Saturday, 28 May 2016

Teaching to Code: Storyboard

This is the storyboard for my learning design.

Even if you enlarge full size the text is too blurry but fear not, it is all shown below.
The storyboard runs as follows:

Weeks 1 and 2, click to view
The main content in the first fortnight is understanding what children need to learn about coding within computing in the national curriculum, an overview of the major resources and tools available and learning to code with Scratch at a basic level - well enough to empathise with and understand what their students will experience and to gain in confidence and personal skill. The bright yellow sheets show the activities, the pale yellow the reflection and assessment (which relates back to the previous post).

Weeks 3, click to view full size

Week 3 develops that further but begins the process of reflecting on how as a teacher you may choose to set up lessons to ensure they can engage all students, retain a sense of progression and purpose and be manageable for 1 or at most 2 adults to support. Some approaches that might work well in other subjects may well (will) prove stifling and limiting if they hold students back from getting to grips with practical work, but being too open to everyone digging in exposes the teacher to unrealistic requirements to troubleshoot and assist.

Week 4
In week 4 the delegates apply that knowledge in designing their own three lesson sequence for their own classes working in pairs, so that they can ask each other questions around how realistic their planning is and ensure they have thought their approach through.

Learning Objectives

This is the learning objectives part of the Storyboard - these objectives though are starting points - in the first and last weeks delegates will be asked to review them and adapt them.

Week 5
In week five delegates respond to the feedback from their peers and from their tutor and make the final adjustments to their lesson plans. 

Week 6
In week six delegates deliver the first of their three lessons and afterwards share the outcomes from the lesson (in terms of student's work so that they can experience and moderate assessment judgements at an early stage) with colleagues that teach similar year-groups.

Week 7
In the seventh week the remaining two lessons are delivered, supported by the feedback and reflection on the progress their class had made and comparing it to similar groups in other academies. Where possible one of those lessons will allow a colleague to visit and informally observe and participate and for the delegate to also visit a colleague's lesson.

Week 8
Finally, in week 8 the delegates take from their lessons material to contribute a learning resource to the shared set of materials for primary teachers teaching computing. In this way they each immediately gain a number of practical ideas for future lessons and their ideas are made available to the network of teachers as a whole. Importantly this activity reinforces the message about how important a part of professional development contributing to the collective set of shared learning resources is. The second main activity is the final review by the delegate on how they have progressed and how they will continue to use their skills in teaching, perhaps applying ideas to other subjects in the future.

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