloud to make our tacit knowledge explicit and also to provide a rationale for what we are doing, how we are doing something and importantly why we are doing something.</p><p>4.<span style="white-space: pre;"> </span>Feedback should be concrete and actionable. When providing lesson feedback, consider the feedback with the maximum leverage for the teacher at that moment in time. </p><p>5.<span style="white-space: pre;"> </span>Accept that contexts and individuals differ and therefore, there are many ways to address a problem.</p><p>6.<span style="white-space: pre;"> </span>Research and evidence should inform educators’ work and therefore also inform a teachers’ work.</p><p>7.<span style="white-space: pre;"> </span>Be mindful of workload. If we cannot put ourself in a teacher’s position and realistically do what we are asking them to do, then there may be a workload issue.</p><p>8.<span style="white-space: pre;"> </span>Make these principles explicit and encourage teachers to write their own principles and to also share these with their peers and students (where appropriate).</p><div>Our principles guide everything that we do as teachers and teacher educators. By making these explicit, we understand ourselves and help our learner teachers understand our rationale. I believe this could be a useful exercise for all teachers. You could share these in your team to identify conflicting or competing principles that you hold and discuss why you think principles are important. What principles resonate with your own beliefs about teaching and teacher education?</div><div><br /></div><div>Further reading:</div><div><br /></div><div><div>•<span style="white-space: pre;"> </span>Korthagen, F., Loughran, J. and Russell, T. (2006) Developing fundamental principles for teacher education programs and practices, Teaching and Teacher Education, 22(8), 1020-1041 </div><div>•<span style="white-space: pre;"> </span>Loughran, J. (2006) Developing a Pedagogy of Teacher Education: Understanding teaching and learning about teaching, Routledge: Abingdon (Chapter 6, Principles of practice) </div><div>•<span style="white-space: pre;"> </span>Crowe, A.R. and Berry, A. (2007) Teaching prospective teachers about learning to think like a teacher: Articulating out principles of practice, in T. Russell and J. Loughan (eds.) Enacting a Pedagogy of Teacher Education: Values, relationships and practices, Routledge: Abingdon</div></div><div><br /></div><br /><br /><p></p>William Lauhttp://www.blogger.com/profile/12361478852294307355noreply@blogger.com0tag:blogger.com,1999:blog-8360684861251257805.post-66591359682072335752021-11-07T13:32:00.000-08:002021-11-08T03:18:05.552-08:00Key Dates for Computing Teachers 2021-2022<p> See below: Download a copy from <a href="https://docs.google.com/spreadsheets/d/12wnHtTugiY1SBgXMOJjqJ00RQyi3lJxR_4elRUgPIog/edit?usp=sharing" target="_blank">here</a></p><p><iframe height="1000" src="https://docs.google.com/spreadsheets/d/e/2PACX-1vQ_mF7021VBWstcUnBpViX0yMrPsoPE-kDte8dPsdu5yf5U--kpW1XfjlLivqD7YTGVKzNqwqdlo4SX/pubhtml?gid=0&single=true&widget=true&headers=false" width="100%"></iframe></p>William Lauhttp://www.blogger.com/profile/12361478852294307355noreply@blogger.com0tag:blogger.com,1999:blog-8360684861251257805.post-37779412125035120602021-04-06T14:19:00.001-07:002021-04-06T14:24:15.625-07:00 Semantic Waves Legitimation Code Theory LCT | Computing At School CAS Conference for teachers<p>
Re-presenting my conference session from the last CAS London Conference (2020)
</p>
<iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/XaMNNBZNwTk" title="YouTube video player" width="560"></iframe><br /><br /><span class="style-scope yt-formatted-string" dir="auto" style="background: rgb(249, 249, 249); border: 0px; color: #030303; font-family: Roboto, Arial, sans-serif; font-size: 14px; margin: 0px; padding: 0px; white-space: pre-wrap;">Download the slides and resources at: </span><a class="yt-simple-endpoint style-scope yt-formatted-string" dir="auto" href="https://www.youtube.com/redirect?event=video_description&redir_token=QUFFLUhqbjB5cjhUMHhRdkgtcTVRMzFXamlPZ2ZnQ08wUXxBQ3Jtc0tuZWI5ZzBHZ0hIYzJ4XzZ6SHRYOGhGZUYtcV9NNEJEd3lMNjFaclF0NF9NM1d3bGxkYTJzM2RxSGcyT0VMM2Z2ajlUbUI1a3VpSWF3dDYwY0RFTldoSU5vNHRJRUpRYkpVMGVNdW5IM2xDUzQ4VThHSQ&q=http%3A%2F%2Fbit.do%2FCAS2020WLau" rel="nofollow" spellcheck="false" style="background-color: #f9f9f9; cursor: pointer; display: var(--yt-endpoint-display, inline-block); font-family: Roboto, Arial, sans-serif; font-size: 14px; text-decoration: var(--yt-endpoint-text-regular-decoration, none); white-space: pre-wrap;" target="_blank">http://bit.do/CAS2020WLau</a>William Lauhttp://www.blogger.com/profile/12361478852294307355noreply@blogger.com0tag:blogger.com,1999:blog-8360684861251257805.post-17725376397359527942021-01-13T04:57:00.005-08:002021-01-13T05:02:51.493-08:00Computing pedagogy blogs: Blogs I read<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEih75F1eMZU7LCWl6T2c2eQHH_ZJcKmUkiw1cvdFhZSCRDaxtHy_kp1gYyBSyhNJc7SobUheNVbQ0LJhipW3GxMTC0vdOjIHgC29AksR_2mA3So0VAhyOPgH9su5CrD8Dd-dHgb3lMsf7Or/s1920/wordpress-923188_1920.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1280" data-original-width="1920" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEih75F1eMZU7LCWl6T2c2eQHH_ZJcKmUkiw1cvdFhZSCRDaxtHy_kp1gYyBSyhNJc7SobUheNVbQ0LJhipW3GxMTC0vdOjIHgC29AksR_2mA3So0VAhyOPgH9su5CrD8Dd-dHgb3lMsf7Or/w400-h266/wordpress-923188_1920.jpg" width="400" /></a></div><br /><p><br /></p><p>If you're a regular reader of this blog, you will hopefully have found some of my blogs useful. The most read ones are shown on the side panel on the right.<br /><br />Here are some other blogs which I read to keep up with the latest research on Computing pedagogy and research:</p><h3 style="text-align: left;">NCCE Pedagogy</h3><p>The <a href="http://ncce.io/quickreads" target="_blank">Quick Reads</a> on <a href="https://teachcomputing.org/pedagogy" target="_blank">NCCE Pedagogy</a> by <a href="https://twitter.com/LegoJames" target="_blank">@LegoJames</a> are excellent. Sign up to the Research Bytes newsletter and also check out the podcasts.</p><h3>Sue Sentance</h3><div><a href="https://twitter.com/suesentance" target="_blank">Sue</a> taught computing in secondary schools before moving to research and academia. She is now the Chief Learning Officer of the Raspberry Pi Foundation. Her <a href="https://suesentance.net/blog/" target="_blank">blog </a>covers computing curriculum, policy and pedagogy. Of particular interest is the work she did with <a href="https://twitter.com/janewaite" target="_blank">Jane Waite</a> on <a href="https://suesentance.net/primm-project/" target="_blank">PRIMM </a>- a methodology for teaching programming.</div><h3 style="text-align: left;"><br /></h3><h3 style="text-align: left;">Miles Berry</h3><p>Miles is the principal lecturer and subject leader for Computing Education at University of Roehampton. His <a href="http://milesberry.net/" target="_blank">website </a>has some insightful blogs relating to ITT and Computing education in general.</p><h3 style="text-align: left;">Alfred Thompson</h3><p>Alfred has been reflecting on his teaching through a <a href="https://blog.acthompson.net/">blog </a>that goes back to 2005. Although his context is in the US, it provides a fascinating read.</p><h3 style="text-align: left;">Computing Ed</h3><div>Curated by <a href="https://twitter.com/guzdial" target="_blank">@guzdial</a>. Mark Guzdial is a Professor in Computer Science & Engineering and Engineering Education Research at the University of Michigan. His <a href="https://computinged.wordpress.com/" target="_blank">Computing Ed Research Blog</a> offers an academic research lens and covers secondary and higher education.</div><div><br /></div><div>More to follow</div><div><br /></div><h3 style="text-align: left;"><br /></h3>William Lauhttp://www.blogger.com/profile/12361478852294307355noreply@blogger.com1tag:blogger.com,1999:blog-8360684861251257805.post-1025546226568655852021-01-03T03:46:00.006-08:002021-01-03T09:36:51.194-08:00Remote teaching during a pandemic<p>(10 Min Read)</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjiyciwS0Umrm37Cm0Un-lIVnPYKH4dbP874m0-ls5L8WITl266FY5CS3P6WNXwictkRzhyphenhyphenbATckWmArc0a6lBo23UThI_GaznK1IQPZqq0NoT8kfbYZkzTv02-yWDwVR77Q61HITMcBAYR/s1920/webinar-5363819_1920.png" style="clear: left; float: left; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1299" data-original-width="1920" height="270" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjiyciwS0Umrm37Cm0Un-lIVnPYKH4dbP874m0-ls5L8WITl266FY5CS3P6WNXwictkRzhyphenhyphenbATckWmArc0a6lBo23UThI_GaznK1IQPZqq0NoT8kfbYZkzTv02-yWDwVR77Q61HITMcBAYR/w400-h270/webinar-5363819_1920.png" width="400" /></a></div><br /><o:p></o:p><p></p>
<p class="MsoNormal"><br /></p><p class="MsoNormal"><br /></p><p class="MsoNormal"><br /></p><p class="MsoNormal"><br /></p><p class="MsoNormal"><br /></p><p class="MsoNormal"><br /></p><p class="MsoNormal"><br /></p><p class="MsoNormal"><br /></p><p class="MsoNormal"><br /></p><p class="MsoNormal"><br /></p><p class="MsoNormal">Teaching remotely has the same goals as teaching face to
face. Some of these goals are:</p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p><ul style="text-align: left;"><li>Transfer of declarative knowledge and procedural knowledge (skills)</li><li>Engagement with learners </li><li>Assessment of learning</li><li>Covering the curriculum and beyond </li><li>Highlighting misconceptions</li><li>Supporting learners to achieve the learning outcomes</li><li>Safeguarding and pastoral care</li></ul><o:p></o:p><p></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><o:p></o:p></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><o:p></o:p></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><o:p></o:p></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><o:p></o:p></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><o:p></o:p></p><p class="MsoNormal">
</p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><o:p></o:p></p>
<p class="MsoNormal">However the way in which teachers achieve these goals
remotely is different. McAleavy et al (2020) succinctly state that "online
teaching should not try to mimic the entirely synchronous teacher-student
engagement of the conventional school." We also need to consider access to
technology and teacher's digital literacy. We cannot assume that all students
will have access to a desktop or laptop, some may be accessing remote learning
through a small mobile phone or tablet. A simple, structured approach is always
better than trying to use as much tech as possible.<o:p></o:p></p>
<p class="MsoNormal">McAleavy et al's report available <span class="MsoHyperlink"><a href="https://edtechhub.org/wp-content/uploads/2020/05/remote-teaching.pdf">here</a></span>
focusses on ensuring that remote teaching maintains structure, adaptation and
assessment. The key takeaways from the report are:</p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p><ul style="text-align: left;"><li><b>Teaching presence </b>- Social interaction needs to be intentional with
high levels of engagement and teacher visibility. This visibility can take
several forms e.g. live modelling and explaining content and thought processes
in an engaging way, asking questions, assessment, diagnostic feedback, and
adapting resources / learning sequence in response to students' progress.</li><li><b>Remote learning traps </b>- Excessive personalisation and self-paced study
can lead to underachievement. Give opportunity for students to work
independently with some real-time Q&A.</li><li><b>Blended learning </b>- Use of both live (synchronous) and asynchronous methods.
Consider the use of printed materials instead of purely online digital content.
</li><li><b>Assessment</b> - Use of automated self-marking quizzes e.g. Google Forms,
Microsoft Forms, SMHW. Use of paper-based assessment e.g. pupil self-assessment
against teacher supplied models and mark schemes.</li><li><b>Community focus</b> - Building a collective identity and sense of
belonging. Do not allow students to become pre-occupied with competitive
achievement.</li><li><b>Minimising workload</b> - Use of centralised resources either created by
the school or sourced externally. Then modifying these where necessary.</li><li><b>Realistic transition</b> - Do not expect to go 100% remote, online and
synchronous straight away. Consider virtual office hours, fixed times when
teachers can provide one-to-one support.</li><li><b>Continuity for all</b> - Maintaining education for all students in the
cohort, particularly the vulnerable and disadvantaged is the number one
priority. If an initiative might alienate learners or be inaccessible due to
technology issues, then a simpler alternative needs to be sought. </li></ul><o:p></o:p><p></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><o:p></o:p></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><o:p></o:p></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><o:p></o:p></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><o:p></o:p></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><o:p></o:p></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><o:p></o:p></p><p class="MsoNormal">
</p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><o:p></o:p></p>
<p class="MsoNormal">An area which may be controversial is the suggestion that
teaching needs to be engaging and interactive. However, for students it is very
easy to cognitively switch off or multi-task when learning experiences are not
cognitively engaging. We need to consider how much passive time there is in our
teaching activities.<o:p></o:p></p>
<p class="MsoNormal">From a personal experience, finding a balance between
lecturing for 50 minutes and providing students with sufficient time to work
independently is key. While students are working independently, students need a
method to be able to ask questions, a chat/message feature on Microsoft Teams
or Google Meets is fine or this. Some classes may work fine with audio Q&A,
other classes you may want to limit to the text-based chat.<o:p></o:p></p>
<p class="MsoNormal">Once students have completed some independent work, the
teacher needs to somehow assess this. It may not be realistic for teachers to
read 30 pieces of work, so they may take a sample and offer whole-class
feedback.<o:p></o:p></p>
<p class="MsoNormal">Teachers can also set an automated online test (this needs
setting up in advance). These low stakes tests are fairly easy to setup on Show
My Homework (<span class="MsoHyperlink"><a href="https://www.youtube.com/watch?v=88F27FrChU0">Tutorial here</a></span>) ,
Google Forms (<span class="MsoHyperlink"><a href="https://www.youtube.com/watch?v=p4llNhYinuM">Tutorial here</a></span>) or
Microsoft Forms (<span class="MsoHyperlink"><a href="https://www.youtube.com/watch?v=KY8xLhzpy-s">Tutorial here</a></span>). I
would advise using the platform which your school already currently uses - for
our school, SMHW Quizzes work well, they can be accessed via the app and all
students have a login which they use daily. All platforms can provide immediate
data to the students and teachers. Alternatively, teachers may want to ask a
hinge question with multiple-choice options as answers in the chat feature.
Multiple-choice is more likely to increase student participation and the
teacher can announce how many students have given an answer and encourage
others to do so. Once answers have been submitted, the teacher may ask a
student to explain their choice.<o:p></o:p></p>
<p class="MsoNormal">One of the best ways to resolve access issues is by using
printed resources alongside some online content, the printed resources will
mean that students are not reliant on a fast internet connection to access
video and software to download or view files. Of course, if we're trying to
increase teacher visibility then there are several ways of doing this. One way
could even be on a conference call, alternatively the teacher could use e-mail
or SMS to check-in on vulnerable or disadvantaged students. The idea of virtual
office hours which could include scheduled phone or video calls is also worth
considering. If access issues are resolved and engagement remains low, teachers
and pastoral leads need a way of contacting these families to help students
break down some of these barriers to learning. In some cases students may need
to be encouraged to come into school (if it is safe) where they will receive
more direct support with their learning.<o:p></o:p></p>
<p class="MsoNormal">For teachers in schools that have decided to go with
synchronous or asynchronous video lessons, there are a few considerations in
Brame's literature review (2016) available <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5132380/">here</a>. The
report focusses on three areas:</p><p class="MsoNormal"></p><ul style="text-align: left;"><li>Cognitive load</li><li>Student engagement</li><li>Active learning</li></ul><o:p></o:p><p></p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal">
</p><p class="MsoNormal"><o:p></o:p></p>
<h3><b>Practices to maximize student learning from educational videos </b></h3><br />The three areas work together. If the video input is short, snappy and well designed, student engagement is maintained, and there is a focus on keeping learners cognitively active and involved, then lessons are likely to be more successful. A full table of recommendations by Brame is reproduced below. The examples are quite helpful.<div><br /></div><div><p class="MsoNormal" style="line-height: normal; margin-bottom: 8.3pt; margin-left: 0cm; margin-right: 0cm; margin-top: 8.3pt;"><span style="font-family: "Times New Roman", serif; font-size: 12pt;"> </span></p>
<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-border-insideh: .5pt solid windowtext; mso-border-insidev: .5pt solid windowtext; mso-yfti-tbllook: 1184;">
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<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><b><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Element to consider<o:p></o:p></span></b></p>
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<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><b><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Recommendation<o:p></o:p></span></b></p>
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<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><b><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Rationale<o:p></o:p></span></b></p>
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<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><b><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Examples<o:p></o:p></span></b></p>
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<tbody><tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 78.0pt;" valign="top" width="104">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Cognitive load<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 89.2pt;" valign="top" width="119">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Use signaling to highlight important information.<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Can reduce extraneous load.<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Key words on screen highlighting important
elements<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 78.0pt;" valign="top" width="104"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 89.2pt;" valign="top" width="119"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Can enhance germane load.<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Changes in color or contrast to emphasize
organization of information<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 78.0pt;" valign="top" width="104"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 89.2pt;" valign="top" width="119"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Changes in color or contrast to emphasize
relationships within information<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 78.0pt;" valign="top" width="104"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 89.2pt;" valign="top" width="119"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Brief out-of-video text explaining purpose and
context for video (e.g., learning objective for video)<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 78.0pt;" valign="top" width="104"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 89.2pt;" valign="top" width="119">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Use segmenting to chunk information.<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Manages intrinsic load.<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Short videos (6 minutes or less)<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 78.0pt;" valign="top" width="104"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 89.2pt;" valign="top" width="119"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Can enhance germane load.<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Chapters or click-forward questions within videos<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 78.0pt;" valign="top" width="104"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 89.2pt;" valign="top" width="119">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Use weeding to eliminate extraneous information.<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Reduces extraneous load.<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Eliminating music<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 78.0pt;" valign="top" width="104"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 89.2pt;" valign="top" width="119"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Eliminating complex backgrounds<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 78.0pt;" valign="top" width="104"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 89.2pt;" valign="top" width="119">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Match modality by using auditory and visual
channels to convey complementary information.<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Can enhance germane load.<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Khan Academy–style tutorial videos that
illustrate and explain phenomena<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 78.0pt;" valign="top" width="104"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 89.2pt;" valign="top" width="119"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Narrated animations<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 78.0pt;" valign="top" width="104">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Student engagement<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 89.2pt;" valign="top" width="119">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Keep each video brief.<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Increases percentage of each video that students
watch; may increase total watch time.<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Multiple videos for a lesson, each ≤ 6 minutes<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 78.0pt;" valign="top" width="104"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 89.2pt;" valign="top" width="119"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">May decrease mind wandering.<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top"></td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 78.0pt;" valign="top" width="104"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 89.2pt;" valign="top" width="119">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Use conversational language.<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Creates a sense of social partnership between
student and instructor, prompting the student to try harder to make sense of
the lesson.<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Placing the student in the lesson by use of
“your” rather than “the” during explanations<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 78.0pt;" valign="top" width="104"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 89.2pt;" valign="top" width="119"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Use of “I” to indicate the narrator’s perspective<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 78.0pt;" valign="top" width="104"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 89.2pt;" valign="top" width="119">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Speak relatively quickly and with enthusiasm.<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Increases percentage of each video that students
watch.<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Speaking rates in the 185–254 words per minute
range<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 78.0pt;" valign="top" width="104"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 89.2pt;" valign="top" width="119"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">May increase sense of social partnership between
student and instructor.<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Expressions of instructor excitement, such as “I
love the next part; the way the feed-forward mechanism works is so elegant,”
or “Consider how the cell solves this tricky problem of needing to regulate
three genes in sequence; it’s really cool.”<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 78.0pt;" valign="top" width="104"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 89.2pt;" valign="top" width="119">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Create and/or package videos to emphasize
relevance to the course in which they are used.<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Increases percentage of each video that students
watch.<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Videos created for the class in which they are
going to be used, with instructor narration explaining links to preceding
material<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 78.0pt;" valign="top" width="104"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 89.2pt;" valign="top" width="119"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">May increase germane cognitive load by helping
students recognize connections.<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Explanatory text to situate video in course<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 78.0pt;" valign="top" width="104">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Active learning<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 89.2pt;" valign="top" width="119">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Consider these strategies for promoting active
learning:<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top"></td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 78.0pt;" valign="top" width="104"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 89.2pt;" valign="top" width="119">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Packaging video with interactive questions.<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">May increase germane cognitive load, improve
memory via the testing effect, and improve student self-assessment.<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Integrate questions into videos with HapYak or
Zaption, as described by <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5132380/#B25" target="mainwindow"><span style="color: #642a8f;">Obodo and Baskauf (2015)</span></a> <o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 78.0pt;" valign="top" width="104"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 89.2pt;" valign="top" width="119"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Follow short videos with interactive questions
within an LMS, as done by <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5132380/#B14" target="mainwindow"><span style="color: #642a8f;">Keithly and colleagues (2015)</span></a> ,
or within Google Forms, as done by <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5132380/#B3" target="mainwindow"><span style="color: #642a8f;">Caudel and colleagues (2015)</span></a> <o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 78.0pt;" valign="top" width="104"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 89.2pt;" valign="top" width="119">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Use interactive features that give students
control.<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Increases student ownership and may increase
germane cognitive load.<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Create “chapters” within a video using HapYak or
YouTube Annotate<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 78.0pt;" valign="top" width="104"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 89.2pt;" valign="top" width="119">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Use guiding questions.<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">May increase germane cognitive load, reduce
extraneous cognitive load, and improve student self-assessment.<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5132380/#B31" target="mainwindow"><span style="color: #642a8f;">Senchina (2011)</span></a> provides
guiding questions for videos designed to introduce physiology students to
professional ethics related to experimenter–subject interactions, such as the
following: “Observe the subject’s behavior and responsiveness during the
dehydration period. What changes as the subject becomes dehydrated? What
problems does he have? Observe the experimenters’ behavior and responsiveness
as dehydration progresses. What do they do differently? Why?”<o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 78.0pt;" valign="top" width="104"></td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt; width: 89.2pt;" valign="top" width="119">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Make video part of a larger homework assignment.<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">May increase student motivation, germane
cognitive load, and student self-assessment.<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 2.4pt 4.8pt 2.4pt 4.8pt;" valign="top">
<p class="MsoNormal" style="line-height: 19.65pt; margin-bottom: 16.6pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.6pt;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Package videos with a series of questions or
problems that ask students to apply the concepts from the videos. iBiology
Education videos (e.g., <i>What Can You Learn with a Light Microscope?</i>)
provide one example (<a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5132380/#B11" target="mainwindow"><span style="color: #642a8f;">iBiology, 2016</span></a> )<o:p></o:p></span></p>
</td>
</tr>
</tbody></table></div><div><br /></div><div>By weeding out un-necessary information and keeping
teacher input concise, students are also more likely to avoid <a href="https://ideas.ted.com/zoom-fatigue-is-real-heres-why-video-calls-are-so-draining/">zoom
fatigue</a> - a phenomenon highlighted by Torrey Trust <a href="https://drive.google.com/file/d/1fGZfTGOWu4vlH_bKnzn1i45i5kuAgh5M/view">here</a>.
<span style="mso-spacerun: yes;"> </span><div>
<p class="MsoNormal"><span style="color: black; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">One common piece of advice from the sources above and
anecdotal evidence from teachers is to incorporate paper-based resources during
remote teaching. Having taught for over 6 months remotely this year in a school
which uses paper-based booklets, I can confirm these are ideal for schools and
students who do not have 1:1 laptop/desktop devices at home. The booklets are
well-structured and low tech.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="color: black; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Example workbooks for Computer Science can be found <a href="https://drive.google.com/drive/folders/12VdfGYg1eLV1vCxXHtV-5xMbJRg7BzZ4?usp=sharing">here</a>.
You will notice that there are paper-based low stakes tests built into the
booklets in the form of Do Nows either with the lesson or at the back of the
booklet. There is text content with optional videos followed by at least 20
minutes of independent practice.<o:p></o:p></span></p>
<div class="separator" style="clear: both; text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqw0HcB7tDGR0Doej6Qoo6PMTbsWLqjro1yi0wk4qj2-fyPn0GzwSVxYV8MNEOssjGXAdBD7g0-OXXnB7oJ42wBCLfD5Y__-tK9StEktZ7DQhAus_nJjTqGSNsjT015bMIdZteccrTKEph/s1411/CSWorkbook.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="887" data-original-width="1411" height="402" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqw0HcB7tDGR0Doej6Qoo6PMTbsWLqjro1yi0wk4qj2-fyPn0GzwSVxYV8MNEOssjGXAdBD7g0-OXXnB7oJ42wBCLfD5Y__-tK9StEktZ7DQhAus_nJjTqGSNsjT015bMIdZteccrTKEph/w640-h402/CSWorkbook.JPG" width="640" /></a></div><br /><p class="MsoNormal"><br /></p>
<p class="MsoNormal"><span style="color: black; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">There are also hundreds of workbooks for various
subjects here:<o:p></o:p></span></p>
<p class="MsoNormal"></p><ul style="text-align: left;"><li>Science curated by CogSciSci <a href="https://cogscisci.wordpress.com/resources/">here</a></li><li>More Science resources <a href="https://twitter.com/WRBdB/status/1122420226413481984">here</a></li><li>English by <a href="https://twitter.com/DoWise">Douglas
Wise</a> <a href="https://www.douglaswise.co.uk/20-study-booklets/">here</a></li><li>Geography by internetgeography (£60 subscription) <a href="https://www.internetgeography.net/geography-work-booklets/">here</a></li><li>Search or post on Twitter as there are always teachers willing to
help</li></ul><o:p></o:p><p></p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p><h3 style="text-align: left;"><b>Technology</b></h3><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgls_ppY4rP2C4Oxu3LIygtZWLYYKcqgeuDvrYWjYD0uGY1-kB-b8_uEypTYLYgVai8hS3HzSdHIS8I9c19wgvL7VHRl8H_ITQBu3dzj7s6y3U7Bp323M8pCl22u5S1zq0jCwoLG-Q2o1co/s1920/laptop-5448504_1920.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1280" data-original-width="1920" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgls_ppY4rP2C4Oxu3LIygtZWLYYKcqgeuDvrYWjYD0uGY1-kB-b8_uEypTYLYgVai8hS3HzSdHIS8I9c19wgvL7VHRl8H_ITQBu3dzj7s6y3U7Bp323M8pCl22u5S1zq0jCwoLG-Q2o1co/w400-h266/laptop-5448504_1920.jpg" width="400" /></a></div><br /><b><br /></b></div>
<p class="MsoNormal"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><br /></span></p><p class="MsoNormal"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><br /></span></p><p class="MsoNormal"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><br /></span></p><p class="MsoNormal"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><br /></span></p><p class="MsoNormal"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><br /></span></p><p class="MsoNormal"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><br /></span></p><p class="MsoNormal"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><br /></span></p><p class="MsoNormal"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><br /></span></p><p class="MsoNormal"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><br /></span></p><p class="MsoNormal"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">For many schools in the UK, high quality remote teaching will
include some video. I will try to highlight the minimum requirements in terms
of technology. If your laptop has a built in webcam, this will suffice. If you
have a desktop, a webcam from a reputable company such as Logitech or Sandberg are
recommended. Some teachers may also want to teach remotely with a visualiser,
we use Ipevo visualisers. I do not currently use a separate microphone, as the
webcam and visualiser have these built in. <span style="mso-spacerun: yes;"> </span>I do advise using headphones. The last piece
of technology which may improve call quality is an <a href="https://www.amazon.co.uk/dp/B0843SFMCG/">Ethernet cable</a>. This cable can
be plugged directly into your router at home and will provide a stable and fast
connection, particularly if you experience WIFI or other connectivity issues. Regarding
software, for live lessons, use the platform that your school currently uses.
Do not assume students can train themselves to use a new platform i.e. if you
are a Google school, use Meet, Microsoft schools should use Teams. Some schools
use Zoom, which is the least secure of the three platforms. For safeguarding
and to avoid "Zoom bombing" where uninvited guests join a lesson and
take over the broadcast, you should:<o:p></o:p></span></p><p class="MsoNormal"></p><ul style="text-align: left;"><li>Change screensharing to “Host Only”.</li><li>Disable “Join Before Host” so people can’t cause trouble.</li><li>Disable “File Transfer” so there’s no digital virus sharing.</li><li>Disable “Allow Removed Participants to Rejoin” so booted attendees
can’t slip back in.</li><li>Use Mute All during teacher input (students can ask Qs in the
chat).</li><li>Be aware that students can still record or screenshot the lesson
even with recording disabled.</li></ul><o:p></o:p><p></p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal">
</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l2 level1 lfo5; text-indent: -18pt;"><br /></p>
<p align="right" class="MsoNormal" style="text-align: right;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Tips via <a href="https://twitter.com/AnaAgneshwar/status/1241087997304623107?s=20">Ana
Agneshwar</a><o:p></o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">What this section highlights is the significant preparation and technology
that all teachers need access to. Thankfully, my school bought all this
hardware for teachers and dedicated a morning of CPD to training teachers back
in September. If you need to buy time to provide training and create
paper-based booklets, a temporary measure could be to use lessons on <a href="https://classroom.thenational.academy/subjects-by-key-stage">Oak National
Academy</a> or <a href="https://www.bbc.co.uk/bitesize">BBC Bitesize</a>. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">In Summary, consider vulnerable and disadvantaged students in your
provision. Be wary of cognitive load, engagement and keeping students
cognitively active. Consider using paper-based resources. Try to include live
modelling, questioning, low stakes testing and diagnostic feedback. Lastly, be
prepared to adapt resources and the learning sequence in response to students'
progress.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Further reading:<o:p></o:p></span></p>
<p class="MsoNormal"><span class="MsoHyperlink"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><a href="https://edtechhub.org/wp-content/uploads/2020/05/remote-teaching.pdf">https://edtechhub.org/wp-content/uploads/2020/05/remote-teaching.pdf</a></span></span><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5132380/">https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5132380/</a>
<o:p></o:p></span></p>
<p class="MsoNormal"><a href="https://drive.google.com/file/d/1fGZfTGOWu4vlH_bKnzn1i45i5kuAgh5M/view">https://drive.google.com/file/d/1fGZfTGOWu4vlH_bKnzn1i45i5kuAgh5M/view</a>
<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><span style="mso-spacerun: yes;"> </span><o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><o:p> </o:p></p></div></div>William Lauhttp://www.blogger.com/profile/12361478852294307355noreply@blogger.com4tag:blogger.com,1999:blog-8360684861251257805.post-25754075983710242662020-06-24T04:08:00.000-07:002020-06-30T07:12:42.940-07:00The Little Book of Algorithms 2.0<div dir="ltr" style="text-align: left;" trbidi="on">
<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxF0s2FB9221TyQHl9CCCSlFBMEraRTZSEIuA3kEimzEJcF_EA7xU_f0fCUdPU92s9M6EulEDNy3o1ry_YApCBstC-hCQnT38720ZF27DGDnLaGCF6tnRiTC-46aOxRopmnKncRFXFbvAr/s1600/LBOA+2.0+web+Cover+Only.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1240" data-original-width="874" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxF0s2FB9221TyQHl9CCCSlFBMEraRTZSEIuA3kEimzEJcF_EA7xU_f0fCUdPU92s9M6EulEDNy3o1ry_YApCBstC-hCQnT38720ZF27DGDnLaGCF6tnRiTC-46aOxRopmnKncRFXFbvAr/s400/LBOA+2.0+web+Cover+Only.jpg" width="281" /></a></div>
<br />
Following the success of the Little Book of Algorithms - Over 20,000 downloads and hundreds sold worldwide, I'm pleased to announce version 2.0. The publishing model will stay the same, the digital PDF will be available free of charge (See bottom of post). For those who want to support me by buying a hassle-free printed physical paperback, you can do so <a href="https://www.amazon.co.uk/dp/1916116345/" target="_blank">on Amazon</a> or <a href="https://computercombatcards.com/shop/" target="_blank">directly here</a>.<br />
<h2 style="text-align: left;">
What's new in version 2.0?</h2>
Teaching, like software development and learning is about refinement. In this new version there are two key changes.<br />
<br />
Firstly, challenges now directly follow each relevant skill. This reflects the structure of most mathematics textbooks and workbooks. It means there’s less time and effort spent flicking backwards and forwards.<br />
<br />
Secondly, there are a greater number and range of challenges because you will become a better programmer and computer scientist by solving a greater number and range of problems.<br />
While answers remain in the back of the book, I have also started creating walkthrough video solutions to some of the more complex challenges. These are available on <a href="https://www.youtube.com/watch?v=PM8NLAYYKy8&list=PLy98JmqxMViVTLVStZvOKarJrmpdM5Aqc" target="_blank">Youtube here</a>.<br />
<br />
The Little Book of Algorithms 2.0 concisely presents 18 problems which computer science students will commonly encounter. These problems are solved efficiently using programs written using Python. However, reading these programs is not enough, so this new version of the book now comes with 48 challenges so that you can apply what you have learnt in various ways:<br />
<br />
<ul style="text-align: left;">
<li>Writing your own programs</li>
<li>Solving Parson’s puzzles</li>
<li>Completing quizzes </li>
<li>Tracing </li>
<li>Gap fills</li>
</ul>
<br />
This range of exercises will help you to become more fluent in Python and ensure that you are comfortable with any question format in a programming exam.<br />
<br />
<ul style="text-align: left;">
<li>After finishing this book, you should feel more familiar with:</li>
<li>While loops and For loops</li>
<li>Concatenating different data types</li>
<li>Using procedures and functions</li>
<li>Working with 1D and 2D lists and arrays</li>
<li>File reading and writing </li>
</ul>
<br />
<br />
This book will show you how to write better Python programs and will expose you to the key skills that are required to do well in any secondary school programming assignment or exam.<br />
<br />
I wish you the very best on your learning journey.<br />
<br />
Free version: <a href="https://drive.google.com/drive/folders/1XKpl6FsoNK-I94P-_Es6QlQp1otNx4WD?usp=sharing" target="_blank">Here</a><br />
Pre-printed paperbacks: <a href="https://www.amazon.co.uk/dp/1916116345/" target="_blank">Amazon</a><br />
Preview below:<br />
<br />
<br />
<iframe allowfullscreen="true" allowtransparency="true" frameborder="0" height="997px" src="https://www.yumpu.com/en/embed/view/tKbAXgD56uYsVzE2" width="620px"></iframe>
<br />
<br />
Walkthrough tutorials:<br />
<div>
<br /></div>
</div>
<iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/videoseries?list=PLy98JmqxMViVTLVStZvOKarJrmpdM5Aqc" width="560"></iframe></div>
William Lauhttp://www.blogger.com/profile/12361478852294307355noreply@blogger.com0tag:blogger.com,1999:blog-8360684861251257805.post-92172295288379587332020-04-22T05:57:00.003-07:002020-04-22T09:50:46.354-07:00Remote CPD for teachers<div dir="ltr" style="text-align: left;" trbidi="on">
<br />
<div class="MsoNormal">
During the lockdown, I have received a few emails from
teachers about what we can do to keep abreast of curriculum changes and also
develop our subject knowledge, and pedagogical content knowledge. Here are my
recommendations.<o:p></o:p></div>
<h3 style="text-align: left;">
General pedagogy, teaching and learning:</h3>
<h1>
<o:p></o:p></h1>
<div class="MsoNormal">
Dylan Wiliam’s latest videos offer some input and then a
discussion point which you can have with yourself, an online community or your
peers: <a href="https://www.youtube.com/user/dylanwiliam/videos">LINK</a><o:p></o:p><br />
<br /></div>
<div class="MsoNormal">
ResearchED have had some incredible speakers. Take your pick
from Daniel Willingham, Becky Allen, Sam Sims, Nick Rose, Daisy Christodoulou,
John Sweller, John Hattie, Dylan Wiliam, Pedro De Bruyckere and more: <a href="https://www.youtube.com/channel/UC3uPEgDH3pAhQe06533Zebw/videos">LINK</a><o:p></o:p><br />
<br />
I'm a big fan of the Teach Like a Champion blog as it discusses techniques in written form and then shows a relevant video. The current posts reflect on remote teaching and the previous posts are based on the classroom and sports coaching: <a href="https://teachlikeachampion.com/category/blog/" target="_blank">LINK</a><br />
<br />
Tom Sherrington’s Kitchen pedagogy series. This series focusses on research-informed ideas: <a href="https://www.youtube.com/playlist?list=PL_WHYo5KULldZZ5UTWZEB3q265wO_T6Ko">LINK</a><o:p></o:p><br />
<br />
As mentioned in my last post, we are essentially
communicators and public speakers. One of my favourite videos for how to
engage and speak publicly: </div>
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<iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/Unzc731iCUY" width="560"></iframe>
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GCSE Computer Science</h3>
<h1>
<o:p></o:p></h1>
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There are new specification changes from Sept 2020. OCR have
launched their new GCSE Computer Science course J277 and Paul Long has
discussed the changes on this excellent post. A summary of the key differences
are on the last page: <a href="http://www.paullong.net/downloads/j277-impact-v3.pdf">LINK</a><o:p></o:p><br />
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<ul style="text-align: left;">
<li>As the spec changes are quite minor, I still recommend
Computer Science Tutor’s tutorial series: <a href="https://www.youtube.com/channel/UCsBxhDfwURg-vQASN2ZeHwg/playlists?view=50&sort=dd&shelf_id=1">LINK</a></li>
<li>Craig N Dave have also updated their video series for J277: <a href="https://www.youtube.com/channel/UC0HzEBLlJxlrwBAHJ5S9JQg/playlists?view=50&sort=dd&shelf_id=15">LINK</a></li>
<li>Mr Weir has a great presentation style which I enjoy: <a href="https://www.youtube.com/channel/UCpBU-4sAGfEmT4ddfhWI5ZA">LINK</a></li>
</ul>
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Technocamps have a range of “activity packs” mainly aimed at
KS3 and KS4 and they are great for teachers too: <a href="https://www.technocamps.com/en/activity-packs">LINK</a><o:p></o:p><br />
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If you want to become more fluent in Python programming, the
<a href="http://www.mrlaulearning.com/2019/04/LBOA.html">Little book of
algorithms</a> might help.<o:p></o:p></div>
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I am also a big fan of these two sites:<o:p></o:p></div>
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<li><a href="https://pythonprogramming.net/">Sentdex’s Python
Programming</a></li>
<li><a href="http://pythonschool.net/">Python School by Sue
Sentance</a></li>
</ul>
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Cambridge Nationals in Creative iMedia</h3>
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There are some great tutorials for content on these
channels:<o:p></o:p></div>
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<li><a href="https://www.youtube.com/watch?v=ImugYUXVqtc&list=PL27vaenVnLtYyEunitZKTAkh6VMrxTw8z">Miss
Chambers ICT</a></li>
<li><a href="https://www.youtube.com/channel/UCT3l6NxduBp-SRz0fU_m4iA">Mrs G33k</a></li>
<li><a href="https://www.youtube.com/playlist?list=PLoHS9P-kC-25RfU7aJQrILF28AilcGwu-">Tech
Head Online</a></li>
</ul>
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<a href="https://www.youtube.com/playlist?list=PLF1-gNM2M8wXCX6xXWk5nagNKBuwcANTk">Photoshop
tutorials</a> - For those of you who do not have Photoshop, <a href="https://www.photopea.com/">Photopea</a> is an excellent free online
alternative<o:p></o:p></div>
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GCSE Stretch and A-Level Computer Science:</h3>
<h1>
<o:p></o:p></h1>
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Isaac Computer Science launched their full content this
week. There are lots of mini exercises and the explanations are clear and
concise. All the material is written by current or former A-Level Computer
Science teachers who I respect.<o:p></o:p></div>
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<ul style="text-align: left;">
<li>AQA: <a href="https://isaaccomputerscience.org/pages/specification_page_aqa">LINK</a></li>
<li>OCR: <a href="https://isaaccomputerscience.org/pages/specification_page_ocr">LINK</a></li>
</ul>
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Two years ago, I took to learning PyGame as so many of our
students were interested in making games for their A-Level projects. These two
sites are (almost all you need):<o:p></o:p></div>
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<ul style="text-align: left;">
<li><a href="https://diycomputerscienceandelectronics.wordpress.com/2017/05/05/pygame-tutorial-learn-a-lot-and-have-loads-of-fun/">DIY
Computer Science</a></li>
<li><a href="http://kidscancode.org/lessons/">Kids Can Code</a></li>
</ul>
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If you just want some useful videos for you and your A-Level students, I’ve curated a playlist <a href="https://www.youtube.com/playlist?list=PLy98JmqxMViUZYMzEFm26LmGh3Ohx31b3">here</a><o:p></o:p><br />
<br />
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Computer Science Education Research</h3>
<br />
Finally, if you're interested in CS Ed Research,There is:<br />
<br />
Lots of videos from the <a href="https://www.raspberrypi.org/cambridge-computing-education-research-symposium/presentations/" target="_blank">Cambridge Computing Education Research Symposium</a><br />
<a href="https://twitter.com/hashtag/csedresearchbookclub?src=hashtag_click&f=live" target="_blank">The CS Ed Research Book Club?</a></div>
<br /></div>
William Lauhttp://www.blogger.com/profile/12361478852294307355noreply@blogger.com0tag:blogger.com,1999:blog-8360684861251257805.post-47755522412544356172020-04-16T13:04:00.002-07:002020-05-26T04:17:03.795-07:00What every teacher training programme should teach<div dir="ltr" style="text-align: left;" trbidi="on">
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I have been very fortunate to have had the opportunity to
observe hundreds of lessons and work directly with mentoring and supporting
more than 30 Newly/Recently Qualified Teachers. I also base my reflection on
the incredible books that have been recommended to me as well as my own
experience teaching over 8000 lessons in 5 different schools over 14 years. </div>
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The
aim of this article is not a critique of any particular teacher training
programme – it could perhaps be considered as a compilation of the best
practice from the various programmes and teachers that I have had the pleasure
of observing, developing and working with. Coverage of the following would
ensure a solid foundation for any teacher. Some might even use this as a
knowledge audit to identify areas for development in themselves or in teachers
they are mentoring.<o:p></o:p></div>
<h1>
Communication<o:p></o:p></h1>
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If we spend roughly 70% of our working day directly teaching
lessons, I would argue that the majority of this time is spent communicating.
We communicate ideas, subject content, our ethos and our expectations every
day. So perhaps sessions on the following would be useful:<o:p></o:p></div>
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</div>
<ul style="text-align: left;">
<li><a href="https://www.tes.com/news/teachers-must-invest-their-most-important-tool-their-voice">Voice
training</a></li>
<li>Regular feedback on presentation-a weekly exercise could be
for developing teachers to communicate a complex idea, perhaps something from
their subject specialism or a specific learning theory. I really enjoy <a href="https://www.youtube.com/playlist?list=PLibNZv5Zd0dyCoQ6f4pdXUFnpAIlKgm3N">Wired’s
5 Levels series</a> so perhaps it could be inspired by that. Trainees should
have the experience of trying to teach a concept with or without certain aids e.g.
without a whiteboard, with only a whiteboard, with only powerpoint, with only a
visualiser and to reflect on which content is best taught through which medium.</li>
<li>Handwriting practice (on a whiteboard)-this will be one of the
primary methods of communicating ideas for many teachers, learning how to write
legibly on a board is often neglected.</li>
<li>Other strategies from Doug Lemov’s excellent Teach Like A
Champion (TLAC) 2.0 book e.g. Threshold, RADAR, Breaking the plane, Strong
Voice, Circulate, Strong Start. I cannot emphasise enough the importance of
Lemov’s work and his book. I would argue that not a single day lesson goes by
without me using at least 5-10 of his techniques. Likewise, when I look to help
teachers improve, frequently I will identify a TLAC technique as the best
action point or lever for improvement.</li>
</ul>
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Routines<o:p></o:p></h1>
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As aforementioned, Lemov’s TLAC 2.0 book should be a core
text for any teacher training programme, when it comes to routines, Lemov’s
book and accompanying videos distill the most effective strategies used by great
teachers around the world. Whilst Lemov’s section on Systems and Routines
mentions only six techniques, I would argue that the whole chapters 1,3,5 and 7
cover another 20 routines which are essential for an efficient and effective
classroom. <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<h1>
Resource Design<o:p></o:p></h1>
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Beginning teachers often spend some time learning to design
resources, but they may often be left to their own devices to “explore what
works” and “try things out” based on their initial lesson observations of other
teachers. Based on the principles of direct instruction that we would use with
novice students, I would argue that beginning teachers also need to be taught
in the same way, with direct instruction and only gradual fading once expertise
has been developed. Here are a few things which every teacher should know how
to design:<o:p></o:p></div>
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<ul style="text-align: left;">
<li>Multiple Choice Questions</li>
<li>Do Nows which interleaves, reviews and provides a form of
low stakes testing and formative assessment</li>
<li>Exit tickets</li>
<li>Worksheets or workbooks which follows the “I, We You” and
Shed Loads of Practice (SLOP) format – starting with teacher modelling,
followed by joint construction and leading to lots of independent practice
questions</li>
<li>Sequence of lessons- which build on prior knowledge and
allow for revisiting of content</li>
<li>A spreadsheet marksheet/tracker – SUM formula, VLOOKUP,
Conditional formatting.</li>
<li>A seating plan (preferably in a spreadsheet) and what data
to use. The data I always start with is prior attainment to ensure weaker
students have a strong partner near them. I would also then check this seating
plan with the Head of Year for potential behaviour issues and compatible
working pairs.</li>
<li>Functional wall displays</li>
</ul>
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<h1>
Workload and time management<o:p></o:p></h1>
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This is something that all teachers will struggle with at
some point, but certainly in the early days when lesson planning may take hours
in itself. A few useful strategies:<o:p></o:p></div>
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<li>Stephen Covey’s Time management matrix</li>
<li>Planning by the week (Not by the day)</li>
<li>Importance of Sleep</li>
<li>Use of technology e.g. Quizlet, Google/Microsoft Forms, Online
resource banks and communities (Facebook, Twitter and subject specific
communities), using email filters, classroom management software</li>
</ul>
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Marking and feedback<o:p></o:p></h1>
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<li>Sampling and Whole Class Marking and Feedback</li>
<li>Immediate and precise feedback during circulation</li>
<li>Peer marking</li>
<li>How to mark summative assessments (Question by Question),
identifying misconceptions and actions to address these gaps</li>
</ul>
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<h1>
Science of learning and research-based instructional strategies<o:p></o:p></h1>
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Instructional principles and pedagogy should be based on
research along with experience of the tutor. I will provide an extensive
reading list later. However, here are the key theories which every beginning
teacher should be aware of:<o:p></o:p></div>
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<br /></div>
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</div>
<ul style="text-align: left;">
<li>Direct instruction and gradual release</li>
<li>Cognitive Load Theory</li>
<li>Dual Coding</li>
<li>Cognitive Apprenticeship</li>
<li>Retrieval Practice and low stakes testing</li>
<li>Interleaving</li>
<li>Variation</li>
<li>Elaborative interrogation – asking how and why</li>
<li>Reflection</li>
<li>Spacing</li>
<li>Semantic Waves (Legitimation Code Theory)</li>
</ul>
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In addition to the above general theories. I would also include
sessions on subject-specific pedagogy.<o:p></o:p></div>
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<h1>
Additional sessions <o:p></o:p></h1>
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Classroom culture is such an important topic and although
most students are taught about high expectations, it would also be useful to
talk about explicit strategies for building a culture of success in the
classroom. A strong learning culture encourages students to learn from
mistakes, to participate and be proactive in their learning and students will
have a strong (collective) purpose for being in that classroom.<o:p></o:p></div>
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Oli Knight and David Benson discuss the importance of
thinking like an expert in a specified subject in their book “Creating
Outstanding Classrooms”. This concept is based on David Perkins’ “Playing the
Whole Game”. Students and teachers need to know how to think like a Mathematician,
Computer Scientist, Artist, Musician, Historian etc. What does it look like or
mean to be an expert in this field. This has to be the end goal for students
and we need to design our curriculum not only to match the specifications
(which will change regularly) but also to prepare students for the real world.
For some teachers, they may enter the profession directly from university,
without much industry experience. It may therefore be useful to have industry
talks and panels to map the talent pipeline and get insights from industry.
What are the most important and in-demand skills in the industry, how can we
teach “junior versions” of this.<o:p></o:p></div>
<h1>
Closing thoughts<o:p></o:p></h1>
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All of the above would produce a solid foundation for any
teacher. After 14 years, I still think I need to work on certain areas above. It is an ambitious and utopian teacher training programme. The big picture is complex and I’ve tried in the past to codify it in a
diagram, shown below:<o:p></o:p></div>
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You will notice that I have not really focused on behaviour management in this post. This is partly because Lemov's book is a solid starting point and clear routines themselves lead to fewer behaviour issues to start with. I may decide to do a later post on behaviour inspired by the work of Bill Rogers and Michael Linsin.</div>
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Some may think that I am prescribing a particular way of
teaching for all. I do not believe in “Roboteachers” and a set way. These techniques are a
toolkit and the way we use these will vary as teachers develop their own
teaching style. Joel Klein once said, “You can mandate adequacy , but you
cannot mandate greatness: it has to be unleashed.” Eventually, teachers will
build on this foundation and discover their own teaching style.<o:p></o:p></div>
<h1>
Recommended reading<o:p></o:p></h1>
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These are the books that I would recommend for all teachers. They're the best books that I've read over the past 14 years:<o:p></o:p></div>
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<ul style="text-align: left;">
<li>Teach Like A Champion 2.0 – Doug Lemov</li>
<li><a href="https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf">Principles
of Instruction – Barak Rosenshine</a></li>
<li>Why Don’t Students Like School – Daniel Willingham </li>
<li>Make it Stick – Peter C Brown, Henry
L. Roediger and Mark A. McDaniel</li>
<li>An Ethic of Excellence – Ron Berger</li>
<li>The Hidden Lives of Learners - Graham Nuthall</li>
<li>Embedded Formative Assessment – Dylan Wiliam</li>
<li>Creating Outstanding Classrooms – Oli Knight and David
Benson</li>
<li>The Motivation Breakthrough – Richard Lavoie</li>
<li>How We Learn – Benedict Carey</li>
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Further reading<o:p></o:p></h1>
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<ul style="text-align: left;">
<li>The End of Average – Todd Rose</li>
<li>Why We Sleep – Matthew Walker</li>
<li>Start With Why – Simon Sinek</li>
<li>Cleverlands – Lucy Crehan</li>
<li>Inventing Ourselves – Sarah-Jayne Blakemore</li>
<li>Legacy – James Kerr</li>
<li>The Chimp Paradox – Dr Steve Peters</li>
<li>The Art of Learning – Josh Waitzkin</li>
<li>Get Better Faster – Paul Bambrick Santoyo</li>
<li>Theory of Instruction: Principles and Applications -
Siegfried Engelmann and Douglas Carnine</li>
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William Lauhttp://www.blogger.com/profile/12361478852294307355noreply@blogger.com0tag:blogger.com,1999:blog-8360684861251257805.post-39612156145024846862020-03-01T14:28:00.001-08:002020-03-01T14:31:36.361-08:00Computing At School (CAS) London Conference 2020<div dir="ltr" style="text-align: left;" trbidi="on">
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24 hours have passed since my third CAS London conference,
so here is a write-up. This is my second time presenting at the CAS London
conference. You can find my slides from last year’s session on <a href="https://docs.google.com/presentation/d/1ooWGUb1w6IuwEOeDhL35f6Y_2-0iY8yiEF5DBk1XXWc/edit?usp=sharing">secondary
pedagogy here</a>.<o:p></o:p></div>
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The organisation leading in to the <a href="https://teachinglondoncomputing.org/cas-london-2020-conference/">2020
event</a> was incredible, Jane Waite and Jo Brodie clearly sacrificed a lot to
put together such a smooth and successful event. The more seamless the event,
the more well-organised it is. You never seem to notice when things don’t do
wrong! <o:p></o:p><br />
<br /></div>
<div class="MsoNormal">
I was escorted to my room on arrival which was already set
up. I quickly loaded my slides, checked everything was working and went back
downstairs to catch up with friends and fellow teachers from the CAS network. I
spoke to one of my seniors from the Teach First programme, Peter Kemp who is
currently in charge of the ITT course at Kings’ College London. We chatted about
our open source projects <a href="https://en.wikibooks.org/wiki/A-level_Computing/AQA">Pete’s A-Level
WikiBooks</a> and my <a href="http://bit.do/LBOA">Little Book of Algorithms</a>
and Computer Science Colouring Book (sneak preview below). <o:p></o:p></div>
<div class="MsoNormal">
<br />
<iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/5fkOEMSj7BI" width="560"></iframe>
</div>
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<br /></div>
<div class="MsoNormal">
I also got chatting to Rochelle Laurencin from <a href="https://www.screenskills.com/">ScreenSkills</a>. ScreenSkills support
Peter Kemp’s <a href="https://3dami.org/">3DAmi</a> animation school and it was
fascinating to hear of all the work they do, from their bursaries for courses
to their apprenticeships. I have a student who does not want to go to
university and wants to go into the film industry, so we exchanged details and
I picked up some flyers and posters to share when I returned to school.<o:p></o:p><br />
<br /></div>
<div class="MsoNormal">
The Keynote was by John Nixon. He’s an HMI (one of Her
Majesty's Inspectors) and Ofsted's National Lead for Computing and Online
Safety. I wasn’t expecting to take so many notes. However, with the new
inspection framework, I found myself scribbling away furiously and I realised
that the four pages I filled, was the most amount of notes compared to any of
the other sessions on the day. His keynote deserves its own separate blog post.<o:p></o:p><br />
<br />
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I figured that a lecture theatre operates very much like a
stack data structure, last in first out (LIFO), so I made sure I was at the end
of the second row and made a speedy exit to get to my session. My session was
about one dimension from <a href="http://legitimationcodetheory.com/home/theory/semantics/" target="_blank">Legitimation Code Theory – Semantics</a>. I hoped to
introduce attendees to Semantic Waves and how they could apply some of the
associated principles immediately on their return to school on Monday. I
started out by looking at the big picture of classroom best practice and then
considered the role of Semantic Waves in our practice.<o:p></o:p></div>
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<div class="MsoQuote">
<blockquote class="tr_bq">
Perhaps Semantic Waves are a missing piece of the infinite
and addictive puzzle that we also call “teaching”. </blockquote>
<o:p></o:p></div>
<div class="MsoNormal">
A bold claim.<br />
<br />
We looked at the theory and went through some
practical tasks, along with a sample lesson. All of these resources are
available <a href="https://drive.google.com/drive/folders/1lJ2xJUmng_LB7MNuRnDcSSeA7Q63PzAo?usp=sharing">here</a>.<o:p></o:p><br />
<br /></div>
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In choosing sessions for a conference, I have a few
parameters that go into my so called selection algorithm:<o:p></o:p><br />
<br />
<div class="MsoNormal">
</div>
<ol style="text-align: left;">
<li>Have I attended the session before? </li>
<li>How good is the speaker? – What is their background? Do they
have a proven track record? How good were their previous sessions?</li>
<li>Can I make use of their workshop in the next week, day,
month or year?</li>
</ol>
<o:p></o:p><br />
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<o:p></o:p></div>
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Based on criteria 1, I therefore automatically de-selected
Sue Sentance’s and Peter Kemp’s sessions on PRIMM, Programming with Python and
Flask and 3DAmi. All excellent sessions which I chose based on criteria 2 and 3
at previous conferences. The three remaining sessions, I must admit I went by the
presenter’s reputation first. I chose:<o:p></o:p><br />
<br /></div>
<div class="MsoNormal">
<br />
<ul style="text-align: left;">
<li>Hardip Mothada’s session on Stacks using Forth</li>
<li><a href="https://twitter.com/cs4fn">Paul Curzon’s</a>
session on Semantic Waves</li>
<li><a href="https://twitter.com/Vanderpere">Katie Vandepere-Brown’s</a>
session on the Fetch Execute Cycle</li>
</ul>
<o:p></o:p></div>
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
<o:p></o:p><br />
<br /></div>
<div class="MsoNormal">
I was not disappointed. I left trying to pick a favourite
session and at first I thought it was Hardip’s, but then I couldn’t put it
above either Paul’s or Katie’s. So why were these sessions chosen and why do
they all receive a resounding 5-star review from me? <o:p></o:p><br />
<br /></div>
<div class="MsoNormal">
Hardip is a rare gem in that he currently teaches both OCR
and AQA A-Level Computer Science. He taught himself how to write <a href="http://www.gb64.com/game.php?id=1090">computer games on the Commodore 64</a>
in the 80’s and his understanding and ability to break down and deliver complex
concepts will leave you in awe. His session used a programming language called
Forth. Hardip told us that Forth is a programming language, an IDE and a
philosophy too (woah, mind blow already). He reeled us in further by telling us
Forth was used to write programs for robotic arms on the International Space
Station and some of these programs are less than 4kb! The language is clearly robust
and it is entirely stack based which make it wonderful for teaching and
learning stacks. Despite not using Forth for 30 years, Hardip demonstrated
fluency whilst also pacing us gently through the exercises, which were all of
course mapped to AQA and OCR spec points. I chose this session based on
Hardip’s reputation and I was not disappointed. I left feeling as though I’d
just been given the cheat code to teaching stacks. How had I not realised the
sequencing and thought about using a stack-based language sooner? His iterative
approach, re-visiting how stacks are used was a key theme throughout the
conference. Thanks Hardip. You’re incredible. If you’re reading this wondering how
you can find out more about Hardip or whether he might be able to help your
school, he does outreach work as he is currently part time. So if you require
some training or 6-12 week development/teaching particularly at A-Level
standard, you can email Hardip at HardipmATgmailDOTcom.<o:p></o:p><br />
<br />
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Lunch was great as usual. I recalled that at my last
visit to Gladesmore Community School (GCS) I was impressed by the facilities
and I must say, my return left me thinking it really is a brilliant venue with great staff and students. Between Igli and his team at
GCS and Jane and Jo’s CAS London team, it sets a high standard for other
conferences. The conference’s 200 tickers were sold out and 80+ were on the waiting list. The success of this conference made me think back
to the CSTA conference – an international conference that I attended in
Baltimore in 2017. I wouldn’t be exaggerating if I said that I think we could
host something of similar scale in the UK – 1 week of Computing CPD in the
summer or Easter holidays. I’ve got so much faith in Jo, Jane and her team. I
don’t know if the CAS National Conference will make a return or not, but I can envision
an international conference within the next 5 years in the UK. We definitely
have the quality in terms of workshop /session facilitators. It was clear that
many of the sessions on Saturday could have lasted 90 mins or even 2 hours. A
format that the CSTA conference sometimes uses, allowing for 3 sessions in a
day over the week. It's something worth thinking about…<o:p></o:p><br />
<br /></div>
<div class="MsoNormal">
Back to the sessions. Session 3 was a somewhat unusual
choice for me. My session was entitled, "Going from abstract to concrete and back again with Semantic Waves" so why did I also attend
<a href="https://twitter.com/cs4fn" target="_blank">Paul Curzon</a>’s session entitled "Semantic Waves"? In the run-up, Jane expressed slight frustration that I had chosen to
deliver a session with the same focus as Paul’s. However, having attended both,
I can assure her now that attendees would have got something different from
both sessions and it was totally worth it. I chose Paul’s session for several
reasons. I’ve been attending Paul’s training sessions since I first started
teaching in 2006; he’s been running sessions at Queen Mary University London
(QMUL) often with William Marsh and Jo Brodie – quite possibly they were doing this before the
existence of CAS. I always leave those sessions thinking Paul is a crazy genius
(in the nicest possible way) and that I could never deliver or teach like he
does. This is exactly the reason why I keep coming back. Paul recently won <a href="https://www.computer.org/press-room/2020-news/paul-curzon-to-receive-ieee-computer-society-2020-taylor-l-booth-education-award">the
IEEE Computer Society 2020 Taylor L. Booth Education Award</a>. The previous link
goes into a some detail about Paul’s contributions to computing education.
However, his attitude and work rate were exemplified by the fact that he delivered
four sessions on Saturday (including a lunchtime one!). I just about had enough head space to run one session and deliver a TeachMeet presentation. Paul clearly
operates on another level. He is a seasoned professional on the conference and
CPD circuit. <o:p></o:p><br />
<br /></div>
<div class="MsoNormal">
The most important takeaways from Paul’s LCT Semantic Waves
session was firstly that Semantic Waves can be used to evaluate lessons and
lesson planning. His clear division of disciplines into technical language and
abstract concepts was also powerful. Lastly, I left with the important
differentiation between a teacher planning Semantic Waves in their lesson
activities and students actually doing the repacking themselves and riding the
wave themselves. <o:p></o:p></div>
<div class="MsoQuote">
<br />
<blockquote class="tr_bq">
Yes, you may be teaching…but what are the students doing and
what are they thinking about? </blockquote>
<o:p></o:p></div>
<div class="MsoNormal">
<br />
This emphasis on the <i>students </i>doing the repacking, not just
the teacher was such a simple point, but it is an important lever in working
with Semantic Waves. We had different foci and emphasis in our sessions and I
left feeling even more informed. Of course, I also got to witness some signature
unplugged teaching activities from Paul too.<o:p></o:p><br />
<br /></div>
<div class="MsoNormal">
The fourth session was with <a href="https://twitter.com/Vanderpere" target="_blank">Katie Vanderpere-Brown</a>. Katie is
a regular contributor on the weekly #CASChat on Twitter (Every Tues at 8pm). I
signed up to Katie’s session based on our similar views on computing education,
our interest in cognitive science and our skepticism towards some online
learning platforms. We met briefly over lunch and when someone tells you that
they’ve come up with a way to print onto post-it notes, you realise that you’re
talking to someone who is serious about their teaching craft or someone who is
addicted to stationary or both. Katie is both. <o:p></o:p><br />
<br /></div>
<div class="MsoNormal">
There’s a few people who have debated with me about the
importance of passion and enthusiasm in teacher delivery style. A prolific
tweeter once proclaimed that it just wasn’t their style and enthusiasm and
passion were not important-you just need knowledge and good behaviour
management. I have to disagree! I think I can spot a good teacher within 30
seconds of watching them teach. This sounds arrogant, but I’m quite confident
in my “thin slicing” after developing and observing (probably over fifty) teachers over
the years. One of the things I subconsciously notice very quickly is whether or
not the teacher wants to be there-how passionate are they about the subject and
the lesson they are teaching? Would I want to be taught by this teacher? Within
ten seconds, Katie passed this test. Her relaxed and humble demeanor, enthusiasm and
informed delivery puts you at ease. After a minute, it felt like I was sitting
at home catching up with an old friend. Except, this was someone I’d never met
before. Katie went through three different ways of teaching the fetch-execute cycle
and I have no doubt that if you ask any of her students, they could tell you
the name and function of the registers and memory during the CPU’s fetch
execute cycle. The first activity was a card sort with printed post it notes, the
second an unplugged physical activity and then she consolidated by
demonstrating how we could use different LMC simulators. We were her guinea
pigs for some NCCE/Isaac Computer Science material and I think we all left
pretty impressed, particularly given that she was weaving metacognitive theory
in between her tasks. <o:p></o:p><br />
<br /></div>
<div class="MsoNormal">
The first task with post it notes, simple as it was, generated a lot of debate
about sequencing. It made us all think about what the pre-requisite knowledge was for teaching the fetch execute cycle. The three simulators that we saw: <a href="https://www.101computing.net/lmc-simulator/">101 Computing</a> , <a href="http://www.peterhigginson.co.uk/RISC/">Peter Higginson’s new RISC LMC</a>
and Higginson’s <a href="http://www.peterhigginson.co.uk/AQA/info.html">AQA LMC
</a> were all new to me. I'd grown so used to the original LMC, I had not really invested the time into exploring the new versions and I have to admit, the 101Computing one is my favourite.<br />
<br />
<img alt="LMC900" height="170" src="https://www.101computing.net/wp/wp-content/uploads/LMC900.png" width="400" /><br />
<br />
<br />
Whilst the
physical unplugged task which demonstrated the use of cache memory would be
difficult for me to implement in my computer suite, I could see how it would
work if we had a different room layout. It is a lovely idea and clearly shows
how some instructions in cache clearly have a faster access time. The
misconception we need to be careful of here is the student's discussion of distance. Frequently students say that the cache is nearer than the RAM and this is why it is faster. Distance is somewhat insignificant in the fetch execute cycle as electrical signals move
so quickly over such short distances. This is something that a lot of
students misunderstand. The real focus of the activity should be on the access speed of different memory types and the overall execution time. <o:p></o:p><br />
<br /></div>
<div class="MsoNormal">
After the last session, I managed to catch up with a few old colleagues and friends
before delivering my TeachMeet presentation. My TeachMeet presentation was on
the importance of language, etymology and storytelling in computing education. My example was on the origins of cache memory and how the term "cache" originates from 18th century French Canadian fur trappers! This presentation was inspired by one of my former head teachers, the great Oli Knight. I hope those that attended will share this story far and wide.<o:p></o:p><br />
<br />
<img alt="Image result for fur trappers cache" height="232" src="https://live.staticflickr.com/491/32968157821_40233ccc42_b.jpg" width="400" /><br />
<br /></div>
<div class="MsoNormal">
<o:p></o:p></div>
What a day! My thanks go out to Jane, Jo and all the
volunteers for ensuring the conference was a success. Thanks to all those who
ran workshop sessions and it was good to catch up with some old friends. I hope
we can grow this conference into something much bigger with a wider
international reach. However, for now I still love the intimacy of our London CAS community conference. Until next time… </div>
William Lauhttp://www.blogger.com/profile/12361478852294307355noreply@blogger.com1tag:blogger.com,1999:blog-8360684861251257805.post-75688283053580359732020-02-15T03:34:00.000-08:002020-02-15T03:35:29.159-08:00A Just Cause<div dir="ltr" style="text-align: left;" trbidi="on">
<br />
<div class="MsoNormal">
I’ve been reading Simon Sinek’s “<a href="https://www.amazon.co.uk/Infinite-Game-Businesses-Achieve-Long-Lasting/dp/0241295599" target="_blank">The Infinite Game</a>” during
my morning reading session with my sixth formers. </div>
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<a href="https://www.amazon.co.uk/Infinite-Game-Businesses-Achieve-Long-Lasting/dp/0241295599" target="_blank"><img border="0" data-original-height="499" data-original-width="325" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_HU25qdzlx-1pCu0s2eYkcKmD_Mr50ILAjjQR6KQ09RnC9hFQK-td2X1gGGHXj4TagIP1Vyu3UDW-vNDZoQC5GEq1oFRmBaxsrl0p-gSAOtzpibLoGlYhO1F34zp36a5MxU1p7HozNlxM/s320/Infinite_.jpg" width="208" /></a></div>
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Occasionally, I’ll read
excerpts to them as it’s such an insightful book on long-lasting success. One particularly powerful chapter
is chapter 2, “Just cause”. Sinek argues that every company and every leader
that wishes to have sustained success needs a just cause - a vision for the future. Sinek states that a
just cause must fulfil five criteria:</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
</div>
<ol style="text-align: left;">
<li><span style="text-indent: -18pt;">For Something – affirmative and optimistic</span></li>
<li><span style="text-indent: -18pt;"><span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><span style="text-indent: -18pt;">Inclusive – open to all those who would like to
contribute</span></li>
<li><span style="text-indent: -18pt;">Service oriented </span><span style="text-indent: -18pt;"> </span><span style="text-indent: -18pt;">– for the primary benefit of others</span></li>
<li><span style="text-indent: -18pt;">Resilient – able to endure political,
technological and cultural change</span></li>
<li><span style="text-indent: -18pt;">Idealistic – big, bold and ultimately achievable</span></li>
</ol>
<br />
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In some countries, teachers have to write an educational
philosophy. I was asked to write one for a job application once and I have
attached it to the end of this post. However, the more I read Sinek's book, the more
motivated I felt to write my own just cause. Why do I do what I do, what is
it that I believe in and what is my ideal future. My just cause is as follows:<o:p></o:p></div>
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<blockquote class="tr_bq">
I believe in developing a world where more people know how
to use computers to make their lives easier, better and more productive. I aim
to teach computing to as many people as possible and I will do this by sharing
my resources, knowledge and skillset - primarily through my books, blog, digital
and physical resources and videos. Whilst I teach in a secondary school; I want
to also help teachers, adults and younger children discover the beauty, fun and
utility of computing.<br />
For too many people, computing and computer science in
particular seem daunting. Many people timidly or proudly admit to “not being
good with computers”. I was once one of these people and I can confidently say
that this can change. Everyone can learn about computing, everyone should be
exposed to computing and given the opportunity to learn how to use computers to
improve our lives.<br />
The process of learning should be straightforward,
accessible and involve achievable stepping stones. We should be able to learn
about computing regardless of age, gender, race or income. We should be able to
learn about computing without the fear of being labelled as a geek. Geeks are
great, we should love them. It should be everyone’s aim to be a bit more of a
computer geek and I’m here to help you achieve this. </blockquote>
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<o:p> ----------------------------------------------------------------------------------------</o:p></div>
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<h2>
Educational Philosophy – William Lau<o:p></o:p></h2>
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<i style="mso-bidi-font-style: normal;">From Nanotechnology to Synthetic Biology, from Wearable Computers to
Self-Driving Cars; Computing will continue to shape the future that we live in.<o:p></o:p></i><br />
<i style="mso-bidi-font-style: normal;"><br /></i></div>
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Computing teaches us how to solve problems by breaking them
down into manageable components. In developing our own original solutions,
Computing requires us to be both logical and creative. Computing enables us to
develop a skillset and mindset which will be useful in literally every
other discipline. <i style="mso-bidi-font-style: normal;"><o:p></o:p></i><br />
<br /></div>
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As a teacher, leader and student of Computing, I believe
that being a digital native and a mere user of technology is not enough.
Technology is changing at such a rapid pace that in order to thrive and succeed
in the Information age, we need to understand how computers work. One of my
primary aims is to transform users of technology into creators of technology by
giving all students the opportunity to think, create, persevere and grow.<o:p></o:p></div>
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To achieve this aim, we must strive to:</div>
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<ul style="text-align: left;">
<li><span style="text-indent: -18pt;">Create an environment in which all pupils enjoy
Computing and feel they can do well in Computing.</span></li>
<li><span style="text-indent: -18pt;">Create well rounded users and creators of
Computer technology with a focus on independent problem solving skills.</span></li>
<li><span style="text-indent: -18pt;">Engage pupils and expose them to a wide range of
Computing tools and skills which will empower them in whatever career path they
choose.</span></li>
</ul>
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<o:p></o:p></div>
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Too often, students come into our classrooms with a fixed
mindset; the belief that ability is innate and static <w:sdt citation="t" id="-740333157"><!--[if supportFields]><span style='mso-element:field-begin'></span><span
style='mso-spacerun:yes'> </span>CITATION Dwe06 \l 2057 <span
style='mso-element:field-separator'></span><![endif]--><span style="mso-no-proof: yes;">(Dweck, 2006)</span><!--[if supportFields]><span style='mso-element:field-end'></span><![endif]--></w:sdt>.
As a result some students have got into the habit of giving up easily or not
attempting difficult tasks due to a fear of failure. Inspired by the work of
Carol Dweck, I believe that the growth mindset is fundamental to teaching and
learning Computing. We need to help our students realise that they can achieve great
things if they persevere and are resilient when faced with challenges and
setbacks. There is a risk of students believing that as digital natives, they
have little to learn and that everything they want to do with a computer has
already been created or will be invented by someone else. There is also a fear that
Computer Science is difficult and too technical. However, by eliminating these
misconceptions, our students will be able to push themselves and learn to enjoy
the learning process despite the many challenges that they will encounter. <o:p></o:p></div>
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Computing lessons should not just be about ‘doing’; the
focus should always be on what the pupils are thinking about. Lessons should
aim to teach pupils the real-world relevance of Computing; this relevance comes
ultimately from a Fertile Question which feeds into every lesson question.<o:p></o:p></div>
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My teaching methodology revolves around meticulous planning,
modelling, formative and summative assessment, feedback and putting the
individual learner at the focus of all interactions. In order for a student to
understand the standard of what is required, it is important that the teacher
models how an expert in the subject should think and perform. This expert may
be the teacher themselves, or they may use their students as experts. Having
modelled the thought processes and explained the tasks, students should be
given an opportunity to demonstrate their skills either through joint
construction or independent tasks. It is at this point that formative
assessment and monitoring is most crucial. Unless the teachers can visualise
student’s thinking, identify misconceptions and mistakes and correct these, a
student is not going to make good progress over time. Through regular intervention
and feedback, these interactions with the group and the individual allow the
teacher to address common errors and help students improve their learning. <o:p></o:p></div>
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William Lauhttp://www.blogger.com/profile/12361478852294307355noreply@blogger.com0tag:blogger.com,1999:blog-8360684861251257805.post-44455835823315488322019-09-14T08:19:00.000-07:002019-09-14T10:22:35.053-07:00Quick Fire Five<div dir="ltr" style="text-align: left;" trbidi="on">
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The Quick Fire Five is derived
from Doug Lemov’s Do Now in <span class="MsoHyperlink"><i style="mso-bidi-font-style: normal;"><a href="https://www.amazon.co.uk/Teach-Like-Champion-2-0-Techniques/dp/1118901851/">Teach
Like a Champion 2.0<span style="font-style: normal;">.</span></a></i></span> In
brief, a Do Now should:<o:p></o:p></div>
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<ul>
<li>Involve students putting pen to paper</li>
<li>Review previous learning (See also <a href="https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf">Rosenshine</a>)</li>
<li>Be completed in silence without any direction from the
teacher</li>
<li>Be consistent in delivery format e.g. on paper or on the board
as students come in</li>
<li>Take 3-5 minutes to complete</li>
</ul>
<o:p></o:p><br />
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<o:p></o:p></div>
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For more detail see <span class="MsoHyperlink"><a href="https://teachlikeachampion.com/blog/now-primer/">here</a></span><o:p></o:p></div>
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Based on cognitive science,
Corinne Flett <span class="MsoHyperlink"><a href="https://twitter.com/FlettMiss">@FlettMiss</a></span>
designed the Quick Fire Five (QFF) in 2017 whilst working as an Assistant Head
in charge of Curriculum and Assessment. QFF involves 5 questions which allow
for interleaving and spaced retrieval practice. The 5 questions should be one
question from:<o:p></o:p></div>
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<ul>
<li>Last Lesson</li>
<li>Last Week</li>
<li>Last Month</li>
<li>Last Term</li>
<li>Any time</li>
</ul>
<o:p></o:p><br />
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<o:p></o:p></div>
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Many have asked for my bank of
QFF Do Now’s. I have <a href="https://computercombatcards.com/wp-content/uploads/2019/09/QFF-Do-Nows.zip" target="_blank">included some examples here</a> and <a href="https://computercombatcards.com/freebies" target="_blank">here</a>. However, I would say that
QFFs are best designed by the teacher, as they should be based on your own
students’ misconceptions and will vary based on your sequencing. Some think it
will take too long to make. After a year of making them, I can now modify
existing QFFs in 5-10 minutes. Writing new ones take 10-20 mins at most.<o:p></o:p></div>
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<br /></div>
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For more on cognitive science and
research-based practice visit:<o:p></o:p></div>
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<span class="MsoHyperlink"><a href="https://www.learningscientists.org/">The Learning Scientists</a></span> <o:p></o:p></div>
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<span class="MsoHyperlink"><a href="https://www.impact.wales/">Impact Wales</a></span><o:p></o:p></div>
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<span class="MsoHyperlink"><a href="https://sites.google.com/view/efratfurst/teaching-with-learning-in-mind?authuser=0">Erfat
Furst’s Blog</a></span><o:p></o:p></div>
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<br /></div>
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Further reading:<o:p></o:p></div>
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<span class="MsoHyperlink"><a href="https://www.amazon.co.uk/How-We-Learn-unlock-potential/dp/1447286340/">How
We Learn</a></span> (Carey)<o:p></o:p></div>
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<span class="MsoHyperlink"><a href="https://www.amazon.co.uk/Creating-Outstanding-Classrooms-Oliver-Knight/dp/0415831172/">Creating
Outstanding Classrooms</a></span> (Knight and Beson)<o:p></o:p></div>
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<span class="MsoHyperlink"><a href="https://www.amazon.co.uk/Teaching-Computing-Secondary-Schools-William/dp/1138238066/">Teaching
Computing in Secondary Schools</a></span> (Lau)<o:p></o:p></div>
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<br /></div>
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Disclaimer: Whilst I embrace
research, I also value experience. Context will shape your practice as will
your own gut instinct as to what feels right. I’m a firm believer that there is
no “single best way to teach” – if there was, there would be no innovation and
no need for new theories. I think if you’re reading this, you’re open to
improvement and hopefully open to the view that many of the techniques in the
above texts will work but some may not. <o:p></o:p></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal;">
William Lau </div>
<div class="MsoNormal" style="line-height: normal;">
September 2019<o:p></o:p></div>
<br /></div>
William Lauhttp://www.blogger.com/profile/12361478852294307355noreply@blogger.com1tag:blogger.com,1999:blog-8360684861251257805.post-45317565480673104992019-04-25T14:30:00.001-07:002020-06-24T05:00:35.487-07:00The Little Book of Algorithms<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkorNXw6NX0h5JN7ZThgA5NKao6d0AR9fxDsSw4pmT4DMEOzkTOeaBD7YKdz2-94513L4-2GJLGbdW-F1sofrCbZQImnqdNEeIPG2spbV6MYLLBT-dz9DE1LelpgBkY_MiSFYK_-A_QSCc/s1600/LBOA+kindle.tif" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1240" data-original-width="874" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkorNXw6NX0h5JN7ZThgA5NKao6d0AR9fxDsSw4pmT4DMEOzkTOeaBD7YKdz2-94513L4-2GJLGbdW-F1sofrCbZQImnqdNEeIPG2spbV6MYLLBT-dz9DE1LelpgBkY_MiSFYK_-A_QSCc/s320/LBOA+kindle.tif" width="225" /></a></div>
<span style="color: #333333; font-family: "arial" , sans-serif; font-size: 14px;"><br /></span>
<span style="color: #333333; font-family: "arial" , sans-serif; font-size: 14px;"><br />Version 2.0 has now been released and you can read about this <a href="http://www.mrlaulearning.com/2020/06/LBOA2.html" target="_blank">here</a>. </span><br />
<span style="color: #333333; font-family: "arial" , sans-serif; font-size: 14px;"><br /></span>
<span style="color: #333333; font-family: "arial" , sans-serif; font-size: 14px;">The text below refers to the original version.</span>
<span style="color: #333333; font-family: "arial" , sans-serif; font-size: 14px;"><br /></span><br />
<span style="color: #999999; font-family: "arial" , sans-serif; font-size: 14px;">The Little book of Algorithms is designed to help students build fluency in their Python programming. The book would suit students who have already been introduced to the three basic programming constructs of structured programming, namely sequence, selection and iteration.</span><br />
<span style="color: #999999;"><span style="font-family: "arial" , sans-serif; font-size: 14px;"><br /></span>
<span style="color: #333333; font-family: "arial" , sans-serif;"><span style="font-size: 14px;">Following the publishing philosophy of Al Sweigart, "I write books to teach beginners to code. I put them online for free, because programming is too valuable and needs to be accessible to all. (Though I sell print versions to pay rent.) </span></span><span style="font-family: "arial" , sans-serif; font-size: 14px;">Get started. It's a great journey."</span></span><br />
<span style="color: #999999;"><span style="font-family: "arial" , sans-serif; font-size: 14px;"><br /></span>
<span style="font-family: "arial" , sans-serif; font-size: 14px;">You can buy printed copies directly <a href="https://www.computercombatcards.com/shop" target="_blank">here</a> or via Amazon <a href="https://www.amazon.co.uk/dp/1916116302" target="_blank">here</a>.</span><span style="color: #333333; font-family: "arial" , sans-serif;"><span style="font-size: 14px;"></span></span></span><br />
<span style="color: #999999;"><span style="font-family: "arial" , sans-serif; font-size: 14px;"><br /></span>
<span style="font-family: "arial" , sans-serif; font-size: 14px;">Download the PDF <a href="https://drive.google.com/drive/folders/1FCAfXUKKfVu-i_HzKC9pOaRMM_DjjnvJ?usp=sharing" target="_blank">here</a> which you can print yourself</span></span><br />
<span style="color: #999999;"><span style="font-family: "arial" , sans-serif; font-size: 14px;"><br /></span>
<span style="font-family: "arial" , sans-serif; font-size: 14px;">An embedded book is also below:</span></span><br />
<span style="color: #999999;"><iframe allowfullscreen="" src="https://e.issuu.com/anonymous-embed.html?u=williamlau2&d=lboa_web_drive" style="border: none; height: 500px; width: 100%;"></iframe>
<span style="color: #333333; font-family: "arial" , sans-serif;"><span style="font-size: 14px;">Full description:</span></span></span><br />
<span style="color: #333333; font-family: "arial" , sans-serif;"><span style="color: #999999; font-size: 14px;"><br />This book is designed to help those learning and teaching Computer Science. The aim of the book is to help students build fluency in their Python programming. The book would suit students who have already been introduced to the three basic programming constructs of structured programming, namely sequence, selection and iteration. The learning curve for programming can be quite steep and this book aims to ease this transition by encouraging practise and gradually introducing more complex concepts such as lists and 2D lists, file writing and using procedures and functions. Originally, the book was written for my 14-16 year old students studying for their GCSE Computer Science programming exam. However, I hope a wide range of students and teachers will find this book useful.</span></span></div>
William Lauhttp://www.blogger.com/profile/12361478852294307355noreply@blogger.com7tag:blogger.com,1999:blog-8360684861251257805.post-11215962938108394092017-10-08T03:17:00.001-07:002017-10-08T03:34:51.572-07:00Research-based instructional principles and mastery learning<div class="MsoNormal">
In a review of research from cognitive scientists, master
teachers and cognitive supports spanning four decades, Barak Rosenshine
presents ten research-based instructional principles that all teachers should
use <w:sdt citation="t" id="-57025548">(Rosenshine, 2012)</w:sdt>. These are as follows:</div>
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<ol>
<li>Lesson starts: Begin a lesson with a short
review of previous learning.</li>
<li>Present new material in small steps with student
practice after each step.</li>
<li>Ask a large number of questions and check the
responses of all students.</li>
<li>Provide models.</li>
<li>Guide student practice.</li>
<li>Check for student understanding.</li>
<li>Obtain a high success rate.</li>
<li>Provide scaffolds for difficult tasks.</li>
<li>Require and monitor independent practice.</li>
<li>Engage students in weekly and monthly review.</li>
</ol>
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These steps are summarised in the figure below. The rest of
this blog uses Barak Rosenshine’s Principles of Instruction to outline how a
typical lesson would be delivered according to the students’ current stage of
mastery.<o:p></o:p><br />
<br /></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4ijWefOPx-bWkbVCqrAxSMlf-mZg5t_NJkbZtSHTX1r-VdN2As2XrvbFetR9xRAcc2e8MDq1aOUOTKHk65RBDPxzBo_T-6Y2J-LO2CG9_4ZrWlhLZbCqJFCqkilZ4vbFCEWzW6-o4zDxj/s1600/Figure4.1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1040" height="443" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4ijWefOPx-bWkbVCqrAxSMlf-mZg5t_NJkbZtSHTX1r-VdN2As2XrvbFetR9xRAcc2e8MDq1aOUOTKHk65RBDPxzBo_T-6Y2J-LO2CG9_4ZrWlhLZbCqJFCqkilZ4vbFCEWzW6-o4zDxj/s640/Figure4.1.png" width="640" /></a></div>
<span style="font-family: "calibri" , "sans-serif"; font-size: 11.0pt; line-height: 115%;"><i>Lesson
flow based on Barak Rosenshine's Principles of Instruction </i><w:sdt citation="t" id="805516725"><!--[if supportFields]><span style='mso-element:field-begin'></span><span
style='mso-spacerun:yes'> </span>CITATION Ros12 \l 2057 <span
style='mso-element:field-separator'></span><![endif]--><i>(Rosenshine, 2012)</i><!--[if supportFields]><span style='mso-element:
field-end'></span><![endif]--></w:sdt></span></div>
<h3>
</h3>
<h3>
Emerging stage of mastery<o:p></o:p></h3>
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In the first lesson of (say) a 6-lesson unit of work, the
majority of students will be in the “Emerging” stage of mastery, understanding
between 0 and 25% of the concepts required to reach mastery. The lesson should
start with a Do Now, a review of prior knowledge which allows students to connect
to this lesson’s content. Following the
Do Now, the teacher should then model the thought processes for the new concept
or skill. Collins et al state the importance of making the teacher’s thinking
visible by thinking out loud in the process known as Cognitive Apprenticeship <w:sdt citation="t" id="-787271710"><!--[if supportFields]><span style='mso-element:
field-begin'></span><span style='mso-spacerun:yes'> </span>CITATION Col91 \l
2057 <span style='mso-element:field-separator'></span><![endif]-->(Collins, et al., 1991)<!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--></w:sdt>.<o:p></o:p></div>
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In applying Cognitive Apprenticeship to Computing, many of
the tasks we perform involve implicit steps or thinking. An example of this is
closing a tag in HTML as soon as we open it. We would model this by stating that
“HTML Tags generally occur in pairs and therefore it is good practice to create
a closing tag immediately after creating an opening tag.” Later in the lesson,
the teacher would check that students have internalised this habit by modelling
the creation of (say) a paragraph, opening
a <p> tag and then asking students “As I’ve opened the <p> tag
here, what should I do immediately, before I even write my paragraph?” The
teacher should expect any student to be able to tell them that a closing
</p> tag should be created. Unless we make these implicit habits
explicit, our students will be lost as they will not be able to make the
invisible conceptual leap that exists in the minds of their expert teacher.<o:p></o:p></div>
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The teacher will follow up teacher modelling with a worked
example, presenting a finished product so that students know “what a good one
looks like”. This is the model which they will judge their work against. They
will know if they are on the right track by referring mentally or literally to
the teacher’s model. Based on Rosenshine’s research, for new material the
construction process should be broken down into small steps with student
practice after each step. If for example, students are studying spreadsheets,
students should not be presented with four different functions to use in
formulae along with formatting and the creation of graphs in one lesson.
Rather, the first lesson might focus on arithmetic operators and a spreadsheet
might be designed which allows for practice of individual arithmetic operators
before moving onto formulae which combine several operators and brackets.<o:p></o:p></div>
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For each of the lessons, Rosenshine advises that students
should be attaining a high success rate in their guided and independent
practice. Students should be attaining success rates of 80% on their practice
tasks. One way to gauge what the class’s current success rate and level of
understanding is to stop the students after a set amount of time, model the
correct processes and solutions on the board and asking students to mark their
own work. At the end of this modelling and self-assessment, pupils may be asked
to raise their hand if they achieved 50%, 60%, 70% 80% or more. If it is clear
that students have achieved a high success rate the teacher can launch the next
task or increase the complexity of the current task. Likewise, if it is clear
that very few have achieved a high success rate, then the teacher may want to
clarify some misconceptions.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: left;">
<br /></div>
<h3>
Developing stage of mastery<o:p></o:p></h3>
<div class="MsoNormal">
By the end of the first lesson, students should be
developing a sense of mastery and at this stage teacher modelling should be
punctuated with increased questioning. The process of modelling at this stage
will involve deconstruction of the task, activity or process. Royce Sadler who
has researched this area extensively advises that exemplars should be used
during the modelling process and that these should be authentic pieces of
student work of varying quality <w:sdt citation="t" id="-1180660633"><!--[if supportFields]><span
style='mso-element:field-begin'></span><span
style='mso-spacerun:yes'> </span>CITATION Sad02 \l 2057 <span
style='mso-element:field-separator'></span><![endif]-->(Sadler, 2002)</w:sdt>.
John Sweller is another highly-respected researcher who has spent over thirty
years researching Cognitive Load Theory. During this time he has also written
extensively about worked examples vs. problem solving. In a recent essay,
professor Sweller discusses the benefits of showing highly variable worked
examples <w:sdt citation="t" id="2116400687"><!--[if supportFields]><span
style='mso-element:field-begin'></span><span
style='mso-spacerun:yes'> </span>CITATION Swe16 \l 2057 <span
style='mso-element:field-separator'></span><![endif]-->(Sweller, 2016)<!--[if supportFields]><span style='mso-element:
field-end'></span><![endif]--></w:sdt>, referencing the work of Paas and Van Merriënboer<w:sdt citation="t" id="1424534254"><!--[if supportFields]><span style='mso-element:
field-begin'></span> CITATION Paa94 \l 2057 <span style='mso-element:field-separator'></span><![endif]--> (Paas &
Van Merriënboer, 1994)<!--[if supportFields]><span style='mso-element:
field-end'></span><![endif]--></w:sdt>, he states that learners who encounter highly variable worked
examples learn more than those shown more similar worked examples. The
differences in quality allow students to truly understand what is meant by
quality, it makes abstract specifications and criteria more concrete. There is
no substitute for exemplars; Sadler emphatically states that <i>exemplars covey messages that nothing else
can.</i></div>
<div class="MsoNormal">
<i><br /></i>
<br />
<div class="MsoNormal">
In the second or third lesson of the unit, the teacher
should still be providing scaffolding for difficult tasks. However, the
intention should be that the scaffolding will be removed once the students
achieve a high success rate. At this point, students should have the
opportunity to complete joint construction through supervision or guided practice.
This guided instruction and collaboration is supported by Pearson &
Gallagher’s Gradual Release of Responsibility Model <w:sdt citation="t" id="920533833"><!--[if supportFields]><span style='mso-element:field-begin'></span><span
style='mso-spacerun:yes'> </span>CITATION Pea83 \l 2057 <span
style='mso-element:field-separator'></span><![endif]-->(Pearson & Gallagher, 1983)<!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--></w:sdt> along with Lewis
& Wray’s research into literacy <w:sdt citation="t" id="1673374904"><!--[if supportFields]><span
style='mso-element:field-begin'></span><span
style='mso-spacerun:yes'> </span>CITATION Lew00 \l 2057 <span
style='mso-element:field-separator'></span><![endif]-->(Lewis & Wray, 2000)<!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--></w:sdt> and Gibbons work on
reading, writing and language acquisition <w:sdt citation="t" id="1447125653"><!--[if supportFields]><span
style='mso-element:field-begin'></span><span
style='mso-spacerun:yes'> </span>CITATION Gib02 \l 2057 <span
style='mso-element:field-separator'></span><![endif]-->(Gibbons, 2002)<!--[if supportFields]><span style='mso-element:
field-end'></span><![endif]--></w:sdt>. As students develop their level of
understanding, it is worth closing the lesson with a formative assessment in
the form of an exit ticket or low stakes quiz.<o:p></o:p></div>
</div>
<h3>
<br /></h3>
<h3>
Secure stage of mastery<o:p></o:p></h3>
<div class="MsoNormal">
By the third or fourth lesson in a six-lesson unit, in order
for modelling to be truly effective, we need to encourage students to analyse
the exemplars and form their own opinions of quality; by being able to judge
quality accurately, students will be able to judge and improve the quality of
their own work during independent practice. After initial teacher modelling, To
and Carless recommend critical peer dialogue as an effective way of students
participating in this deconstruction and reconstruction process <w:sdt citation="t" id="-740255742"><!--[if supportFields]><span style='mso-element:
field-begin'></span><span style='mso-spacerun:yes'> </span>CITATION ToJ16 \l
2057 <span style='mso-element:field-separator'></span><![endif]-->(To & Carless, 2016)<!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--></w:sdt>. To and Carless found
in their research that peer dialogue and critique can provide a more supportive
environment for peers to ask questions about an exemplar thus greatly
increasing participation. For reserved students and students who may still fear
failure in front of a whole class, pair or small group discussion allows
students to make their opinions without fear of judgement from their peers. One
area worth guiding students with is identifying weaknesses in exemplars as
students generally gravitate towards identifying strengths and rarely identify
weaknesses.<o:p></o:p><br />
<br /></div>
<div class="MsoNormal">
Teacher guidance is certainly required during the modelling
process particularly during the early stages of a unit of work when it is
highly likely that the teacher is the only expert in the room. When a teacher
is leading a discussion about an exemplar, possible questions might be:
<br />
<br />
<br />
<ul>
<li>Who is the intended audience for this piece of work? How has the student ensured their work is user friendly and suitable for the audience and purpose?</li>
<li>How many marks would you give this student and why?</li>
<li>What keywords and technical vocabulary has this student used? What technical vocabulary should a student be using in this answer?</li>
<li>What might be a more efficient way of doing this?</li>
<li>What data structure could they use for this data set?</li>
<li>State three things would you do to improve this program/poster/report/essay/answer?</li>
<li>State three strengths of this program/poster/report/essay/answer?</li>
<li>What feedback would you give this student to improve their work?</li>
<li>This piece of work scored five out of seven what is missing to ensure the student gets full marks?</li>
<li>Are there any questions you wish to ask about the exemplars?</li>
<li>Why do you think the student has used this formula here? Can you explain their thinking?</li>
<li>What is the graph trying to show? How successfully has the student done this? How could it be improved?</li>
<li>If you were to pick out the strongest sentence or argument from this paragraph, what would it be?</li>
<li>What did you like about this film trailer?</li>
<li>What three techniques has the student used effectively to communicate the genre of their film to the audience?</li>
<li>List the graphic design rules and principles each of these exemplars have used?</li>
<li>What are the similarities between the different exemplars?</li>
<li>How might this exemplar be better or weaker than your own?</li>
<li>Can you summarise the key differences between the three exemplars we have looked at this morning?</li>
</ul>
<br />
<div>
<br /></div>
The use of teacher-led modelling, peer discussion and
individual deconstruction can take place during any unit of work. These varying
methodologies do not necessarily need to take place in a linear sequence as the
benefits of each methodology can be reaped regardless of the stage of mastery.
However, one key finding based on experience and the literature review is that
the choice and range of exemplars do need to be planned in advance.</div>
<div class="MsoNormal">
<o:p></o:p></div>
<div>
<div id="ftn1">
</div>
</div>
<div class="MsoNormal">
<br />
<div class="MsoNormal">
The use of teacher-led modelling, peer discussion and
individual deconstruction can take place during any unit of work. These varying
methodologies do not necessarily need to take place in a linear sequence as the
benefits of each methodology can be reaped regardless of the stage of mastery.
However, one key finding based on experience and the literature review is that
the choice and range of exemplars do need to be planned in advance.</div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9DMWaxVd9lcbj9W-plNPe-0MzGRaEQlD_FfMjNPcx-0B-hhbC7LKx1vphApl65mxGQKJ4UxP6F0Dz6X6UHQvBchFwmRLvA_DshgAmGzMjFE3-ijeRQclbUJXJYbew839wS5lndqVBLEGD/s1600/Figure+4.2.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="434" data-original-width="727" height="380" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9DMWaxVd9lcbj9W-plNPe-0MzGRaEQlD_FfMjNPcx-0B-hhbC7LKx1vphApl65mxGQKJ4UxP6F0Dz6X6UHQvBchFwmRLvA_DshgAmGzMjFE3-ijeRQclbUJXJYbew839wS5lndqVBLEGD/s640/Figure+4.2.JPG" width="640" /></a></div>
<div class="MsoNormal">
<span style="font-family: "calibri" , "sans-serif"; font-size: 11.0pt; line-height: 115%;"><i>Modelling
methodologies. Based on <w:sdt citation="t" id="1820451749"><!--[if supportFields]><span
style='mso-element:field-begin'></span><span
style='mso-spacerun:yes'> </span>CITATION Car16 \l 2057 <span
style='mso-element:field-separator'></span><![endif]-->(Carless & Chan, 2016)<!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--></w:sdt><w:sdtpr></w:sdtpr></i><w:sdt citation="t" id="683948138"><!--[if supportFields]><span style='mso-element:
field-begin'></span> CITATION Sad02 \l 2057 <span style='mso-element:field-separator'></span><![endif]--><i> (Sadler, 2002)</i><!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--></w:sdt></span></div>
<div class="MsoNormal">
<br />
<br /></div>
<div class="MsoNormal">
As students move from novice to expert, the guidance
provided to students should be gradually reduced <w:sdt citation="t" id="-1633092009"><!--[if supportFields]><span style='mso-element:field-begin'></span><span
style='mso-spacerun:yes'> </span>CITATION Ren03 \l 2057 <span
style='mso-element:field-separator'></span><![endif]-->(Renkl & Atkinson, 2003)<!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--></w:sdt>. Whilst problem
solving is a one of the key elements of Computational Thinking and is one of
the skills encouraged by Knight and Benson <w:sdt citation="t" id="-545224319"><!--[if supportFields]><span
style='mso-element:field-begin'></span><span
style='mso-spacerun:yes'> </span>CITATION Kni14 \l 2057 <span
style='mso-element:field-separator'></span><![endif]-->(Knight & Benson, 2014)<!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--></w:sdt> and Nuthall <w:sdt citation="t" id="-287664996"><!--[if supportFields]><span style='mso-element:
field-begin'></span><span style='mso-spacerun:yes'> </span>CITATION Nut07 \l
2057 <span style='mso-element:field-separator'></span><![endif]-->(Nuthall, 2007)<!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--></w:sdt>, Sweller and
researchers who have built on his Cognitive Load Theory have found that problem
solving tasks are not suitable for novices during their initial stages of
cognitive skills acquisition as they will experience cognitive overload <w:sdt citation="t" id="1920513660"><!--[if supportFields]><span style='mso-element:
field-begin'></span><span style='mso-spacerun:yes'> </span>CITATION Swe16 \l
2057 <span style='mso-element:field-separator'></span><![endif]-->(Sweller, 2016)<!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--></w:sdt>. Once a novice has
developed their understanding and skills through varied worked examples, these
learners’ intrinsic cognitive load will decrease, allowing them to be exposed
to problems which they are required to solve. Renkl and Atkinson go on to state
that these initial problem solving tasks will require scaffolding. Through
gradual fading of both worked examples and scaffolding, students should
complete problem solving tasks independently.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Rosenshine notes that whilst independent practice should be
extensive and successful in order for skills and knowledge to become automatic,
this independent practice should still involve monitoring. Brief monitoring of
no-more than 30 seconds is appropriate. However, formative assessment can also
be used to check the understanding of the whole class. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The expert teacher does not simply follow a rigid lesson
structure and plan; the expert teacher will elicit feedback through frequent
questioning and formative assessment techniques throughout the lesson and adapt
their instruction accordingly. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i>“An assessment
functions formatively to the extent that evidence about student achievement is
elicited, interpreted, and used by teachers, learners, or their peers, to make
decisions about the next steps in instruction that are likely to be better, or
better founded, than the decisions they would have taken in the absence of the
evidence that was elicited.”</i>-<w:sdt citation="t" id="-135717404"><!--[if supportFields]><span
style='mso-element:field-begin'></span>CITATION Kin11 \l 2057 <span
style='mso-element:field-separator'></span><![endif]--> (Kingsbury, et al., 2011)<!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--></w:sdt><o:p></o:p></div>
<div class="MsoNormal">
<w:sdt citation="t"><br /></w:sdt></div>
<div class="MsoNormal">
The use of formative assessment strategies by teachers is similar
to the strategies employed by football managers, pilots and heart surgeons.
Whilst all the aforementioned professionals approach their operations with a
plan, this plan is adapted in real-time. In aviation, when a pilot checks their
instruments and discovers that they have deviated from the flight plan’s
destination, the pilot makes a course correction. The pilot checks these
instruments regularly, not just towards the end of the flight. Similarly, in teaching,
expert teachers should be regularly checking that their students are on track
to meet their destination and if not, the teacher should introduce a form of
intervention to change their student’s trajectory and ensure a high success
rate. The formative assessment should not take place only at the end of the
lesson as this does not leave sufficient time to offer immediate corrective
feedback for students to act on. An expert teacher’s classroom is a responsive
classroom and the corrections to the lesson delivery are made throughout the
lesson.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
At this secure level of mastery, teachers can also rely on
peers to provide feedback, correction and instruction. Pair programming is an
example of a cooperative learning and peer instruction which is supported by
research and industry <w:sdt citation="t" id="-501817259"><!--[if supportFields]><span
style='mso-element:field-begin'></span><span
style='mso-spacerun:yes'> </span>CITATION Wil02 \l 2057 <span
style='mso-element:field-separator'></span><![endif]-->(Williams & Kessler, 2002)<!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--></w:sdt> <w:sdt citation="t" id="-870296680"><!--[if supportFields]><span style='mso-element:field-begin'></span><span
style='mso-spacerun:yes'> </span>CITATION Han09 \l 2057 <span
style='mso-element:field-separator'></span><![endif]-->(Hannay, et al., 2009)<!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--></w:sdt> <w:sdt citation="t" id="839980054"><!--[if supportFields]><span style='mso-element:field-begin'></span><span
style='mso-spacerun:yes'> </span>CITATION Den14 \l 2057 <span
style='mso-element:field-separator'></span><![endif]-->(Denner, et al., 2014)<!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--></w:sdt> <w:sdt citation="t" id="2141611753"><!--[if supportFields]><span style='mso-element:field-begin'></span><span
style='mso-spacerun:yes'> </span>CITATION Fra15 \l 2057 <span
style='mso-element:field-separator'></span><![endif]-->(Franklin, 2015)<!--[if supportFields]><span style='mso-element:
field-end'></span><![endif]--></w:sdt>. The theory behind pair programming is
that the programmer (driver) is required to think aloud and the observing peer
(navigator) should review the program, offering advice and feedback based on
the driver’s programming and thought processes. As both students regularly
switch roles after timed intervals, their shared knowledge and understanding
allows them to achieve more than if they were to program separately. </div>
<div class="MsoNormal">
<br /></div>
<h3>
Mastery<o:p></o:p></h3>
<div class="MsoNormal">
The Gradual Release of Responsibility model <w:sdt citation="t" id="-2132002974"><!--[if supportFields]><span style='mso-element:
field-begin'></span><span style='mso-spacerun:yes'> </span>CITATION Pea83 \l
2057 <span style='mso-element:field-separator'></span><![endif]-->(Pearson & Gallagher, 1983)<!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--></w:sdt> states that students
should move from teacher-led learning to student-led learning. At this final stage
of mastery, Rosenshine states that independent practice is necessary in order
to build fluency. The teacher plays an increasingly passive-role with much less
intervention and much more observation and monitoring. <o:p></o:p></div>
<div class="MsoNormal">
Learners at this stage should be independent in their
thinking and application of knowledge and skills. The independent practice in
the form of overlearning is what leads to fluency and automation. Rosenshine’s
research suggests that the material used in independent practice may involve
slight variations in the material covered during guided practice. In a
Computing classroom, these variations might involve subtle changes in context
or content for example re-designing a poster for a different audience or using
a similar selection algorithm for slightly different conditions.<o:p></o:p></div>
<div class="MsoNormal">
At the end of each unit of work, there should also be a
summative assessment which tests the students’ stage of mastery by asking them
to apply their skills or knowledge to a new scenario or context. These
assessments should be conducted in exam conditions and should mirror the
assessment requirements at GCSE or A-Level as closely as possible. In many
cases, exam boards will release their old exam papers and also supply some
specimen exam papers for new specifications. Teachers are encouraged to use
these official materials wherever possible to ensure that the assessments are rigorous,
accurate and appropriate.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Following a summative assessment, students should spend at
least one lesson reviewing their assessment. It is here that the teacher should
design resources and activities to correct misconceptions and
misunderstandings. Some teachers like to have a digital mark book which directly
feeds into a Personalised Learning Checklist (PLC) for each student. Dr Jasper
Green (Network lead for Science at Ark Schools) suggests an alternative
approach which is marking an assessment with mark scheme at hand and annotating
this mark scheme with misconceptions, it soon becomes apparent where the common
misconceptions are for a certain unit and what these misconceptions are <w:sdt citation="t" id="-290208867"><!--[if supportFields]><span style='mso-element:
field-begin'></span><span style='mso-spacerun:yes'> </span>CITATION Gre16 \l
2057 <span style='mso-element:field-separator'></span><![endif]-->(Green, 2016)<!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--></w:sdt>.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Indeed, a
combination of the two techniques can be used to record and analyse
misconceptions.<o:p></o:p></div>
<br />
<div class="MsoNormal">
Before students start their corrections, students could also
be given the opportunity to reflect on their learning and current level of
understanding. Below is an example of a reflection sheet for a Database unit
which is used during the Do Now and revisited as a plenary activity in the
consolidation phase. <End of excerpt><o:p></o:p></div>
<i><br /></i>
<i>----------------------------------------------------------------------------------------------------------</i><br />
<i>This is an excerpt from Teaching Computing in Secondary Schools. The full text is available from <a href="http://routledge.com/Teaching-Computing-in-Secondary-Schools-A-Practical-Handbook/Lau/p/book/9781138238060">Routledge</a> and <a href="http://amzn.eu/0hQijWv">Amazon</a>.</i><br />
<h3>
<br />References</h3>
<div class="MsoBibliography">
<!--[if supportFields]><span style='mso-element:field-begin'></span><span
style='mso-spacerun:yes'> </span>BIBLIOGRAPHY <span style='mso-element:field-separator'></span><![endif]--><span style="mso-no-proof: yes;">Baxter, M., Knight, O. & Lau, W., 2016. <i>GFS
Teaching Handbook, </i>London: Greenwich Free School.<o:p></o:p></span><w:sdtpr></w:sdtpr></div>
<div class="MsoBibliography">
<span style="mso-no-proof: yes;">Carless, D. &
Chan, K. K. H., 2016. Managing dialogic use of exemplars. <i>Assessment and
evaluation in higher education</i>, 20 July, pp. 1-12.<o:p></o:p></span></div>
<div class="MsoBibliography">
<span style="mso-no-proof: yes;">Collins, A., Holum, A.
& Seely Brown, J., 1991. Cognitive Apprenticeship: Making Thinking
Visible. <i>American Educator: The Professional Journal of the American
Federation of Teachers, </i>15(Winter), pp. 38-46.<o:p></o:p></span></div>
<div class="MsoBibliography">
<span style="mso-no-proof: yes;">Denner, J., Werner,
L., Shannon, C. & Ortiz, E., 2014. Pair Programming: Under What Conditions
Is It Advantageous for Middle School Students?. <i>Journal of Research on
Technology in Education, </i>46(3), pp. 277-296.<o:p></o:p></span></div>
<div class="MsoBibliography">
<span style="mso-no-proof: yes;">Franklin, J. P., 2015.
<i>Perceptions by young people of Pair Programming when learning text
languages, </i>London: Axsied / King's College London.<o:p></o:p></span></div>
<div class="MsoBibliography">
<span style="mso-no-proof: yes;">Gibbons, P., 2002. <i>Scaffolding
Language, Scaffolding Learning. </i>Portsmouth, NH: Heinemann.<o:p></o:p></span></div>
<div class="MsoBibliography">
<span style="mso-no-proof: yes;">Green, J., 2016. <i>Question
level analysis in science. </i>[Online] <br />
Available at: <u>http://thescienceteacher.co.uk/question-level-analysis/</u><br />
[Accessed 29 December 2016].<o:p></o:p></span></div>
<div class="MsoBibliography">
<span style="mso-no-proof: yes;">Hannay, J. E., Dybå,
T., Arisholm, E. & Sjøberg, D. I., 2009. The effectiveness of pair
programming: A meta-analysis. <i>Information and Software Technology, </i>51(2009),
pp. 1110-1122.<o:p></o:p></span></div>
<div class="MsoBibliography">
<span style="mso-no-proof: yes;">Kingsbury, G. G.,
Wiliam, D. & Wise, S. L., 2011. <i>Connecting the Dots: Formative, Interim
and Summative Assessment. </i>College Park, Maryland, Northwest Evaluation
Association (NWEA).<o:p></o:p></span></div>
<div class="MsoBibliography">
<span style="mso-no-proof: yes;">Knight, O. &
Benson, D., 2014. <i>Creating Outstanding Classrooms. </i>Oxon: Routledge.<o:p></o:p></span></div>
<div class="MsoBibliography">
<span style="mso-no-proof: yes;">Lewis, M. & Wray,
D., 2000. <i>Literacy in the Secondary School. </i>London: David Fulton
Publishers Ltd.<o:p></o:p></span></div>
<div class="MsoBibliography">
<span style="mso-no-proof: yes;">Nuthall, G., 2007. <i>The
Hidden Lives of Learners. </i>Wellington: NZCER Press.<o:p></o:p></span></div>
<div class="MsoBibliography">
<span style="mso-no-proof: yes;">Paas, F. G. W. C.
& Van Merriënboer, J. J. G., 1994. Variability of Worked Examples and
Transfer of Geometrical Problem Solving Skills: A Cognitive Load Approach. <i>Journal
of Educational Psychology, </i>86(1), pp. 122-133.<o:p></o:p></span></div>
<div class="MsoBibliography">
<span style="mso-no-proof: yes;">Pearson, P. D. &
Gallagher, M. C., 1983. The Instruction of Reading Comprehension. <i>Contemporary
Educational Psychology, </i>8(3), pp. 317-344.<o:p></o:p></span></div>
<div class="MsoBibliography">
<span style="mso-no-proof: yes;">Renkl, A. &
Atkinson, R. K., 2003. Structuring the Transition From Example Study to
Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective. <i>Educational
Psychologist, </i>38(1), pp. 15-22.<o:p></o:p></span></div>
<div class="MsoBibliography">
<span style="mso-no-proof: yes;">Rosenshine, B., 2012.
Principles of Instruction: Research-Based Strategies That All Teachers Should
Know. <i>American Educator, </i>Issue Spring, pp. 12-39.<o:p></o:p></span></div>
<div class="MsoBibliography">
<span style="mso-no-proof: yes;">Sadler, D. R., 2002.
Ah! … So That’s 'Quality'. In: P. L. Schwartz & G. Webb, eds. <i>Assessment:
Case studies, experience and practice from highereducation. </i>London: Kogan
Page, pp. 130-136.<o:p></o:p></span></div>
<div class="MsoBibliography">
<span style="mso-no-proof: yes;">Sweller, J., 2016.
Story of a Research Program. <i>Education Review, </i>10 February, Volume 23,
pp. 1-19.<o:p></o:p></span></div>
<div class="MsoBibliography">
<span style="mso-no-proof: yes;">To, J. & Carless,
D., 2016. Making productive use of exemplars: Peer discussion and teacher
guidance for positive transfer of strategies. <i>Journal of Further and Higher
Education, </i>40(6), pp. 746-764.<o:p></o:p></span></div>
<div class="MsoBibliography">
<span style="mso-no-proof: yes;">Williams, L. &
Kessler, R., 2002. <i>Pair Programming Illuminated. </i>Boston, MA: Pearson.<o:p></o:p></span></div>
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Mr Lauhttp://www.blogger.com/profile/09909092380116855818noreply@blogger.com0tag:blogger.com,1999:blog-8360684861251257805.post-79610391204661371402016-10-04T06:41:00.000-07:002019-04-28T05:58:58.710-07:00New Book on Teaching Computing in Secondary Schools<div dir="ltr" style="text-align: left;" trbidi="on">
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UPDATE: The book is available to order <a href="https://www.amazon.co.uk/Teaching-Computing-Secondary-Schools-Practical/dp/1138238066/" target="_blank">HERE </a></span></h2>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwTqP4Sk-pnKzKsDMb6tLJ_nV5qBe7tiURYTM_nnG6X-gJM7DiiSBT42KvHX9mkVuR3fSo1V1o9xR4t4dmDzpTngyw1XEXEtDBi88_DzY5B1UguGJDWs3BI-X2xWZ6MvCJlhzw0b7sE9ZV/s1600/Teaching-Computing-in-Secondary-Schools.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1133" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwTqP4Sk-pnKzKsDMb6tLJ_nV5qBe7tiURYTM_nnG6X-gJM7DiiSBT42KvHX9mkVuR3fSo1V1o9xR4t4dmDzpTngyw1XEXEtDBi88_DzY5B1UguGJDWs3BI-X2xWZ6MvCJlhzw0b7sE9ZV/s640/Teaching-Computing-in-Secondary-Schools.jpg" width="452" /></a></div>
<br />
The blog has been a bit quiet over the past 12 months as I've been working on a new book entitled "Teaching Computing in Secondary Schools". It is due to be published in autumn 2017 by Routledge and a sample extract is below.<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="714" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/xfN2GxHOQzX2l" style="border-width: 1px; border: 1px solid #ccc; margin-bottom: 5px; max-width: 100%;" width="668"> </iframe> <br />
<div style="margin-bottom: 5px;">
<strong> <a href="https://www.slideshare.net/WilliamLau15/teaching-computing-in-secondary-schools-sample-extract-66730537" target="_blank" title="Teaching computing in secondary schools sample extract">Teaching computing in secondary schools sample extract</a> </strong> from <strong><a href="https://www.slideshare.net/WilliamLau15" target="_blank">William Lau</a></strong> </div>
<br />
<div style="text-align: left;">
I will also be presenting on curriculum planning in computing at the Computer Science in action conference on November 17th. The event is hosted by The Guardian Education Centre and Further details <a href="https://www.theguardian.com/gnmeducationcentre/2016/jul/04/computer-science-in-action-teacher-conference-17-november-2016">here</a>.</div>
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William Lauhttp://www.blogger.com/profile/12361478852294307355noreply@blogger.com2tag:blogger.com,1999:blog-8360684861251257805.post-71688873471580584952016-07-27T14:19:00.000-07:002016-10-07T05:29:29.158-07:005 mistakes I made when teaching Computing - Ten Year Review <div dir="ltr" style="text-align: left;" trbidi="on">
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<b><span style="font-family: "arial" , "helvetica" , sans-serif;">5 mistakes I made when teaching Computing</span></b></div>
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<b style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></b><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: xx-small;">This article originally appeared in Terry Freedman's <a href="http://ymlp.com/z7xRV5#5mistakes">Digital Education Newsletter</a> in July 2016 and was published to <a href="http://www.ictineducation.org/home-page/5-mistakes-i-made-when-teaching-computing-by-william-lau">his site</a> in October 2016 . I was invited to write an article to discuss my experiences of teaching Computing over the last ten years. I am grateful to Terry Freedman for his editorial advice and for providing a platform for the original article. It is reproduced below as it appeared in the Digital Education Newsletter.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><i>“ Nothing fails like success because we don’t learn from it. We learn only from failure”</i> –Kenneth Boulding</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: 12pt;">Digging in</span></span></h2>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Looking back on the last ten years, I’ve learnt a significant amount about teaching and pedagogy. Based on Kenneth Boulding’s statement, this implies that I’ve failed on numerous occasions whilst teaching Computing. This is true and these mistakes are something I’ve learnt to embrace and reflect on somewhat obsessively.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Doug Lemov, in his brilliant book <a href="http://amzn.to/29qzldQ">Teach Like a Champion</a>*<i> </i>covers a technique called “Excavate Error”. He encourages teachers to “Dig into errors, studying them efficiently and effectively, to better understand where students struggle and how you can best address those points”. I think there’s great mileage in this technique, not only to help our students but also to help ourselves as reflective teachers. In this article, I will look at five mistakes I made whilst teaching Computing.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: 12pt;">Mistake 1: Making learning easy and effortless</span></span></h2>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">During my first year of teacher training, I visited many classrooms. At the time, I was lucky to be in a school with more than ten Advanced Skills Teachers (ASTs). These were excellent teachers with a subject specialism, who had chosen to continue to develop their teaching in the classroom, rather than pursue pastoral or managerial leadership roles in school. Needless to say, these teachers had impeccable behaviour in their classrooms and the students seemed to be progressing at an impressive rate; naturally then they possessed a somewhat revered status.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I remember going into one Religious Education class run by one of the school’s ASTs, Joanna. The class was studying Buddhism and in order to get them to empathise with Buddhist meditation, she asked them all to close their eyes and for five minutes, the students meditated in silence. I had just come from a lesson in which it took more than five minutes just to get my students logged on and facing the board! The students then returned to the present moment and wrote in silence for 10 minutes about their experience and why they thought Buddhists chose to meditate several times a day. I was impressed and for many years, I aspired to be just like Joanna, running a silent classroom where everyone was “working hard”.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">To facilitate this hard work, I thought that I should help my students by making the challenging tasks easier. By scaffolding all the tasks so that they could complete them effortlessly. I held the false belief that <i>effortless perfection</i> was what a teacher should be aiming for. The reason this was such a big mistake is that quiet classrooms are a very poor proxy for learning. Graham Nuthall discusses the challenges of knowing what students have learnt in his book, <a href="http://amzn.to/29qzNbJ">The hidden lives of learners</a><i>*</i>. Dylan Wiliam would argue (based on a course I attended) that a quiet classroom could simply be one where nobody is being stretched, where students are bored or where students are afraid of taking risks. Paul Black and Dylan Wiliam’s work on formative assessment and assessment for learning in <a href="http://amzn.to/29qA8LT">Inside the Black Box</a>* and, especially, <a href="http://amzn.to/1l9X8uv">Embedded Formative Assessment</a>*, tells us that the best proxies for learning need to make the learning visible. A few solutions that they suggest are using mini whiteboards, exit tickets and traffic lights to quickly see what the students are thinking.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The second mistake I made was thinking that learning should be easy. The Sutton Trust commissioned Coe et al to perform research on <a href="http://www.suttontrust.com/wp-content/uploads/2014/10/What-makes-great-teaching-FINAL-4.11.14.pdf">What Makes Great Teaching</a> and found that:</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">“One paradoxical finding is that some approaches that may appear to make learning harder in the short term, and less satisfying for learners, actually result in better long-term retention.”</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: 12pt;">Mistake 3: Too helpful by far?</span></span></h2>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The third mistake I made was scaffolding the learning for students with Low Prior Attainment (LPA) and then allowing them to become reliant on the scaffold for the remainder of the year. I remember printing out step-by-step worksheets for many students whilst teaching Spreadsheets, Databases and Control and the students would become reliant on these worksheets. Every lesson, students would ask for the worksheet, without trying the task first. David Didau and Oli Knight advise that in order to develop independent learners, scaffolding should only be provided if there is a plan for taking this away later on in the unit of work.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Moving on from there, I now accept that lessons and learning may not always be effortless and smooth. I accept that students might struggle sometimes. Many concepts in Computing are quite abstract. Explaining the difference between a For Loop and a While Loop for example or explaining the use of Master Slides in presentations are both quite challenging concepts to grasp. However, I have taught my students to embrace the challenges, struggles, setbacks and mistakes; it shows that we are trying hard and therefore learning.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">To make my students more independent, I ask them to use the <b>SPOT</b> framework:</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">• <b>Self</b> – Try solving the problem independently</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">• <b>Peer</b> – Ask your peers sat near you</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">• <b>Other</b> – Research the solution using other resources e.g. Online, video tutorials, worksheets and notes</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">• <b>Teacher</b> – Lastly ask your teacher.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Other teachers use the 3B4Me model which is very similar, going through the Brain, Buddy, Book and lastly Boss.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">This helps students become more independent and whilst the scaffolding might still be provided through a video tutorial which can be made using free software such as <a href="https://obsproject.com/">Open Broadcaster Software (OBS)</a>, these tutorials or worksheets are the third option, only after they have tried solving a problem themselves and also attempted to get help from their peers. Examples of YouTube tutorials that I use in my lessons can be found <a href="https://www.youtube.com/playlist?list=PLy98JmqxMViUqyxfbH20-RZqDRZXUl6bE">here</a>.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: 12pt;">The Expert’s Trap</span></span></h2>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Noel Burch developed a model citing the <a href="https://en.wikipedia.org/wiki/Four_stages_of_competence">four stages of conscious competence</a>.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"> </span></div>
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<img height="384" src="https://img.ymlp.com/tsfq_unconscious.png" style="border: 0pt none;" width="523" /></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Via @ pgballey on Flickr Creative Commons Attribution License: <a href="https://www.flickr.com/photos/pgbailey/6429568067">https://www.flickr.com/photos/pgbailey/6429568067</a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">For many Computing teachers, they are teaching skills which they are already unconsciously competent. At this level, we might be considered experts and the expert’s trap is to attempt to teach something without explaining it fully. Collins et al. wrote a paper about <a href="http://www.21learn.org/archive/cognitive-apprenticeship-making-thinking-visible/">Cognitive Apprenticeship</a> in 1991, where they state the importance of making the thinking visible by thinking out loud.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In applying this to Computing, many of the tasks we do and know are implicit. An example of this is closing a tag in HTML as soon as we open it. However, unless we make these implicit habits explicit, our students will be lost as they will not be able to make the invisible conceptual leap that exists in the minds of their expert teacher.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Mark Guzdial, Professor in the College of Computing at Georgia Institute of Technology suggests that we should also teach the misconceptions. Predict misconceptions, test students on these misconceptions and teach them where they are likely to fail. This way, students can learn from our mistakes and we can minimise the number common mistakes that students make when learning these skills. He references Phillip Sadler: <a href="http://news.harvard.edu/gazette/story/2013/04/understanding-student-weaknesses/">http://news.harvard.edu/gazette/story/2013/04/understanding-student-weaknesses/</a> </span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>“If teachers are to help students change their incorrect beliefs, they first need to know what those are…The results showed that students’ scores showed the most improvement when teachers were able to predict their students’ wrong answers.” -- </i>Philip Sadler</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><br />In Computing lessons, I now try my best to model not only a skill but also my thinking. Thinking aloud feels very unnatural at first, but the gains are immediate and will be apparent in all lessons where you model the new skills well. Frequently, when I reflect on lessons which went less well, I realise that there was an issue with my modelling in that I forgot to think out loud and my students were lost in the silence of clicking and demonstrating.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: 12pt;">Computing=Programming=Coding</span></span></h2>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The media frequently use the terms “Computing”, “Computer Science”, “Coding” and “Programming” interchangeably and most headlines about the curriculum reforms in the UK have used these words synonymously. This distorts the reality that programming is a skill which all Computer Science students will need to learn, but it is not the <b>only</b> skill which is required in Computing. Programming pedagogy is an important part of a teacher’s Pedagogical Content Knowledge. However, equally important are other key software applications and the theoretical subject knowledge which the Computing curriculum is built on.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: 12pt;">Mistake 4: An emphasis on the programming language</span></span></h2>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">When I first started teaching at my current school, I focused a lot of time and energy in teaching students how to program using Python. That was the programming language that they would eventually use for their GCSE controlled assessment which would make up 60% of their GCSE grade (for non-Brits: GCSE is the General Certificate of Secondary Education, which is usually taken in several subjects at 16 years of age. It is a school-leaving certificate, or a passport to further study).</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">This decision was somewhat shortsighted, because what I realised is that the programming language is not the most important thing, neither is syntax. As I reflected back on two years of teaching programming with Python, I realised that the key threshold for learning how to program and to pull students out of liminality (transitional/borderline stage) is in teaching the students the importance of logical thinking. The key to ensuring that a program works (regardless of the programming language) is the logic and the Computational Thinking. Teaching students the process of how to break down a real-world problem down into a problem that can be computed is the key to successful programming. This is where the focus should be when teaching students how to program.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: 12pt;">Mistake 5: Not seeing the bigger picture</span></span></h2>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">However, this in itself only solves part of the problem. In 2015, the qualifications regulator for England, <a href="https://www.gov.uk/government/organisations/ofqual">Ofqual</a> announced a <a href="https://www.gov.uk/government/consultations/gcse-reform-regulations-for-computer-science">curriculum reform</a> which resulted in all Computer Science Controlled Assessment from 2017 onwards to be worth only 20% of the grade. Fortunately, by then I had realised that I should be focusing on other skills, concepts and knowledge besides Computing and had started to build a more-balanced curriculum map.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In designing a Computing curriculum, I have learnt not to focus too much on trends and exam boards. But instead to produce a more-balanced curriculum which will provide students with the ability to use digital technology creatively and independently. There is still a need to plan backwards from terminal exams, however the way in which we do this has to be measured and has to ensure sufficient spacing and interleaving of content. Medium term planning is itself a significant area which cannot be covered in sufficient detail in this post. However, it is something which I am happy to advise on by email or in-person. I will also be dedicating a chapter of my upcoming book to the topic.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: 12pt;">Conclusion</span></span></h2>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">To close, I would encourage all teachers to keep reflecting on their teaching, to embrace and learn from the setbacks, challenges and mistakes that we encounter every day. I’d also like to thank all the teachers that have helped me become a better Computing teacher. There are countless teachers within the Computing at Schools Network. However those that deserve a special mention (in alphabetical order) are the following. The links given are for their Twitter profiles.:</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">• <a href="https://twitter.com/davidbatty">David Batty</a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">• <a href="http://twitter.com/dannytybrown">Danny Brown</a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">• Simon Brown</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">• <a href="https://twitter.com/mwclarkson">Mark Clarkson</a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">• Dan Copeman</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">• <a href="https://twitter.com/LearningSpy">David Didau</a>.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">• Corinne Flett</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">• <a href="https://twitter.com/guzdial">Mark Guzdial</a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">• <a href="http://twitter.com/mrshidson">Elizabeth Hidson</a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">• <a href="https://twitter.com/peterejkemp">Peter Kemp</a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">• <a href="https://twitter.com/joe__kirby">Joe Kirby</a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">• Oli Knight</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">• <a href="https://twitter.com/teachlikeachamp">Doug Lemov</a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">• Giles Niklaus</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">• <a href="https://twitter.com/simonpj0">Simon Peyton Jones</a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">• <a href="https://twitter.com/dylanwiliam">Dylan Wiliam</a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">• Tom Wilkinson</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: 12pt;">About William Lau</span></span></h3>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><img height="333" src="https://img.ymlp.com/tsfq_wlau2.jpg" style="border: 0pt none;" width="250" /></span></div>
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<i><br /></i></div>
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<i><span style="font-family: "arial" , "helvetica" , sans-serif;">William Lau is the Head of Computing at Greenwich Free School. Having trained through the Teach First program in 2006, he has taught Computing from Key Stages 1 through to 5 in two London schools and in an international school in Seychelles. William is currently writing a book on Computing education and pedagogy.</span></i></div>
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<i><span style="font-family: "arial" , "helvetica" , sans-serif;">To enjoy further insights from William, follow him on Twitter: <a href="http://twitter.com/MrLauLearning">William Lau</a>.</span></i></div>
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William Lauhttp://www.blogger.com/profile/12361478852294307355noreply@blogger.com1tag:blogger.com,1999:blog-8360684861251257805.post-44083637599360018172015-08-07T07:04:00.000-07:002015-08-27T06:16:13.566-07:007 Mistakes I made whilst teaching Computing and what I will do differently next year<div dir="ltr" style="text-align: left;" trbidi="on">
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Three years ago, the landscape for ICT teachers in the UK
began to change. I realised that I would need to adapt to teach Computing,
specifically Computer Science as the policy documents seemed to suggest that
this was where the future of ICT was going. I’ve spent the last 2 years
teaching Computing with a strong bias towards teaching Programming. This is
what I’ve learnt so far.<o:p></o:p></div>
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</h3>
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Rote learning and testing</h3>
<h1>
<o:p></o:p></h1>
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Some things are best learnt by rote. Programming is not one
of them. Multiplication tables and French irregular verb endings are something
which you will just have to remember. However, a function to calculate a
multiplication table in Python is not something that any professional
programmer would spend time memorising by rote. I remember when I first tested
students, I expected them to produce working programs without referencing their
prior programs or even using the Web. This is how controlled assessments and
exams work in (say) Science so why not Computer Science. The reality is that,
it’s not realistic or indeed necessary for 11 year old students to remember the
exact syntax for sequences, selections or iterations. It’s not necessary at
GCSE or A-Level (or even for professional programmers and software developers) to remember their past
solutions. I did not know about this until I went on exam board training!<o:p></o:p><br />
<br /></div>
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My leveraged observation coach had once advised me to use
<b>SPOT</b> to make students more independent and I now consider it a vital tool for
teaching programming.<o:p></o:p><br />
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<b><span style="font-size: x-small; mso-bidi-font-size: 11.0pt;">S</span></b>elf-Persevere, be resilient and keep
debugging because every failure is one step closer to success<o:p></o:p></div>
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<b><span style="font-size: x-small; mso-bidi-font-size: 11.0pt;">P</span></b>eer-Use your peers, ask the people sat
next to you.<br />
<b><span style="font-size: x-small; mso-bidi-font-size: 11.0pt;">O</span></b>ther-Use other resources. All good
programmers use their old code, websites (including Youtube), documentation and
forums. Because there are very few problems which other programmers haven’t
tackled already.<br />
<b><span style="font-size: x-small; mso-bidi-font-size: 11.0pt;">T</span></b>eacher-The teacher is your last resort!
He or She will be understanding and helpful provided you have exhausted all the
steps above.<o:p></o:p></div>
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Expecting students to produce the same correct answer</h3>
<h1>
<o:p></o:p></h1>
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In many Sciences, there is only one correct answer. Computer
Science deceives us in that there is rarely only one correct answer! Linked to
the previous mistake I made, I spent a lot of time in my first year by
focussing on <i>the</i> correct solution. <o:p></o:p></div>
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</h3>
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Too much programming and too soon!</h3>
<h1>
<o:p></o:p></h1>
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I was anxious to teach my students programming in their very
first term in Year 7 for fear that they would not be able to complete their
Controlled Assessment in three years’ time. Looking back, it is quite surprising that
despite my insistence on drilling the importance of Python syntax, indentations
and parentheses, my students still loved programming. I think it was because of
the way the subject was sold. They knew that very few 11 year olds across the
country were also writing programs using Python at the time. <o:p></o:p><br />
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Whilst learning a programming language is an important part
of Computing, something else needs to come first! My students were generally
enthusiastic and enjoyed programming, but the focus was all wrong. <a href="https://www.cs.cmu.edu/~15110-s13/Wing06-ct.pdf">JeannetteWing</a> and <a href="http://www.markdorling.net/">Mark Dorling</a> frequently speak about <b>Computational Thinking</b> and it is only after two years that the
penny finally dropped for me.<o:p></o:p><br />
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In Mark Clarkson’s unofficial guide to Teaching Computing he
provides the following advice for new Computing teachers:<o:p></o:p><br />
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<i>"For the first
half-term we do nothing but logic problems without going near a computer
(search CAS Online for good examples) and in the second half-term we look at
basic Python programming, covering input, output, variables, assignment, if
statements and loops (WHILE and then FOR)…"<o:p></o:p></i></div>
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Jonathan Torbitt’s curriculum also reflects this, with a
focus on problem solving first and programming syntax second: <o:p></o:p></div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcz3AHn7RxfXDlmMOmTAerv1wDLxwQ15j9DjSagTN_VvKS4Mq2VQAk-Sy-WwulsKVnzdKuidvz8kk84re6SafIyjWaWfioUOj4EyA2ZieQX3fJc1eZgVRTEuJaHQOMahmM-ASBvrKhqYF5/s1600/11836874_10155887521410156_810912770892303850_n.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="224" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcz3AHn7RxfXDlmMOmTAerv1wDLxwQ15j9DjSagTN_VvKS4Mq2VQAk-Sy-WwulsKVnzdKuidvz8kk84re6SafIyjWaWfioUOj4EyA2ZieQX3fJc1eZgVRTEuJaHQOMahmM-ASBvrKhqYF5/s400/11836874_10155887521410156_810912770892303850_n.jpg" width="400" /></a><br />
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Many other successful departments follow this approach of
teaching the problem solving through Computational Thinking before teaching any
programming.<o:p></o:p></div>
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<iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/sxUJKn6TJOI" width="560"></iframe>
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In summary, do not rush to teach students the syntax to a
programming language. Teach them decomposition-how to break down problems into
smaller ones first decomposition. Then see if they can recognise any patterns-have
they solved something similar before? Is there any repetition within the
problem? Get them to strip away un-necessary detail and form a general
model-this is called abstraction. Lastly, before students start programming,
they need to plan their algorithms i.e. they need to solve the problem by
planning it step by step.<o:p></o:p></div>
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</h3>
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Planning for success instead of failure</h3>
<h1>
<o:p></o:p></h1>
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We all write assessments and then test it out on ourselves
to see if we can do it, we’re planning for success and expect students who work
hard to score 100%. Yet when students fail, we wonder why and we wonder why
they all make similar mistakes. Mark Guzdial has applied an alternative
approach based on <a href="http://news.harvard.edu/gazette/story/2013/04/understanding-student-weaknesses/">Philip
Sadler’s research at Harvard University</a>. This approach involves the teacher
completing an assignment themselves and trying to figure out what are the most
likely wrong answers i.e. the most common ways in which students might fail or
misinterpret a question. Essentially, what you’re doing is finding out all the
common misconceptions and planning for these in your teaching. Philip Sadler’s
research suggests that this one skill is what differentiates the best teachers
from the rest:<o:p></o:p><br />
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<i>“If teachers are to
help students change their incorrect beliefs, they first need to know what
those are…The results showed that students’ scores showed the most improvement
when teachers were able to predict their students’ wrong answers.”- </i>Philip
Sadler<o:p></o:p></div>
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Only rewarding success</h3>
<h1>
<o:p></o:p></h1>
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<i>“The first thing to
realise is that programming is a difficult and different skill. Students are
not used to struggling, solving their own problems or repeatedly failing. They
have spent 10 years or more learning to give the correct answer, and if they
didn’t know it, then to learn it…<o:p></o:p></i><br />
<i><br /></i></div>
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<i>…</i> <i>In programming, students need to try, to
fail, to realise that the sky has not fallen on their heads and to try
something different. It is incredibly difficult to watch a student struggle and
not dive in with the answer, but the process, the techniques and the strategies
are far, far more important than simply getting a program that does what you
want.”-</i>Mark Clarkson<i><o:p></o:p></i><br />
<br /></div>
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Computing is a unique subject in that you will spend more
time failing than you do succeeding. Mark Guzdial’s advice is to create an
environment where it’s OK to make mistakes. Let students know that even their
teacher will make mistakes. <a href="http://www.davidbatty.com/">David Batty</a>
likewise emphasises how important it is to fail in front of your students and
not to over-plan your code so that it is bug free. Do the programming live and
debug it live. Nobody in the world can program without making mistakes. Mistakes
are teachable moments; Guzdial goes on to state that you should then talk through
your debugging slowly- This is what I thought, this is what I want the code to
do, this is what I will try next. Referencing Collin’s research on <a href="http://www.21learn.org/archive/cognitive-apprenticeship-making-thinking-visible/">CognitiveApprenticeship</a>, Guzdial states that <b>thinking
aloud</b> plays a pivotal role in helping students become better programmers.<o:p></o:p><br />
<br /></div>
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Karen Hume takes this rewards approach further by stating
that we should <b>reward less and celebrate
more</b>. Rewards can create a ceiling; once a student has been rewarded for
success, they stop because they see success as a destination instead of a
journey. Rewards also signal that the learning has not intrinsic value. By
praising effort and celebrating student’s debugging, we’re more likely to
develop successful programmers with a growth mindset.<o:p></o:p><br />
<br /></div>
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But what about success?! We’d be lying to ourselves if we
did not acknowledge that success <i>is</i>
important and <a href="http://interactivepython.org/runestone/static/thinkcspy/Debugging/HowtoAvoidDebugging.html">Brad
Miller and David Ranum suggest the following</a> for new programmers:<o:p></o:p><br />
<br /></div>
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<i>1) <b>Start Small.</b> This is probably the
single biggest piece of advice for programmers at every level. Of course it’s
tempting to sit down and crank out an entire program at once. But, when the
program – inevitably – does not work then you have a myriad of options for
things that might be wrong. Where to start? … How to figure out what went
wrong?... So, start with something really small. Maybe just two lines and then
make sure that runs ok. Hitting the run button is quick and easy, and gives you
immediate feedback about whether what you have just done is ok or not. Another
immediate benefit of having something small working is that you have something
to turn in. Turning in a small, incomplete program, is almost always better
than nothing.<o:p></o:p></i><br />
<i><br /></i></div>
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<i>2) <b>Keep it working.</b> Once you have a small
part of your program working the next step is to figure out something small to
add to it. If you keep adding small pieces of the program one at a time, it is
much easier to figure out what went wrong, as it is most likely that the
problem is going to be in the new code you have just added. Less new code means
it’s easier to figure out where the problem is.<o:p></o:p></i></div>
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<i>This notion of <b>Get something working and keep it working</b>
is a mantra that you can repeat throughout your career as a programmer. It’s a
great way to avoid the frustrations mentioned above. Think of it this way.
Every time you have a little success, your brain releases a tiny bit of
chemical that makes you happy. So, you can keep yourself happy and make
programming more enjoyable by creating lots of small victories for yourself. <o:p></o:p></i><br />
<i><br /></i></div>
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</h3>
<h3 style="margin-top: 0cm; text-align: left;">
Pedagogy<br />
Undergraduate Education !=
Secondary Education</h3>
<h1 style="margin-top: 0cm;">
<o:p></o:p></h1>
<h1 style="margin-top: 0cm;">
<o:p></o:p></h1>
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We cannot expect eleven year olds to learn the same as we
learnt at degree level or whilst programming in the real world. Providing a
lecture and then expecting students to apply this material in the lab is a
highly ineffective way to teach programming at Secondary school. The pedagogy
for teaching programming is completely different. Guzdial’s research shows that
3 things certainly work: Paired programming, Peer Instruction and Media
Computation. Clarkson has found that the following works well in his classroom:<o:p></o:p><br />
<br /></div>
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<i>Regular programming
homework tasks and paired programming challenges during lessons ensure that
students keep practising, and in a safe and secure environment where it is OK
to fail. In fact failure must be celebrated as it means the student in question
has moved one step closer to a solution.<o:p></o:p></i></div>
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</h3>
<h3 style="margin-top: 0cm; text-align: left;">
</h3>
<h3 style="margin-top: 0cm; text-align: left;">
Balance and flexibility<br />
Computing != Computer Science</h3>
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<o:p></o:p></h1>
<h1 style="margin-top: 0cm;">
<o:p></o:p></h1>
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Computing consists of three strands, Computer Science,
Digital Literacy and Information Technology. I knew this as I spent a whole
year meeting Teach First ICT teachers in a focus group setting and we
established that teaching only one of the three strands would be short-changing
our students. The current Computing Curriculum also reflects this with all
three strands equally weighted. <o:p></o:p></div>
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<br />
With exam pressure however, I have undoubtedly spent 70% of
the year teaching Computing, specifically the OCR syllabus for GCSE Computer
Science. My rationale was that if they start in Year 7 or 8, by Year 11 they’ll
be flying. Luckily, I started early and have had ample time to learn from my
mistakes! The biggest mistake has been teaching to the exam, the assessments
change and even our department’s GCSE options have changed. Having visited
three successful Computing departments, I have learnt that it is important to
offer a balanced curriculum from Key Stage 3, all the way to Key Stage 5. In
September 2016, we’ll be offering GCSE ICT alongside GCSE Computer Science and
as a result, I will be re-planning Key Stage 3 to reflect this. I know that ICT
won’t last much longer in its current state but this serves as a reminder to be
flexible; plan for balance and plan for change.<o:p></o:p><br />
<br /></div>
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Most of this post is about Pedagogy and is based on my own
experience and the articles/videos linked throughout the document and below. I
wrote a similar end-of-year reflection post last year which focussed on the
logistics and practicalities of setting up a Computing department, you can read
about that <a href="http://mrlaulearning.blogspot.co.uk/2014/06/lessons-learnt-from-setting-up-new.html">here</a>.<o:p></o:p></div>
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Essential reading/viewing:</h3>
<h1>
<o:p></o:p></h1>
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<br /></div>
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Mark Guzdial’s advice for Computing teachers:<o:p></o:p></div>
<iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/z1oTtPECHZI" width="560"></iframe>
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<a href="http://www.ocr.org.uk/Images/139051-the-unofficial-teacher-s-guide-for-gcse-computing.pdf">Mark
Clarkson’s unofficial teacher’s guide for GCSE Computing</a> <o:p></o:p></div>
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<a href="http://coweb.cc.gatech.edu/mediaComp-teach">Mark
Guzdial introduces Media Compuation</a><br />
<o:p></o:p></div>
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<a href="http://interactivepython.org/runestone/static/thinkcspy/Debugging/intro-HowtobeaSuccessfulProgrammer.html">Brad
Miller and David Ranum’s guide to successful programming part 1</a><o:p></o:p></div>
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<a href="http://interactivepython.org/runestone/static/thinkcspy/Debugging/HowtoAvoidDebugging.html">Brad
Miller and David Ranum’s guide to successful programming part 2</a></div>
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<a href="http://www.bbc.co.uk/education/guides/zp92mp3/revision">BBC Bitesize
guide to Computational Thinking</a><o:p></o:p><br />
<br />
<a href="http://www.gfscomputing.net/uploads/1/8/7/4/18742694/computing_curriculum_map.pdf">My Curriculum Map for 2015</a><br />
<a href="http://www.gfscomputing.net/uploads/1/8/7/4/18742694/gfs_department_handbook_computing_2015_public.pdf">My Department Handbook (work in progress)</a><br />
<a href="http://www.gfscomputing.net/curriculum.html">My Year 7 and 8 Resources</a></div>
</div>
William Lauhttp://www.blogger.com/profile/12361478852294307355noreply@blogger.com2tag:blogger.com,1999:blog-8360684861251257805.post-78236444351849916012014-10-06T12:40:00.002-07:002014-10-06T12:40:27.809-07:00Metaphors for Computing - A collaborative project<div dir="ltr" style="text-align: left;" trbidi="on">
Many teachers have come to realise the power of metaphors. If this is not something you've tried or if you are slightly skeptical, I highly recommend <a href="http://www.huntingenglish.com/2014/05/10/magic-metaphor/">this blog post </a>by Alex Quigley (<a href="https://twitter.com/huntingenglish">@HuntingEnglish</a>). <br />
<br />
I've found metaphors particular helpful in Computing as there are so many abstract ideas and concepts. Metaphors, analogies and similes certainly make these concepts much more accessible to our 11-13 year old students!<br />
<br />
I've started creating some slides to document these and invite other teachers of Computing to contribute.<br />
<br />
<a href="http://goo.gl/Nw2SC0">Click here to edit/contribute</a> or feel free to browse through the metaphors and comment below:<br />
<br />
<iframe allowfullscreen="true" frameborder="0" height="389" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/1Ic5TuEyYJ4dkBFribMr-DYyUPhaeMTzTwcyTDKA2lFY/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe>1`</div>
William Lauhttp://www.blogger.com/profile/12361478852294307355noreply@blogger.com1tag:blogger.com,1999:blog-8360684861251257805.post-70989124166964371512014-09-07T13:21:00.002-07:002014-09-07T13:23:07.745-07:00Key Dates for Computing<div dir="ltr" style="text-align: left;" trbidi="on">
Here are some useful dates to keep in your diary. You can use these to plan units with a specific focus:<br />
<br />
<table border="0" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; margin-left: 5.15pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184; width: 445px;">
<tbody>
<tr style="height: 15.75pt; mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td nowrap="" style="border: solid windowtext 1.0pt; height: 15.75pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 99.5pt;" valign="bottom" width="133"><div align="right" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: right;">
<span style="font-size: 14pt;">01/09/2014<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-left: none; border: solid windowtext 1.0pt; height: 15.75pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 233.9pt;" valign="bottom" width="312"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<u><span style="color: blue; font-size: 12.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-font-family: Calibri;"><a href="http://www.webat25.org/"><span style="color: blue;">Web We Want Festival (Ends May 2015)</span></a><o:p></o:p></span></u></div>
</td>
</tr>
<tr style="height: 15.75pt; mso-yfti-irow: 1;">
<td nowrap="" style="border-top: none; border: solid windowtext 1.0pt; height: 15.75pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 99.5pt;" valign="bottom" width="133"><div align="right" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: right;">
<span style="font-size: 14pt;">27/09/2014<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 15.75pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 233.9pt;" valign="bottom" width="312"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<u><span style="color: blue; font-size: 12.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-font-family: Calibri;"><a href="http://www.southbankcentre.co.uk/whatson/sir-tim-berners-lee-in-conver-87208"><span style="color: blue;">Tim Berener's Lee In Conversation</span></a><o:p></o:p></span></u></div>
</td>
</tr>
<tr style="height: 15.75pt; mso-yfti-irow: 2;">
<td nowrap="" style="border-top: none; border: solid windowtext 1.0pt; height: 15.75pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 99.5pt;" valign="bottom" width="133"><div align="right" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: right;">
<span style="font-size: 14pt;">14/10/2014<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 15.75pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 233.9pt;" valign="bottom" width="312"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<u><span style="color: blue; font-size: 12.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-font-family: Calibri;"><a href="http://findingada.com/"><span style="color: blue;">Ada Lovelace Day</span></a><o:p></o:p></span></u></div>
</td>
</tr>
<tr style="height: 15.75pt; mso-yfti-irow: 3;">
<td nowrap="" style="border-top: none; border: solid windowtext 1.0pt; height: 15.75pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 99.5pt;" valign="bottom" width="133"><div align="right" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: right;">
<span style="font-size: 14pt;">08/12/2014<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 15.75pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 233.9pt;" valign="bottom" width="312"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<u><span style="color: blue; font-size: 12.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-font-family: Calibri;"><a href="file:///C:/Users/WLau/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.MSO/csedweek.org"><span style="color: blue;">Computer Science Education Week</span></a><o:p></o:p></span></u></div>
</td>
</tr>
<tr style="height: 15.75pt; mso-yfti-irow: 4; mso-yfti-lastrow: yes;">
<td nowrap="" style="border-top: none; border: solid windowtext 1.0pt; height: 15.75pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 99.5pt;" valign="bottom" width="133"><div align="right" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: right;">
<span style="font-size: 14pt;">10/02/2015<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 15.75pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 233.9pt;" valign="bottom" width="312"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<u><span style="color: blue; font-size: 12.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-font-family: Calibri;"><a href="http://www.saferinternetday.org/"><span style="color: blue;">Internet
Safety Week</span></a><o:p></o:p></span></u></div>
</td>
</tr>
</tbody></table>
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<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">Please comment if you have other suggestions.</span></div>
</div>
William Lauhttp://www.blogger.com/profile/12361478852294307355noreply@blogger.com0tag:blogger.com,1999:blog-8360684861251257805.post-35966554762644002622014-07-12T15:35:00.000-07:002014-07-12T15:35:03.857-07:00Learning to get better<div dir="ltr" style="text-align: left;" trbidi="on">
We've been waiting for a return visit from HMI for the past three weeks. In preparation, we've had two inspection teams from Outstanding schools and an actual HMI come in to look at the school.<br />
<div>
<br /></div>
<div>
Initially, the workload increased massively in preparation for the inevitable monitoring visit. However, looking back I think it's all been worth it. As I've mentioned in a previous post, you cannot possibly prepare for an HMI visit in 24 hours or even a week, it takes weeks if not months and therefore I think the mock inspections have not only provided us with time to prepare but also lots of practice.</div>
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<br /></div>
<div>
In preparation, I've started filming a lot of my lessons. I teach 8 classes and I think I've filmed 5 of them so far. It's been quite insightful. There are a few things I've learnt from watching this footage back:</div>
<div>
<br /></div>
<div>
-There are a lot more hands up than I realise</div>
<div>
-Body language matters a lot<br />
-Formative assessment works</div>
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<br /></div>
<div>
As a result of the first of these issues, I've put more of a focus on modelling during the Do Now and before the main activity.<br />
<br />
In addressing the second issue, I've been more aware of when I'm giving instructions, where I am and how I deliver these instructions. Certainly the worst way to deliver them is sat down! I've also noticed that in some cases I have been leaning or supporting myself with a chair or the mobile white board! I'd be the first to admit that this is not the kind of body language that is favourable for information transmission or simply getting the attention of kids. I corrected this and am more conscious about this than ever before.</div>
<div>
<br /></div>
<div>
Amy Cuddy's brilliant talk discusses the importance of body language in more detail:<br />
<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/Ks-_Mh1QhMc" width="560"></iframe></div>
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<br /></div>
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On a more positive note, I found noticed that traffic light cards and mini whiteboards, simple as they are work well. By forcing students to have 100% participation, everyone has to think to respond and therefore will learn a lot more. Linked to student participation, our observers also noted that we should script our questions more. The only way you can use questioning effectively is if you plan the question and plan who you will ask it to. This way your expectation of a student response (no opt out) can be met in the first instance.<br />
<br />
I've told my students that the last few weeks of term are simply to improve by doing corrections on our exams. I've opened our lessons with quotations and these two quotes seem the most apt:<br />
<br />
<span style="font-family: Garamond; font-weight: bold;">“Improvement
</span><span style="font-family: Garamond; font-weight: bold;">begins with I</span><span style="font-family: Garamond; font-weight: bold;">.”</span><span style="font-family: Garamond; font-weight: bold;"><br />
Arnold H. </span><span style="font-family: Garamond; font-weight: bold;">Glasow</span><br />
<span style="font-family: Garamond; font-weight: bold;"><br /></span>
<span style="font-family: Calibri; font-weight: bold;">“It’s through mistakes that you actually
can grow. You have to </span><span style="font-family: Calibri; font-weight: bold;">make mistakes </span><span style="font-family: Calibri; font-weight: bold;">in
order to </span><span style="font-family: Calibri; font-weight: bold;">improve”</span><span style="font-family: Calibri; font-weight: bold;"><br />
— Paula </span><span style="font-family: Calibri; font-weight: bold;">Scher</span><br />
<span style="font-family: Calibri; font-weight: bold;"><br /></span>
Looking ahead to Monday's monitoring visit, I'm feeling confident because I've made so many mistakes in the past 3 weeks and indeed over the past year that I've learnt a lot and improved my teaching as a result. Looking back over the year, it is the most difficult and daunting things in teaching that offer the most benefit. Line management observations, filming yourself and being scrutinised by 3 different sets of external inspectors in 3 weeks have all been challenging and at times slightly uncomfortable. However, every significant success I have had this year has come about through either one of these forms of observation or the reflection/debriefing on these afterwards.<br />
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William Lauhttp://www.blogger.com/profile/12361478852294307355noreply@blogger.com0tag:blogger.com,1999:blog-8360684861251257805.post-75464131588382253142014-06-25T14:41:00.002-07:002016-01-17T08:37:11.749-08:00Lessons learnt from setting up a new Computing department<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal">
This post is a reflection on my last 12 months as the lead
teacher of a new Computing department. As I transition to the role of Head of
Department, there are many things that I have learnt, wish I knew from the
beginning and things that I would do differently.</div>
<div class="MsoNormal">
<o:p></o:p></div>
<h1>
Curriculum<o:p></o:p></h1>
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Curriculum- I would aim to teach a GCSE shadow structure
right from Year 7. There is no reason why 11 year olds can’t start with Python.
Even students with severe SEN including ASD have managed to write simple
programs in Python. Some may argue the case for Scratch or Snap!(BYOB), but to
be honest most kids will have used these a lot at primary school, things like <a href="http://light-bot.com/hocflash.html">LightBot</a> and <a href="https://blockly-demo.appspot.com/static/apps/maze/index.html">Blockly</a>
are a much better gateway to text-based programming. I would however only spend
a short amount of time on these. <o:p></o:p></div>
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<br /></div>
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Likewise, teach your students GCSE theory up to GCSE level,
most of our students understand Von Neumann Architecture and can convert
between binary, hex and decimal. It just takes solid structures, but with the
correct structure and support, the kids can learn anything. <o:p></o:p></div>
<h1>
Teaching and Learning<o:p></o:p></h1>
<div class="MsoNormal">
Get observed lots, bad observations are good ones because
they should inform how to improve. Observers (including support staff) often
see things that you don’t see. My worst lesson observation was followed by a
debriefing where I reflected with my line manager. We spent some time
rethinking my pedagogy and how to deliver a lesson with lots of content. The
result was that in the following observation, my line manager said that he
observed the perfect lesson. He shared
some of the techniques with the rest of the school. <o:p></o:p></div>
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<br /></div>
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I can’t emphasise how valuable it is to work closely with
your support staff and technicians; on any given day they will make the
difference between a lesson that works and one that doesn’t.<o:p></o:p></div>
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Observe your peers in non-graded observations. Visit other
schools, find the best people on Twitter or at Computing events and just ask to
go and see them. Visiting other schools is always inspirational, either they’re
doing great stuff that you don’t yet know about or vice versa. You’ll always end
up leaving in a positive and productive mood.<o:p></o:p></div>
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<br /></div>
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Make a website to host all your documents, cover work and
showcase material. Some like to use Google Sites. I value aesthetics so I use
Weebly and combine this with Google Docs and Tiny URL. When students miss a
lesson, their first port of call can be the school website. Some argue for a
VLE or network, but nobody likes logging in and if your student is ill at home,
a website is the easiest thing to access and Google Docs offers the most
streamlined solution for hosting and sharing documents with colleagues and
students.<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
<a href="http://mrlaulearning.blogspot.co.uk/2014/01/publishing-pupil-feedback.html">Google
Docs is also great for creating tests which mark themselves</a>. I’ve heard a
lot of good things about Edmodo, in that it corrects students answers too. I
like the sound of that and may try it next year.<o:p></o:p></div>
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<br /></div>
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In terms of formative assessment, print out name tags for
every student, Get some traffic light cards laminated and buy a class set of
mini white boards. These will guarantee that you know what the students
actually know during your lesson. According to Dylan Wiliam, what you do with
this information is the difference between average and great teaching.<o:p></o:p></div>
<h1>
Logistics and Resources<o:p></o:p></h1>
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We started the year in a temporary building with laptop
trolleys. Regardless of your environment, every class needs to be inducted into
conduct, rules and routines when using IT. Do not assume anything! <o:p></o:p></div>
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If you have a laptop trolley the induction should include:</div>
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<span style="text-indent: -18pt;"><br /></span></div>
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</div>
<ul style="text-align: left;">
<li><span style="text-indent: -18pt;">Two angles-90° and 45°. The former is the screen
angle for working, the latter for when you are talking. Closing the lid forces
some laptops to go to sleep, so this should be avoided.</span></li>
<li>How to carry laptops-not by the screen as this puts stress on the hinge.</li>
</ul>
<br />
<div class="MsoListParagraphCxSpFirst">
<a href="https://c1.staticflickr.com/1/134/325747400_29f2c8725d_z.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center; text-indent: -18pt;"><img border="0" height="316" src="https://c1.staticflickr.com/1/134/325747400_29f2c8725d_z.jpg" width="320" /></a></div>
<ul style="text-align: left;">
<li>How to stow laptops in the laptop trolley, managing cables and ensuring the laptop is on charge</li>
<li>How to log off. If you close the lid midway through the log off or shutdown process, the next user will not be able to log in without clicking the subtle “switch user” button. Attempts will be met with “No log on servers available”.</li>
<li>If you have not bought a laptop trolley yet, opt for two 15 capacity trolleys rather than one 30 capacity ones. The latter are heavier and difficult to move.</li>
<li>Move the trolley to the classroom of intended use, not the laptops. This will reduce damage to laptops.</li>
</ul>
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<br /></div>
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In a computer lab:</div>
<div class="MsoListParagraphCxSpFirst">
</div>
<ul style="text-align: left;">
<li>Entry routine: Where to sit at the beginning of the lesson-is the routine to log on then take a seat in the centre desks?</li>
<li>Moving around the room, must be on foot, never on wheely chairs as it inevitably causes silliness and damage to chairs.</li>
<li>Where to save</li>
<li>Pack up routine: What should a tidy Computer desk look like. Headphones stowed behind/on monitor, no trailing wires, chairs tucked under.</li>
<li>No open water by the computers. Or no eating/drinking at all-the same rules as a Science lab.</li>
</ul>
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Once students have been inducted, appropriate sanctions should be issued to encourage the correct conduct and routines.</div>
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Other notes:</div>
<div class="MsoListParagraphCxSpFirst" style="text-align: left; text-indent: -18pt;">
<br /></div>
You get what you pay for. Only trust the big brands (Dell, Lenovo, HP) and check reviews on Amazon<br />
first.<br />
<div class="MsoListParagraphCxSpFirst" style="text-align: left; text-indent: -18pt;">
<o:p></o:p></div>
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<o:p></o:p></div>
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<br /></div>
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If you are tight on budget, you can get a lot of nearly-new IT
equipment for cheap from <a href="http://www.ict-direct.co.uk/">ict-direct.co.uk/</a> or <a href="http://www.bargainhardware.co.uk/">bargainhardware.co.uk<o:p></o:p></a></div>
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<br /></div>
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Label and number everything with your own Avery labels or
tipex. You can label your equipment with a room number, department and item
number. I’d advise labelling anything that is not fixed i.e. laptops, chargers,
headphones, portable speakers. It sounds petty and arduous, but this year we
spent over £200 replacing lost/damaged peripherals. Damages was caused by both
students and staff. Whilst this was either due to neglect or laziness (teachers
having one charger at home and one at school), it can be avoided.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Student technicians-When you’re a small department, you need
all the help you can get. Our school didn’t have a permanent technician, so I
trained some students into the upkeep of laptops, installing printers, general
troubleshooting of all things AV and Wifi. They were also taught filming and photography skills. This means all
events can be documented by students. Next year, I hope to train them to edit
in iMovie too. Student technicians are also helpful to have at open days and on
interview panels<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Other helpers-There are lots of volunteers waiting to help
you learn to program and run clubs for you. <a href="http://www.stemnet.org.uk/topboxes/stem-ambassadors/">STEMNET</a> and <a href="https://www.codeclub.org.uk/">Code Club</a> are a great source for
CRB/DBS cleared helpers. A parent who works at an investment bank in Canary
Wharf recently volunteered to come in and help me develop my programming
skills. Sometimes all you need to do is ask, othertimes, the help comes to you.<o:p></o:p></div>
<div class="MsoNormal">
Buy one of <a href="http://www.amazon.co.uk/Rexel-Optima-Expander-13-Part-Capacity/dp/B002YNXVHK/">these
organisers</a> for only £11. It has a capacity of 500 sheets and once you
create a tab for each of your classes, you will still have capacity for your
form group, department, extension, spare sheets and helpsheet tabs. It has made
teaching so much easier. I just do all my printing first thing in the morning,
then carry this around with me.<o:p></o:p></div>
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<o:p></o:p></div>
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<o:p></o:p></div>
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<o:p></o:p></div>
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<o:p></o:p></div>
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<o:p></o:p></div>
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<o:p></o:p></div>
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<o:p></o:p></div>
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<a href="http://ecx.images-amazon.com/images/I/81AyUq2h43L._SL1500_.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://ecx.images-amazon.com/images/I/81AyUq2h43L._SL1500_.jpg" height="295" width="320" /></a></div>
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</span></span><!--[endif]-->If you need a book to learn Python and have
never programmed before, I highly recommend <a href="http://codingclub.co.uk/">Chris
Roffey’s books</a>:<o:p></o:p></div>
<img alt="book 1 cover" src="http://codingclub.co.uk/images/book1.gif" /><br />
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Lastly, teaching resources. Most of them are free and I have<span style="text-indent: -18pt;"> </span><a href="http://mrlaulearning.blogspot.co.uk/2014/06/top-10-websites-for-gcse-computing.html" style="text-indent: -18pt;">written
extensively about these here</a><span style="text-indent: -18pt;">.</span></div>
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Finances<o:p></o:p></h1>
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Some Computing departments will have small budgets,
particularly if you are a small school with only one or two cohorts of kids.
Unless you have a full school, budgets will always be small. This section is
mainly for those who have a budget of less than £1000. <o:p></o:p></div>
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Provided you have an IT suite or laptop trolley, forget the
tempting gadgets and toys such as Raspberry Pi’s, Lego Mindstorms and Arduino’s.
Spend most of your budget on training. There are plenty of courses on the
Events page on the CAS network, some of them are free.<o:p></o:p></div>
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I know my previous statement about learning toys is
contentious, but a class set of Raspberry Pi’s sounds good on paper, but really
they’re just slow computers which need all the peripherals of a standard
computer. When put together, they don’t sit well on a desk and are prone to
damage. Even with a case, memory cards can break off and go missing, power
leads can get pushed too far in. From what I’ve seen and heard, they’re great
for kids to use as a learning tool/toy at home. But the classroom really needs
robust computers. Not a worthy investment in my opinion. <o:p></o:p></div>
<h1>
Recruitment<o:p></o:p></h1>
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In finding someone to join your department, recruit early
but don’t hire someone unless they’re absolutely right. I was lucky in finding
a candidate on the third interview day that we held. <o:p></o:p></div>
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We run a fairly rigorous recruitment day including a code
review, curriculum task (planning a SOW), teaching of a lesson, numeracy and
literacy test. The last two perhaps are less significant, the main thing is the
lesson that they teach, the subject task and the interview.<o:p></o:p></div>
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The main things you’re looking for are alignment with the
school culture, subject knowledge and alignment with your own personality as
you will have to work with this person for the next 1-20 years! The best advice
I was given when visiting another middle leader was that there are some things
you cannot change in a person e.g. their personality-“can you work with them?”
is the big question.<o:p></o:p></div>
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Other big questions: If their subject knowledge isn’t quite
where you need it, is the candidate trainable? Do they want to improve? In your
interactions with them, do they give you energy or sap it out of you?<o:p></o:p></div>
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William Lauhttp://www.blogger.com/profile/12361478852294307355noreply@blogger.com2tag:blogger.com,1999:blog-8360684861251257805.post-18255755056499944412014-06-25T13:54:00.000-07:002014-07-09T23:25:08.656-07:00Top 10 Websites for GCSE Computing resources<div dir="ltr" style="text-align: left;" trbidi="on">
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There’s a lot of resources out there for teaching Computing.
Finding resources is never an issue, there are anywhere between 10-30 new
resources uploaded onto <a href="http://community.computingatschool.org.uk/resources/">CAS</a> every week. However, it’s sometimes difficult to
follow a single scheme of work when presented with so many different resources.
We also have our own preferences. The list below is based on the resources I have found most useful. This is by no means a finite list. There
are many teachers out there who create resources but do not host these publicly
or centrally on one single site. Those that do are listed below. Feel free to
add more suggestions in the comments.<o:p></o:p></div>
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<a href="http://mrocallaghanedu.wordpress.com/">mrocallaghanedu.wordpress.com</a> Mr O Callaghan is a Computing teacher who loves pedagogy. Like David Didau,
Alex Quigley and Harry Fletcher Wood, he is an outstanding blogger. He frequently
applies techniques based on educational researchers and cognitive psychologists
such as Willingham, Kirby and Wiliam.<o:p></o:p></div>
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<a href="http://teachwithict.weebly.com/">teachwithict.weebly.com</a> Wonderful site of resources and thinking from CAS master teacher Simon Johnson<o:p></o:p></div>
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<a href="http://teachcomputing.wordpress.com/">teachcomputing.wordpress.com</a> Self-taught Computing teacher Alan O’Donohoe presents his thoughts and
resources for teaching Computing. If there is an example of someone who has
re-defined himself from novice to expert, it’s Alan.<o:p></o:p></div>
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<a href="http://www.letslearnict.com/computing.html">www.letslearnict.com/computing.html</a>
-All round site covering Computing, ICT and IGCSE<o:p></o:p></div>
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<a href="http://mattbritland.com/category/computing/">mattbritland.com</a> Not only does Matt Britland teach Computing, he does it with style. Great SOW
and articles about EdTech.<o:p></o:p></div>
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<a href="https://gocompute.wikispaces.com/">gocompute.wikispaces.com</a> Multimedia (Video, PDF, Word Documents) A set of comprehensive resources for
Computing, ICT and Creative Media<o:p></o:p></div>
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<a href="http://compu2learn.co.uk/lessons/key-stage-four/gcse-computing/">compu2learn.co.uk</a>Great collection of theory and practical resources.<br />
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<a href="http://www.gcsecomputing.org.uk/">gcsecomputing.org.uk</a> Resources which will help deliver OCR GCSE Computing. Some content is
subscription only<o:p></o:p></div>
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<a href="https://sites.google.com/site/thedenniglessons/">thedenniglessons</a> Ms Dennig also teaches Computer Science to her year 7’s. Lovely slides which
break down complex abstract ideas into more concrete accessible ones.<o:p></o:p></div>
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<a href="https://sites.google.com/site/gcsecomputingbalcarras/home/introduction">gcsecomputingbalcarras</a> A great collection of videos and websites which will take you through OCR’s
GCSE<o:p></o:p></div>
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<a href="http://gfscomputing.net/">gfscomputing.net</a>
My own website where I share every resource that I use in lessons. There are
links to Zipped Files and Curriculum plans.<o:p></o:p></div>
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<a href="https://docs.google.com/document/d/1UE5HtYVKQyqlJ65H11CHEgjQqtaPP3mRVeaZrUDWaiI/edit">Bonus
link</a>: This is not a website, but rather a list of websites which are useful
for teaching Computing from KS1 to KS4<o:p></o:p></div>
</div>
William Lauhttp://www.blogger.com/profile/12361478852294307355noreply@blogger.com1tag:blogger.com,1999:blog-8360684861251257805.post-60360443778561574042014-05-03T15:34:00.002-07:002014-05-03T15:35:58.173-07:00Open questions and lesson starts<div dir="ltr" style="text-align: left;" trbidi="on">
I cam across two excellent blogs about "<a href="http://msmslearningcommunity.blogspot.co.uk/2010/08/teach-like-champion-doug-lemov-chapter_10.html">Do Now's</a>" and <a href="http://improvingteaching.co.uk/2014/01/12/touchpaper-problem-5-how-can-i-ensure-my-lesson-starts-well/">lesson starts in general</a> and it made me realise that a lot of my lesson starts involve closed "Do Now's". I suppose I have fallen into the trap of closed question Do Now's because it makes for quicker and easier marking/assessment and suits Computing quite well. Computing is a science afterall and so asking students to do closed problems like you might do in Maths seemed to make sense.<br />
<br />
I then realised when I read the aformentioned article by @HFletcherWood's, that having closed questions probably encourages plaigirism and the belief in only one right answer. It also means that the activity by definitioncannot be low threshold and high ceiling-this is a big problem. Having also attended further training on Python programming, I realised that for many problems there is more than one correct answer.<br />
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<div style="text-align: center;">
<i>Some example Do Now's from a unit of work about Python</i></div>
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My aim for next week then is to plan more activities where there is room for more open responses. I also think this will help slow down the pace somewhat. Often, I feel asthough I use Do Now's simply because it is school policy. I try to rush through all the correct answers, albeit using lollypop sticks to keep kids on their toes. The rush stems from me wanting to start the main activities. Perhaps this is a result of me feeling that time is tight. I lose 10 mins every lesson simply through taking out and returning laptops from a trolley. After a 3-5 minute do now and 5 minutes feeding back, that leaves 35 minutes for the rest of my lesson. I would usually try to plan something meaningful, challenging, with a solid outcome and genuine learning. At the end of the lesson, I'd also like to do extended plenaries and exit tickets, but realistically this is sometimes just not possible, hence why the start of my lesson is rushed.<br />
<br />
<div style="text-align: center;">
<i><span style="font-size: large;">Slow down, do less, do it better</span></i></div>
<br />
After observing lessons and thinking about the burnout at the end of last term, I promised myself to slow down, do less and do "it" better. Having tried slower paced starts, I find that students are less confused; simply slowing the pace slightly allows them to process the new material and perhaps frame their questions more carefully.<br />
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In my next post, I hope to talk more about open tasks and questions that I have tried.</div>
William Lauhttp://www.blogger.com/profile/12361478852294307355noreply@blogger.com0tag:blogger.com,1999:blog-8360684861251257805.post-68668639854352461962014-02-27T13:08:00.003-08:002014-02-27T13:08:44.365-08:00Primary Computing Resources KS1 KS2 onwards<h2>
<span style="font-family: inherit;">A curation based on the #ukedchat on Coding:</span></h2>
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<span style="font-family: inherit;">Great collection of resources by Simon Haughton: <a href="http://www.simonhaughton.co.uk/">http://www.simonhaughton.co.uk/</a></span></div>
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<span style="font-family: inherit;">Further resources:</span></div>
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<span style="font-family: inherit;"><br /></span></div>
<span style="font-family: inherit;"><span style="background-color: white; color: #222222; font-size: x-small;"><a href="http://code-it.co.uk/index.html">http://code-it.co.uk/index.html</a></span></span><div style="color: #222222; font-size: small;">
<span style="font-family: inherit;"><br /></span></div>
<div style="color: #222222; font-size: small;">
<span style="font-family: inherit;"><a href="http://playgroundcomputing.com/our-resources/">http://playgroundcomputing.com/our-resources/</a></span></div>
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<span style="font-family: inherit;"><br /></span></div>
<div style="color: #222222; font-size: small;">
<span style="font-family: inherit;"><a href="http://www.resources.digitalschoolhouse.org.uk/">http://www.resources.digitalschoolhouse.org.uk/</a></span></div>
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<span style="font-family: inherit;"><br /></span></div>
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<span style="font-family: inherit;"><br /></span></div>
<div style="color: #222222; font-size: small;">
<span style="font-family: inherit;">Good blogs: <a href="http://www.digitalclassrooms.co.uk/?p=589">http://www.digitalclassrooms.co.uk/?p=589</a></span></div>
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<span style="font-family: inherit;"><br /></span></div>
<div style="color: #222222; font-size: small;">
<span style="font-family: inherit;"><a href="https://sites.google.com/site/primaryictitt/">https://sites.google.com/site/primaryictitt/</a></span></div>
</div>
William Lauhttp://www.blogger.com/profile/12361478852294307355noreply@blogger.com0tag:blogger.com,1999:blog-8360684861251257805.post-12914686504374275542014-02-07T00:00:00.000-08:002014-06-08T02:54:30.968-07:00How 5 good habits can lead to excellent teaching and learning<div dir="ltr" style="text-align: left;" trbidi="on">
I recently had an observation with my line manager. I used to dread observations, especially when being judged by an expert teacher. I think the thing that even the most experienced teachers fear is an Ofsted inspection. Having received positive feedback for my recent lesson observation, I looked back on what I did and realised that most of it was automated, I do these things every lesson without thinking.<br />
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<img src="http://i.behappy.me/2418/preview.png" height="400" width="299" /><br />
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I came to learn about these techniques through our head of CPD (<a href="https://twitter.com/HFletcherWood">@HFletcherWood</a>) whose numerous techniques come from the books of Doug Lemov and also talks and inset by Dylan William (See Youtube for a taster). By automating these good habits, we can free ourselves (literally and mentally) to address student's queries more effectively. Since the beginning of the year, I have managed to automate 5 techniques which have had a huge impact on my teaching:<br />
<h3>
<b>1) Start the class with a "Do Now"</b></h3>
This should have a low threshold for entry and plenty of room for growth. My example was simply to state what you like/dislike about the following posters and to suggest improvements.<br />
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<h3>
2) Positive framing (Catching them when they're good)</h3>
By using positive framing; only announcing names of people who were doing the right thing, it encourages those who are slow to start. "I can see James has started jotting down some ideas...I can see Megan has put one point for improvement". Within 30 seconds, everyone is settled, they all have opinions and are scribbling away. This is the most challenging class in the school. Those who looked like they had finished were asked to suggest improvements to the posters or think of general rules to make the posters better.<br />
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Compare that to negative framing where you call out people's names for being slow to start, "Ryan, you've been in here 5 minutes and you still haven't got out a pen...Janet, why are you walking around?". This type of framing adds a negative vibe to the lesson and may also lead to confrontation.<br />
<h3>
3) No hands up and no opt out</h3>
Asking only students who put their hands up is probably one of the worst habits you can get into according to Dylan William. The shyer students never get to contribute, those who are feeling a bit lazy will simply opt out and those with their hands up will get frustrated when you don't pick them. Using nametags or lollipop sticks on the other hand keeps the class on their toes.<br />
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<img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5V3zXe1jvT8UaEs0uqL3OsV24r0HDlVxXmtfci9ccuCxmGADwLTB29Z286Ou3x5LLJ81uz4F3ysHLyz1sQIif0GwW79XLE8CSBkEBywZOlRK0A5yoegeKo-7oht8U6uZ6QgXBx10TlHo/s400/popsicle_stick_names.jpg" height="299" width="400" /><br />
<i>Source: goddividedbyzero.blogspot.com </i><br />
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In combination with Doug Lemov's "No opt out", it ensures that all students will contribute when asked to give an answer. If a student answers "I don't know", you can respond with "I know you don't know, I just want to know what you think". Every student has something in their head. If they're still hesitant, simply reinforcing that there is no right or wrong answer will build their confidence and even the shyest students will usually contribute an answer.<br />
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Extra tip: There are times when the question is so difficult that there is a good 30-40% of students who do not know the answer and do not even know where to start to think. In these situations, it is a good idea to do a "Think-Pair-Share". A think pair share with a written outcome means you can quickly see if the majority now have an answer to give or if you need to go from pairs to fours to widen the pool further.<br />
<h3>
4) Student routines</h3>
All the aforementioned are teacher routines. As a Computing teacher, you will appreciate that we have one big distraction in front of every student, their own screen. For some teachers, they dread laptops or a lesson in the Computer lab as it just leads to students going on Facebook. Social networks aren't even blocked in our school, but a student has never gone on a social network in any of our classes as far as I can recall simply because the consequences are so severe. Some teachers also find it difficult to get students attention. I would recommend asking students to close their laptop screens to 45 degrees on a countdown of 3-2-1. Some people call this "pacman screens", I've heard of teachers literally holding up a hand in the shape of a pacman which seems quite novel and efficient. I just call it "45"-efficiency in routines is important!<br />
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<img src="http://i.haymarket.net.au/galleries/1_Kogara-school-kids-use-their-new-laptops.jpg" height="225" width="400" /><br />
<i>Source: itnews.com.au</i><br />
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By having routines for handing out folders, getting students' attention, you make your life as a teacher much easier. Expectations are clear and students do not need to think about their actions, they just do it and in turn you're making their lives easier. By having clear consequences for not following the routines, most students are quick to latch on.<br />
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<h3>
5) Ending with an exit ticket</h3>
Ending with an Exit ticket is the quickest way to find out what students have learnt in your lesson. No student can leave the room before giving you their exit ticket. With these little slips (No smaller than a Post-It Note and no bigger than A5) you can quickly spot misconceptions and it also helps plan the start of your next lesson. It's one of the most efficient forms of assessment. Some teachers sort these exit tickets into piles, one for those who will be rewarded with housepoints next lesson, one which is the average pile and the last pile is the one where students simply "did not get it". The last group can also be pulled up for a quick lunchtime mastery/catchup session before your next lesson with the class. As mentioned earlier, these piles go directly to inform your planning. Very quickly you can plan for the top and the bottom.<br />
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<h3>
Closing thoughts</h3>
When you get the dreaded Ofsted call, remember that there is no way that any teacher can change their teaching style for one lesson observation without seeming un-natural about it. The kids spot it, your observer spots it and you just end up running around the classroom sweating whilst trying to do a load of things you've never done before. Yes, I've been there loads of times, in fact probably for every single observation in my first 6 years of teaching! It took a school culture which does not believe in "performing for observations" or "pulling out an outstanding lesson with lots of gimmickery" which really changed my practice. The most important lesson I've learnt this year (mainly from my amazing head of CPD), is that in order to be excellent, you have to practice (and practise) excellence everyday. As your good habits become automated, you end up freeing up some of your mental capacity and therefore you are able to do even more for your students.<br />
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William Lauhttp://www.blogger.com/profile/12361478852294307355noreply@blogger.com0