@petejbell
Getting the balance right:
Computing > Computer Science > Programming
Don't reinvent the wheel:
What you may already be doing in ICT that fits the new Computing Programme of Study
Assessment
Progression pathways
Warning that classifying people into too many levels = lower accuracy of assessment
SOLO
Resources
Algorithms Unplugged!
Sharing Practice
16. Computationally:
Verse (appendage)
You put your (appendage) in
You put your (appendage) out
In Out On Out shake it all about
You do the Hokey Cokey and you turn around
That’s what it’s all about
Chorus
18. Assessment
Miles Berry
@mberry
Principal lecturer and subject leader for
Computing Education at the University of
Roehampton
Chair of NAACE (National Association of Advisors
for Computers in Education)
Management board of CAS
20. Assessment
“It is clear that the greater the precision
(i.e. the more levels into which we wish to
classify people), the lower the accuracy”
(Wiliam, 2001 p19)
21. Assessment
SOLO
(Structure of Observed Learning Outcomes)
Identifies five stages of understanding.
Each stage embraces the previous level
but adds something more.
27. Assessment
Surface and deep thinking
Unistructural and multistructural questions test
students’ surface thinking (lower-order thinking skills)
Relational and extended abstract questions test deep
thinking (higher-order thinking skills)
29. Resources
Bob Harrison
Chair of DfE Computing Expert Group
Producers of THE Google Site:
https://sites.google.com/site/primaryictitt/
Education advisor - Toshiba
Runs Support for Education and Training
Computing replaces ICT as an umbrella term covering a number of distinct strands.
Keep the balance right
information and communication technologies that enable people to operate online,
how information technology impacts upon the way in which individuals and organisations operate
eSafety and..
the social, economic and legal issues associated with the pervasive use of technology
Algorithms - When teaching students how to create a spreadsheet model, make more of the algorithmic thinking that goes into such a task: breaking the problem down into smaller problems, deciding what they need to know and how they are going to go about building their model so that it gives them the information they need.
When learning about the use of encryption to make online transactions more secure you could introduce pupils to the Caesar cipher algorithm and give them opportunity to use it to encode and decode messages.
Programming:
Instead of using WYSIWYG editor to build website, use HTML and CSS.
Use SQL instead of Off the Shelf Database products like Access
Data Representation: How binary is used to represent different types of data, e.g. how is sound converted into a digital format, do some graph paper programming.
Or look at why hex is used to encode a particular colour in a graphics file.
Whales is a hard word. Can someone spell it?
Computers can’t guess what we want them to do based on tone / body language. They follow instructions…
the student acquires bits of unconnected information that have no organisation and make no sense.
Unistructural One aspect of a task is picked up or understood serially, and there is no relationship of facts or ideas
Two or more aspects of a task are picked up or understood serially, but are not interrelated
Relational Several aspects are integrated so that the whole has a coherent structure and meaning
Extended abstract –That coherent whole is generalised to a higher level of abstraction. At this level students can make connections beyond the scope of the problem or question, to generalise or transfer learning into a new situation
Relational Several aspects are integrated so that the whole has a coherent structure and meaning