Reflection, readings, notes and ponderings from TAI Meeting Week 5 Term 2 2018
TAI Reflection Week 5 Term 2 2018
Progress outcome 1:
In authentic contexts and taking account of end-users, students use their decomposition skills to
break down simple non-computerised tasks into precise, unambiguous, step-by-step instructions
(algorithmic thinking). They give these instructions, identify any errors in them as they are followed,
and correct them (simple debugging).
break down simple non-computerised tasks into precise, unambiguous, step-by-step instructions
(algorithmic thinking). They give these instructions, identify any errors in them as they are followed,
and correct them (simple debugging).
Progress outcome 2:
In authentic contexts and taking account of end-users, students give, follow and debug simple algorithms
in computerised and non-computerised contexts. They use these algorithms to create simple program
involving outputs and sequencing (putting instructions one after the other) in age-appropriate programming
environments.
in computerised and non-computerised contexts. They use these algorithms to create simple program
involving outputs and sequencing (putting instructions one after the other) in age-appropriate programming
environments.
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OUR DISCUSSION AND REFLECTION ON THE FIRST TWO MODULES:
THINGS THAT STUCK!
THINGS THAT STUCK!
In simple English:
Computational Thinking: “specific thought processes that involve formulating problems and
their solutions”
their solutions”
IT IS ESSENTIALLY:
SOLVING PROBLEMS DESIGNING SYSTEMS AND UNDERSTANDING HUMAN BEHAVIOUR
IT WILL BE AS FOUNDATION TO LEARNING AS NUMERACY AND LITERACY
IN FUTURE EDUCATION
IN FUTURE EDUCATION
Algorithms: Like instructional writing - if the task is not able to be completed
because of insufficient information or incorrect information, then, ‘debug’(edit) and try again.
because of insufficient information or incorrect information, then, ‘debug’(edit) and try again.
Like a recipe for completing a task.
We were introduced to SCRATCH
Debugging: troubleshooting to find a solution to a problem
“To understand computational thinking the student can identify problems,
break them into smaller parts to enable them to identify and structure a solution’.
break them into smaller parts to enable them to identify and structure a solution’.
KIDS OF TODAY ARE UNPROMPTED AND SELF DRIVEN,
AS THEY ARE ABLE TO ACCESS ANSWERS /INFO INSTANTLY
AS THEY ARE ABLE TO ACCESS ANSWERS /INFO INSTANTLY
QUESTIONS AND WONDERINGS:
As this new curriculum will take a few years to roll through all year levels
- ie the 5 year olds now will be the teaching from Progress Outcome 1, how will we at KKC tackle this?
- ie the 5 year olds now will be the teaching from Progress Outcome 1, how will we at KKC tackle this?
Do we:
Squash the first 6 modules together over the two years in 7/8 in order to play catch up?
Have extra 2 period slots as with Tech and Science to teach this separately?
The TIC of Digital Tech and the Home Room teachers then work together to
plan the ’putting into practise’?
plan the ’putting into practise’?
Just include the stage where they should be as of 2018/2019 and try and fill in the gaps as you go?
Put all of the staff through the Digital Passport Training in order to fully understand the why and how?
How do we avoid misunderstandings such as:
Teachers viewing this as something else they have to teach?
Digital Technologies being taught at the expense of other subjects if not a stand alone subject?
