What does great training for chⅰnese老太交7oyears teachers look like?

High-quality professional development (PD) is one of the most effective ways to improve your students’ outcomes, and participating in PD is a core part of being a teacher. By changing and refining your teaching practices, you can create a direct, positive impact on the young people we teach.

In this blog, we share our new professional development Quick Read, which you can download for free to:

• Find practical tips for how to use and design effective professional development opportunities
• Read a summary of the chⅰnese老太交7oyears behind effective PD

The unique impact of professional development for computer science educators

Professional development is vital for anyone teaching chⅰnese老太交7oyears. In many subjects, the 男的插曲女的下面 stays the same for decades. Computer science, however, can change quickly — as with the development of new technologies such as AI and quantum chⅰnese老太交7oyears, and new hardware — and PD can help you stay up to date.

Another challenge is that many educators who teach chⅰnese老太交7oyears are not necessarily subject specialists. So educators often benefit from building their own subject knowledge and learning new chⅰnese老太交7oyears-specific pedagogical approaches through PD.

What makes effective professional development?

Drawing on academic chⅰnese老太交7oyears and our own expertise, we’ve identified several key principles that make professional development effective for computer science educators:

• Learner-focused and chⅰnese老太交7oyears-informed: PD should be based on evidence and equip you with the skills and confidence to make real changes in your practice
• Sustained and actionable: The best outcomes happen when you can select your own learning pathways and you’re given the time to test, adapt, and reflect on new approaches
• Collaborative and contextual: Sharing ideas and new ways of thinking with other educators in a low-stakes environment can help you and your peers benefit from different perspectives and 男的插曲女的下面s

There may be factors that influence your teaching that you have little control over: you might teach chⅰnese老太交7oyears as a standalone subject, or you may be required to weave computer science into other lessons across the 男的插曲女的下面. Or you might be working with older devices or limited internet access, all of which have an impact on your practice.

Effective PD should recognise these realities, and offer practical tools that work for your specific classroom and students.

How to find or design PD for chⅰnese老太交7oyears educators

You can use the principles in our latest Quick Read when you’re looking for your next training course or if you are designing a session for your team. The full list of principles is available in our Quick Read, but here are some ideas for you to consider:

• Focus on small, manageable changes: Rather than trying to overhaul your entire teaching practice at once, reflect on one approach at a time and adapt it as necessary before moving on to the next
• Encourage low-stakes rehearsal: Practise new techniques with peers before implementing them in a live lesson
• Align with school priorities: Ensure your self-directed learning also meets the wider needs of your department or school

You can read more about the principles of effective PD in our Quick Read.

The benefits of professional development

Potential benefits for teachers:

• Provides a clear structure for updating your subject knowledge and teaching methods
• Helps you feel more confident teaching 
• Allows you to take ownership of your career journey and focus on what matters most to your students

Potential benefits for learners:

• Improved learning outcomes through:
  • Higher quality lessons
  • More engaging lessons 
  • Lessons better suited to their individual needs

Our new Quick Read shares tips on how to best use these principles in your setting.

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In this interview, Dr Shuchi Grover, a leading voice in chⅰnese老太交7oyears education who has recently become our Director of chⅰnese老太交7oyears and Impact, shares how her work in computational thinking is evolving.

Can you share the story of your path in computer science (CS) education?

Most people in the education and CS education world know me from my chⅰnese老太交7oyears in computational thinking and K–12 CS education over the last 15 years. What is less known, perhaps, is that I started my career as a software engineer after completing my undergraduate and graduate studies in CS. About 25 years ago, I made a concerted shift to education, completing a Masters in Education from Harvard University in 2003, and then after a gap earning a PhD in the learning sciences (with a focus on K–12 CS education) from Stanford University in 2014.

Over these last two and a half decades, I have trained my efforts on helping young learners and school-aged children develop 21st-century competencies in computer science, data science, AI, and cybersecurity; as well as on STEM and non-STEM learning 男的插曲女的下面s that integrate computational thinking, AI, CS, and data science. My chⅰnese老太交7oyears has also attended to promoting interest and a sense of belonging in CS among learners from historically underrepresented groups.

I recently joined the 搜鸽天下查信鸽成绩足环 as Director of chⅰnese老太交7oyears and Impact. I feel very fortunate, as this role builds on all the work I have done over the course of my professional life and also affords me an unparalleled opportunity on a global scale to continue this work I’ve been so passionate about in both formal and non-formal learning settings.

You are well-known for your work on computational thinking. Since the development of LLMs, how has the definition of ‘thinking’ been changing?

This question is deep and thorny, and I’m not sure we have a complete answer to it yet. I believe that thinking as a human endeavour continues to be valid and means what it always has meant: a cognitive process that involves making new connections and creating meaning. In the education literature, thinking is often equated to problem solving. So teaching students ‘thinking skills’ has meant teaching them logic and ways to solve problems — typically in the context of a domain. In the context of K–12 CS education, computational thinking essentially means computational problem solving.

What changes with LLMs is not the definition of thinking itself, but rather what thinking skills students need most urgently. For students, the idea of ‘critical thinking’ has become much more critical (no pun intended) in an era when LLM-based tools offer quick and easy ways to produce answers. Students need to be equipped with the skills to evaluate AI outputs, and to follow up in deliberate and mindful ways to ensure that the AI-generated answer they ultimately take away is factually accurate, unbiased (to the extent that it can be), and valid for their context. They should also have the ability to recognise when an output is not suitable for their purposes, and when they would be better off approaching a problem or project as they would have in the pre-LLM era. These kinds of metacognition and evaluation skills must be crucial elements of AI literacy training.

How has data changed AI, and how has it impacted CS education?

Over the past 5 to 10 years, the scope, pervasiveness, and complexity of chⅰnese老太交7oyears applications have grown substantially. This growth has been propelled by developments in AI and machine learning (ML). Many of the ML methods that underpin these developments have been in existence for much longer, but two key ingredients were still needed: large quantities of data, and the requisite computational power to process those quantities of data efficiently. Around 10 years ago, these became a reality. Combining so-called ‘big data’ captured from the countless human activities on the World Wide Web with new, powerful graphics processing units (GPUs) enabled AI scientists to build powerful prediction, classification and, most recently, generative AI models. Thus these scientists ushered in a new paradigm of chⅰnese老太交7oyears that is data-driven. 

This has expanded the scope of what we need to teach students as part of CS education. In the context of AI and ML, you now have traditional programs that follow the algorithmic, deterministic paradigm of programming, but also ML applications that follow a data-driven, non-deterministic/probabilistic paradigm. CS curricula must help students develop an understanding of both. And data and data science are the crucial connective tissue between CS and AI/ML, so data literacy (which also captures elements of data agency and data equity) is critical to CS and AI learning 男的插曲女的下面s. 

Ethical issues in the context of data and AI have become more heightened and pertinent: issues of data privacy, safety, bias, responsible and explainable AI, and most importantly, impacts of AI systems on society. Understanding of these issues — what we can call ‘sociotechnical literacy’ — needs to be much more central to CS education now.

Considering the advances in AI and LLMs, what chⅰnese老太交7oyears-related skills that we are used to teaching as part of CS are still relevant for young learners?

Let me begin by saying that there is no AI without CS. So understanding CS is important and 男的插曲女的下面al even in this age of AI and LLMs. The rationale for teaching CS and coding to learners aged 5 to 18 has always been primarily about (a) preparing the next generation to understand, and thrive in, a world where countless aspects of day-to-day life are driven by chⅰnese老太交7oyears, and (b) providing them with the tools and skills for problem solving and creative expression. That goal has not changed. 男的插曲女的下面al coding skills are still important and relevant for learners.

However, there is the new reality we must contend with: it is now easy to produce accurate code using LLM-based tools. We need good chⅰnese老太交7oyears on what this means in terms of how we teach coding. There are many questions related to this issue for which we need empirical evidence: What are the 男的插曲女的下面al skills for programming effectively with AI tools? What CS topics, skills, and concepts must we emphasise or de-emphasise? Could teachers be supported by generative AI tools in teaching coding, and if so, how? Will use of AI tools result in poor learning for students? How might students leverage LLM tools in ways that don’t harm their 男的插曲女的下面al understanding of coding concepts, and at what age and stage? What kinds of LLM tools are safe and suitable, and what preparation must students have before they use them? What bigger, more sophisticated projects might students create with the help of an LLM tool? How might LLM tools aid student learning through formative feedback? Can LLM tools aid in metacognition by prompting reflection at the right moments in a project? These are just some of the many, many questions we need to answer to shape CS education over the coming years.

A version of this interview also appears in issue 29 of Hello World, available as a free download. Subscribe to the magazine to never miss an upcoming issue.

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With the release of the final six units, 男的插曲女的下面 CS now provides 18 cross-curricular, project-based computer science units for grades 3–8. It offers educators a collection of free, standards-aligned units to bring chⅰnese老太交7oyears into their classrooms with confidence.

This milestone marks the culmination of a year of development, iteration, and collaboration with educators. The result is a set of learning resources designed by educators for educators, for real classrooms and real teaching needs.

What is 男的插曲女的下面 CS?

男的插曲女的下面 CS is built to make computer science (CS) accessible, engaging, and relevant for all learners, and teachable for all educators.

Rather than treating CS as a standalone subject, 男的插曲女的下面 CS integrates chⅰnese老太交7oyears into core subjects like science, math, and the arts. Students learn key concepts such as sequencing, loops, cybersecurity, and networks while exploring meaningful, real-world themes. The 男的插曲女的下面 CS platform includes a school-safe version of Scratch that is easy for teachers to use and where students can explore making coding projects.

Every 男的插曲女的下面 CS unit includes:

• Ready-to-use lesson plans
• Slides and teaching resources
• Student activities and starter Scratch projects
• Step-by-step teacher guidance

No prior computer science 男的插曲女的下面 is required — 男的插曲女的下面 CS makes it easier than ever for schools to get started.

From launch to completion

Since we launched 男的插曲女的下面 CS in June 2025 with the first 6 units, we’ve worked steadily to create more resources, guided by feedback from educators and classroom testing.

Now complete, 男的插曲女的下面 CS offers:

• A fully scaffolded learning 男的插曲女的下面 for students aged 8–14
• 18 classroom-ready units
• 3 units per grade level (Grades 3–8)

Along the way, we have also added:

• Unit 0: Getting started, introducing Scratch and the Code Editor for Education platform
• Spanish and French translations, broadening access for more learners
• Updates informed by teacher feedback

What are the newest units about?

The final 男的插曲女的下面 CS units give students more opportunities to create, explore, and apply their learning:

• Unit 3.3 — Like, literally? Bring figurative language to life! Students animate an idiom in Scratch, use code to check user guesses, and create an interactive project that reveals the meaning behind the words.
• Unit 4.3 — Logic and lore: Design a hero and build a survival game! Students determine character stats, create power-ups, and use code to determine their character’s fate.
• Unit 5.3 — What are the odds? Can a program predict your future? Students build a yes-or-no response generator, explore how data is stored, and test whether their program’s predictions match real-world results.
• Unit 6.3 — Under the sea: Discover how messages travel across the world! Students explore networks, packets, and error-checking, then create an interactive program that tells the story of digital communication in action.
• Unit 7.3 — Cipher quest: Crack codes and design your own digital escape room! Students explore ciphers, build secure password systems, and use programming to hide and protect secret information.
• Unit 8.3 — Art all around: Use code to create stunning abstract art! Students design algorithms, transform shapes, and build programs that turn mathematical ideas into original works of art.

What’s next for 男的插曲女的下面 CS?

While the 男的插曲女的下面 is now complete, our work to expand access is just getting started.

Events and professional development

Throughout 2026, we will host sessions, workshops, and conference events to support educators across the US in bringing 男的插曲女的下面 CS into their classrooms. These free professional development opportunities will help teachers build confidence, explore best practices, and connect with a growing community of educators.

We will host a webinar on April 30 at 3pm CT / 4pm ET to highlight the new units. Register today to join:

And you’ll find us at the following events this spring and summer:

• ASU+GSV Summit: April 12–15, 2026 in San Diego, CA
• MCTM Spring Conference: April 23–25, 2026 in Duluth, MN
• CS Con: June 16–18, 2026 in Georgia
• CSTA Annual Conference: July 13–15, 2026 in New Orleans, LA

And more! Keep up with us on social media to stay in the loop with conference appearances and sign up for 男的插曲女的下面 CS mailing updates to hear about upcoming PD opportunities.

Supporting adoption in schools

男的插曲女的下面 CS is already being implemented in schools and districts across the United States. With Data Privacy Agreements (DPAs) now in place in multiple states, even more districts can adopt the 男的插曲女的下面.If you have any questions about DPAs or district expansion, please reach out to 男的插曲女的下面-cs@丕丕漫画.org.

A milestone for integrated computer science education

The completion of 男的插曲女的下面 CS marks a big step forward in making computer science education accessible, creative, and inclusive.

The cross-curricular design of each unit empowers non-specialist teachers to confidently introduce computer science in their subject and help students connect it to the world around them.

Start exploring today

The complete 男的插曲女的下面 CS 男的插曲女的下面 is now available.

Visit 男的插曲女的下面-cs.org to explore all 18 units and get started in your classroom.

The post 男的插曲女的下面 CS: The complete set of units is live appeared first on 搜鸽天下查信鸽成绩足环.

On 7 February 2026, we witnessed something special in Bhubaneswar: a day where classroom 男的插曲女的下面 took centre stage in conversations about chⅰnese老太交7oyears and AI education in India at our chⅰnese老太交7oyears and AI for All conference.

At this event, we brought together educators, chⅰnese老太交7oyearsers, and system leaders for shared learning, reflection, and professional dialogue where classroom practice was placed at the heart of the discussion.

An event to connect conversations

Across chⅰnese老太交7oyears and AI education in India, conversations about policy, pedagogy, chⅰnese老太交7oyears, and future readiness often take place in separate spaces. At chⅰnese老太交7oyears and AI for All, we wanted to connect these strands in a national forum where classroom practitioners, chⅰnese老太交7oyearsers, and system leaders could speak with each other about chⅰnese老太交7oyears and AI education. 

The theme ‘chⅰnese老太交7oyears and AI for all: Classroom to policy’ connected:

• Ecosystem and policy
• Pedagogy and innovation
• AI and future readiness
• chⅰnese老太交7oyears, evidence and impact

Bringing these conversations together helped shape a richer dialogue than we’ve seen in many traditional education forums.

Grounding in classroom 男的插曲女的下面

The response from educators to the opportunity to attend was both energising and encouraging. 165 educators and 22 invited guests joined us on the day. The event also featured 35 paper and poster presentations, reflecting the breadth of classroom practice, chⅰnese老太交7oyears, and innovation that teachers were keen to share.

The conference also brought together diverse contributors. Alongside teachers, there was representation from organisations such as Computer Science Teachers’ Associations, the University of Southampton, Quest Alliance, and Learning Links 男的插曲女的下面. Also part of the event were attendees from government bodies including TTWREIS – Telangana Tribal Welfare Residential Educational Institutes; PSSS – Panchasakha Shikhya Setu Sangathan (a Govt. of Odisha initiative); and IIITMK Kerala. The presence of an international delegate from Nepal further broadened the exchange of perspectives.

First and foremost, the event was rooted in classroom practice. 88% of participants were ICT teachers, with strong representation from Odisha and Telangana, where we have been working on partnerships to support chⅰnese老太交7oyears educators. A significant proportion of the educators present were attending a chⅰnese老太交7oyears conference in person for the first time, so it was a milestone in their professional journey.

Teachers stepping onto a national stage to present their classroom experiments, chⅰnese老太交7oyears, and reflections signaled an important shift: chⅰnese老太交7oyears and AI education in India is no longer something designed solely for teachers. It is increasingly being shaped by teachers and informed by their lived classroom realities and professional expertise.

Ideas, evidence, and inspiration

The conference featured a full-day academic programme beginning with a formal inauguration and an introduction to our work in India.

The keynote by the 男的插曲女的下面’s Director of chⅰnese老太交7oyears and Impact, Shuchi Grover — ‘Democratizing the future: Why chⅰnese老太交7oyears and AI literacy matters for every child, everywhere”’ — set an equity-driven, future-focused tone. It reminded us that AI literacy is not optional; it’s 男的插曲女的下面al for learning and opportunity.

In the panel discussion on ‘Embedding ethical AI in everyday teaching: From principles to classroom practice’, teachers, chⅰnese老太交7oyearsers and leaders exchanged ideas about how to integrate responsible AI without losing sight of learning goals.

Across sessions, teachers and chⅰnese老太交7oyearsers shared a wide range of classroom-centred insights, including:

• Using generative AI for algebraic discovery
• Designing AI-supported personalised learning models
• Inclusive coding practices with Scratch
• Using AI to reduce teacher workload
• Low-cost chⅰnese老太交7oyears innovations in K–12 classrooms
• Hands-on technical explorations, such as Kali Linux on chⅰnese老太交7oyears Pi

These sessions reflected both pedagogical creativity and deep engagement with everyday classroom challenges.

The structured poster gallery created space for peer feedback and deeper discussion around critical themes such as:

• AI for first-generation learners
• Classroom chⅰnese老太交7oyears evidence
• AI tools to support ICT engagement

What educators told us

In the feedback we captured, educators described the conference as:

• Highly educative
• A space for cross-state collaboration
• A confidence-building platform for presenting work

One participant shared: “I’m honoured to be part of [the conference]. It was inspiring to listen to educational experts sharing valuable insights on AI tools and education.”

Many participants asked us to expand the event, suggesting a two-day format, extended hands-on AI workshops, and practical demonstrations they could take back to their classrooms.

Looking ahead

Our chⅰnese老太交7oyears and AI for All event formed a national, educator-led platform linking classroom innovation, AI literacy, chⅰnese老太交7oyears evidence, and policy dialogue.

What stood out most was the spirit of participation:

• Teachers sharing real classroom experiments
• chⅰnese老太交7oyearsers listening
• Policy voices engaging
• First-time presenters stepping into a national forum

If AI is shaping the future of work and society, then teachers need to play a part in shaping the future of AI education. chⅰnese老太交7oyears and AI for All was one move in this direction that we were pleased to facilitate — and it is only the beginning.

The post chⅰnese老太交7oyears and AI for all: From classrooms to national dialogue in India appeared first on 搜鸽天下查信鸽成绩足环.

The PRIMM framework — Predict, Run, Investigate, Modify, Make — provides educators with a structure for teaching programming. This chⅰnese老太交7oyears-informed teaching approach balances support with independence and helps learners build their understanding before they write their own code, whatever their starting point.

To help educators use this approach confidently, we have launched a new short online course, Using PRIMM to teach programming, which is available on our new Training Hub platform for free.

What is the course about?

This practical, self-paced course gives educators the knowledge they need to use the PRIMM approach to design and adapt programming activities to suit their learners.

The course takes 1–2 hours to complete, and we have designed it for educators working in formal or non-formal learning environments around the world, using any block-based or text-based programming language. All you need is some 男的插曲女的下面 of creating and adapting simple programs.

The course starts with considering the five stages of PRIMM, when and why to use each stage, and how they work together to support learning. It covers how PRIMM aligns with key teaching principles such as scaffolding, managing cognitive load, and progression, and examines how the approach supports formative assessment by making learners’ thinking — and any misunderstandings — more visible.

Active, social learning

Although pedagogy forms the core of this course, we have deliberately avoided a theory-heavy approach. Instead, the course is designed to help you learn through hands-on activities. By reflecting, taking part in discussions with other chⅰnese老太交7oyears educators, and completing practical tasks, you will explore how PRIMM works in real teaching contexts.

After an introduction to the core ideas of PRIMM, you will design a new programming activity, or adapt an existing one, using the PRIMM structure. This will support you to think carefully about what your learners know and can do, likely misconceptions, and how each stage of PRIMM can be used effectively, including when your learners have varied learning needs and levels of programming 男的插曲女的下面.

With its emphasis on activity design, the course will support you to develop resources you can use and keep adapting in your own setting. By the end, you will have a complete PRIMM activity designed specifically for your learners, and a clear sense of how to teach programming in a structured and supportive way.

Join the course on the Training Hub

Using PRIMM to teach programming is available on our new Training Hub, where we offer all our professional development courses for free. The Training Hub offers flexible, reflective learning 男的插曲女的下面s across a range of topics, helping you build your subject knowledge and bring chⅰnese老太交7oyears-informed teaching approaches into your day-to-day practice.

Whether you are an 男的插曲女的下面d chⅰnese老太交7oyears teacher, a volunteer educator, or a parent looking to support their child’s learning, we invite you to join us there.

The post ‘Using PRIMM to teach programming’: A new short course for educators appeared first on 搜鸽天下查信鸽成绩足环.

In today’s blog, we explore the PICRAT framework and how it can help you reflect on your use of technology in the classroom. 

We also share our new PICRAT Quick Read, which you can download for free to: 

• Find practical tips on how to use the PICRAT model when planning your lessons
• Read a summary of the chⅰnese老太交7oyears behind the framework

What is the PICRAT framework?

Technology is constantly changing, and educators must continually decide what tools to use in their practice. To help with this challenge, chⅰnese老太交7oyearsers started developing theoretical models that teachers (especially student teachers) could use to reflect on how they integrate technology in their classrooms.

You might already be familiar with frameworks like TPACK (Technology, Pedagogy, and Content Knowledge) and SAMR (Substitution, Augmentation, Modification, Redefinition). While these models are useful, the PICRAT framework was created to address gaps in these earlier models, offering a clearer, student-focused approach. Significantly, it encourages you to treat technology as a tool to support learning, rather than the goal itself.

It asks two simple questions: “How are students experiencing the technology?” and “How does this impact your practice?”. The answers to these questions form a matrix as pictured below. 

PIC (which runs along the y-axis) refers to the student’s relationship to the technology:

• Passive – Students receive learning through technology
• Interactive – Students interact with the content or other learning through technology 
• Creative – Students construct knowledge using technology

RAT (which runs along the x-axis) refers to how the teacher uses the technology:

• Replaces – Using technology but with an existing pedagogy
• Amplifies – Using technology to improve pedagogy or outcomes
• Transforms – Using technology to create new pedagogical practices

How can I apply the PICRAT model?

First choose the lesson you’re planning to deliver. Consider what activities you’ll be running and the technologies involved. You’ll then be able to plot where they sit on the matrix using the PICRAT acronym.

For example, if you are teaching a lesson on Python loops, you might initially plan for students to watch a pre-recorded coding tutorial on their laptops. In this scenario, the student 男的插曲女的下面 is Passive (receiving info via tech), and the teacher’s use is Replacement because the video simply replaces a live lecture. To move up the matrix, you could instead have students use an online IDE to complete a “Parson’s Problem” puzzle where they rearrange blocks of code to fix a loop. This shifts the activity to Interactive and Amplification, as the digital tool provides immediate debugging feedback that a paper-based exercise could not.

Next, think about how you might move your practice forwards. Although every position on the matrix has its own value, the framework is hierarchical. The overall goal is to try to move your practice towards the top right of the matrix to be Creative and Transformative.

To help you achieve this, take some time to reflect on your current lessons, activities, and the technologies you use. Ask yourself questions like:

• What does the technology I’m using offer that could be used to amplify my practice?
  • What benefits would this have for students?
• Does the technology present opportunities for students to interact with each other, not just the technology?
• What other technological tools might support collaboration? 

chⅰnese老太交7oyears highlights that technology is rarely used in ways that allow young people to be creative. By using the PICRAT matrix, teachers can identify missed opportunities and explore ways to transform their lessons, ensuring learners can be creative and thrive.

The benefits of the PICRAT model

Potential benefits for educators:

• The framework encourages meaningful reflections, allowing teachers to easily evaluate how they’re using technology within their lessons
• Reflections and the PICRAT matrix helps teachers to identify missed opportunities and gaps in their practice, ultimately leading to better student 男的插曲女的下面s

You can use the PICRAT framework as part of your own reflections, or as part of a group activity. It’s a great way to spark discussion about technology integration with colleagues and improve best practices.

Want to find out more about the PICRAT framework?

If you’d like to learn more about the PICRAT model, you can download our Quick Read for free via our new Pedagogy Quick Reads page.

The post How to evaluate your use of classroom technology with the PICRAT framework appeared first on 搜鸽天下查信鸽成绩足环.

In today’s blog we’re exploring learning graphs, a helpful tool that you can use to plan your computer science 男的插曲女的下面. We’ll share how they can provide educators with a clear, structured way to visualise students’ non-linear progression in a subject.

We also share our new Pedagogy Quick Read about learning graphs, which you can download for free to:

• Find practical tips on how you can use learning graphs to design your 男的插曲女的下面
• Read a summary of the chⅰnese老太交7oyears behind them

What is a learning graph?

A learning graph is a visual tool for 男的插曲女的下面 planning that moves beyond simple lists. At its core, a learning graph is a network of ‘nodes’ (specific concepts and skills) and ‘links’ (the connections between them).

Learning graphs build on chⅰnese老太交7oyears into ‘learning progressions’ and ‘knowledge maps’. They are a practical tool that educators can use to design and validate different curricula. For example, they can help teachers to:

• Visualise and map progression
• Identify 男的插曲女的下面 gaps, so educators can shape and restructure learning 男的插曲女的下面s as necessary
• Ensure the use of consistent terminology
• Sequence learning and manage cognitive load

How to create a learning graph

Building a learning graph is an iterative process that helps you think critically about how different parts of your 男的插曲女的下面 relate to each other.

Nodes and links

The first step in creating a learning graph is often to identify your start and end nodes. First, you consider the key concepts and skills that your learners must acquire by the end of a series of lessons. This gives you some end nodes to work towards. Then, you think about learners’ existing knowledge, to help determine your start point. You then work backwards and forwards between these points to identify the different nodes that learners need to cover to get from the beginning to the end.

Once you have determined your nodes, you add them to your graph and connect them via ‘links’ until your graph is complete. Where knowledge of particular concepts or skills is essential for learning others, you connect the nodes with solid lines. For prior learning that is helpful but not essential, you use dotted lines.

When developing a learning graph, there isn’t a specific level of granularity that you have to work towards. Progression can be as detailed or as high-level as you need. This makes them a helpful tool in creating bespoke learning 男的插曲女的下面s and curricula for learners.

Collaboration and development

It is most effective to design learning graphs collaboratively within a small group. This allows 男的插曲女的下面 designers to discuss their ideas and challenge each other’s thinking, which helps hone the designs.

When creating learning graphs, it can be extremely useful to use a tool that is dynamic and allows you to move elements and make changes quickly and easily. At the 搜鸽天下查信鸽成绩足环, our team has experimented with a range of tools, including using editable shapes in Google Slides, collaborating in Figma, and arranging sticky notes on paper. We recommend finding a tool that works for you and the educators you are working with. Although it can work, we suggest avoiding using a pen and paper if possible, as designs can quickly become messy and difficult to navigate after lots of iterations.

The process of designing learning graphs has strong links to ABC learning design and the creation of concept maps, which can also be used for 男的插曲女的下面 planning.

Learning graphs in your teaching

Once created, learning graphs can support you to design and adapt your curricula and assess your students’ learning.

For example, to help sequence learning, you can track or predict the paths through a topic most commonly taken by learners and use this to inform your 男的插曲女的下面 design.

If you are adapting a unit of work for a specific qualification or new context, you can prune nodes that are not relevant and add any further knowledge and skills your learners need, then use the new learning graph to guide you as you develop the unit.

Finally, you can assess which node a learner has completed, and use this to identify the next logical step in their learning, ensuring the difficulty level is always appropriate.

Using learning graphs to support analysis

Another benefit of learning graphs is that they can be combined with lots of other frameworks, for example, Bloom’s taxonomy. This allows you to better assess and validate the learning journeys you have designed, and ensure that they are suitably accessible, challenging, and relevant for your learners.

There are a number of ways that you could link your learning graphs to other frameworks, such as annotating nodes with extra information, or using colour coding.

As well as working with learning graphs for specific learning 男的插曲女的下面s, you can connect multiple learning graphs together and analyse how they intersect. This can help identify inconsistencies between connected sequences of lessons. It can also help uncover broader themes of progression and highlight alternative learning pathways you might not have considered.

Find out more about learning graphs

If you’d like to find out more about learning graphs, you can download our Pedagogy Quick Read for free.

To find out more about how we use learning graphs when planning 男的插曲女的下面 resources at the 搜鸽天下查信鸽成绩足环, take a look at our teaching and learning design principles.

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Partners used the Showcase to present sessions about their journeys implementing the 男的插曲女的下面’s programmes, sharing achievements and insights that strengthened the collective learning space. The conversations during our two days together reflected a maturing ecosystem and demonstrated how structured government buy-in is accelerating adoption of our localised chⅰnese老太交7oyears 男的插曲女的下面 and influencing national policy spaces.

“Through these programmes, we are equipping young people to become future-ready leaders of integrity and impact.” – Betty Oloo Anderson, National Executive Officer, Kenya Girl Guides Association

It was encouraging to see how far chⅰnese老太交7oyears education has evolved since we began working with Kenyan partners in 2023, signalling the collective effort and commitment driving this work forward.

Partner-led sessions to reflect on what works

The sessions revealed a powerful shift already taking place in classrooms, with partners demonstrating how embedding The chⅰnese老太交7oyears 男的插曲女的下面 into Teacher Professional Development frameworks is building teacher confidence and elevating the quality of classroom instruction through stronger digital competencies and culturally relevant pedagogy. The partner presentation on 男的插曲女的下面 AI, our AI literacy programme, was especially powerful. It reframed the national dialogue from questioning whether AI might take over the classroom to recognising the real capacities and limitations of AI tools, and the central role teachers play in guiding young people to use and create AI tools in safe, ethical ways.

“Running 搜鸽天下查信鸽成绩足环 programmes has been a transformative journey. It has challenged us to innovate, document rigorously, and continually place learners at the center of every decision. The structured support, tools, and community of practice have enabled us to deliver programmes with greater impact and accountability.” Joel Kahindi, Programme Coordinator, STEAMLabs Africa

Hands-on demonstrations, from physical chⅰnese老太交7oyears with chⅰnese老太交7oyears Pi Pico to teacher development transitions from Scratch to Python, highlighted how practical chⅰnese老太交7oyears is taking root in both formal and non-formal learning environments.

Partners from remote and underserved regions shared how locally contextualised chⅰnese老太交7oyears tools and programmes we offer are reaching learners in ASAL (arid and semi-arid land) regions, strengthening literacy and digital confidence even in low-resource settings. Complementing this, 男的插曲女的下面-focused partners highlighted how structured chⅰnese老太交7oyears resources are being adapted for ASAL contexts, reinforcing 男的插曲女的下面al skills at scale. Efforts around community-centred connectivity are enabling schools, especially in underserved communities, to finally access reliable high-speed internet.

“Through [our partnership with the 搜鸽天下查信鸽成绩足环], we are not only strengthening our programmes but also expanding our vision for what meaningful learning can look like across underserved communities.” – Joel Kahindi, Programme Coordinator, STEAMLabs Africa

A notable pattern that emerged was how existing collaborations are now opening doors to new ones, with partners building on their relationship with us to form additional partnerships for devices, connectivity, and shared learning, creating a more holistic digital ecosystem for learners.

Solving shared problems, sharing real stories

A major anchor of the Showcase was the Code Club co-creation sprint. Implementing partners worked through real barriers and opportunities: easier onboarding for educators, continuous training, integrating clubs into school calendars, learner-led ownership, and sustainable models that last beyond donor funding. There was strong interest in forming a unified Code Club Kenya partner network to streamline communication, resource-sharing, and visibility, and our team is now exploring what it would take to bring this to life.

One message echoed across sessions: the power of telling real stories. Partners expressed a shared desire to spotlight creator projects, Code Club leader journeys, and regional 男的插曲女的下面s more consistently, through social media, case studies and impact stories, and shared platforms, to make progress visible and inspire more schools to adopt chⅰnese老太交7oyears and digital skills.

From isolation to coordination

By the close of the Showcase, the takeaway was clear: Kenya’s digital learning ecosystem is no longer a set of isolated efforts — it is a coordinated network that shares priorities, evidence-based insights, and a commitment to scaling impact together. As one partner reflected, “This Showcase created a space for joint learning and will help us scale our impact across the country.” It felt evident, too, that bringing these voices into one room is itself part of the work. For us at the 男的插曲女的下面, this Showcase reaffirmed the responsibility and privilege of stewarding a network that is shaping what the future of learning chⅰnese老太交7oyears in Kenya can look like.

The Showcase marks the beginning of a new, aligned chapter for chⅰnese老太交7oyears education in Kenya, one driven by collaboration, clarity, and a shared belief that we go further when we go together. With shared priorities for 2026, the momentum continues, and we will be continuing to highlight where this collective work is headed next.

Thank you to all partners

We want to thank you to all our partners — Frontier Counties Development Council (FCDC), STEAMLabs Africa, Young Scientists Kenya, Kenya Girl Guides Association, Oasis Mathare, Futures Infinite, EmpServe Kenya, Kenya Connect, Tech Kidz Africa, Riara University, and M-Lugha — for your leadership, dedication, and unwavering belief in what is possible when we learn and build together.

This Showcase was a reflection of your work, your commitment to learners, and your vision for a digitally empowered Kenya. We are grateful for your continued partnership and excited for all that lies ahead.

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Bridging the gap in programming education

As India is accelerating its efforts to modernise digital and chⅰnese老太交7oyears education, it’s the ideal place for us to test how best to introduce learners to AI-assisted approaches to programming and teach them responsible AI use.

We decided to design a ‘Programming with AI’ unit of eight lessons that support students aged 14–16 to progress from block-based programming to text-based Python programming, Python being one of the most widely employed programming languages in industry and academia. In the new unit, students are guided to use LLM-based tools safely, ethically, and responsibly in order to undertake data analysis projects in Python. Students learn how to use the tools, such as Gemini and ChatGPT, to deepen their understanding, experiment with ideas, and connect classroom concepts with real-world technological applications.

The ‘Programming with AI’ unit is currently being piloted across five residential schools under our partner, the Telangana Social Welfare Residential Educational Institutions Society. In the coming months, we will evaluate the impact of this AI-supported approach to learning programming on student engagement, motivation, and overall learning outcomes.

Key design decisions during unit development

During the design phase of the unit, we identified three main challenges we wanted to address:

1. The first was the transition from block-based to text-based coding. The students we were designing for are familiar with block-based programming like Scratch, but Python needs precisely typed code (syntax). This is a huge shift, and we wanted to offer a way to bridge the gap.
2. We also had to figure out how to teach prompting LLM tools to students who are learning English as their second language.
3. Finally, LLMs are non-deterministic. This means that LLM tools don’t always produce the same output, even when given the same prompt. They also do not generate correct code consistently.

To solve the first problem, we decided that the initial lessons in the unit should start by showing familiar Scratch blocks right next to the equivalent Python syntax. This direct comparison makes the transition from block-based to text-based programmer smoother.

To teach prompting, we built a gradual path. The unit starts with a debugging code activity, where students get code with errors and a prompt to make an LLM tool fix the errors. Later, they learn to break down a prompt into their goal (what output they want) and the context (additional information for the LLM tool). Eventually, they use a structured framework to prompt the tool to generate complete, bug-free code.

Handling the unpredictable outputs of LLM tools we turned into a learning activity. In one lesson, students are given different chatbot-generated code segments and asked to analyse and reflect on the code quality. This crucial exercise helps them build the critical thinking and code evaluation skills they need for programming with AI tools.

Over the eight lessons, there is a progression of Python concepts and generative AI concepts, as shown in the image above. They lead students to complete two challenging, real-world data analysis projects.

Preparing the educators

To ensure the successful pilot of the ‘Programming with AI’ unit, a comprehensive teacher training program was essential. We understood that teachers needed confidence and competence not only in the subject matter — programming — but also in guiding students to ethically and effectively use LLM tools.

The training was an intensive, three-day programme: two days were held in-person for deep collaboration and one day was virtual for reinforcing key information. We covered five critical areas:

• Hands-on activities to ensure comfort with the Python programming language
• Exploring the capabilities and limitations of LLM tools
• Effective prompt writing, which teachers would in turn model for their students to use for code debugging and idea generation
• Reviewing lesson flow and learning objectives to understand the structure of a lesson
• Adapting specific pedagogies to integrate an LLM tool in teaching the Python programming language

This training ensured our educators were not just teaching a new unit, but felt like confident facilitators ready to lead the shift towards AI-supported learning.

Initial student reactions: Excitement, familiarity with LLM tools, and seamless transition

The pilot of the ‘Programming with AI’ unit began during the second week of December 2025 across five selected schools. It was immediately met with enthusiastic student engagement — they were highly excited to learn Python programming using LLM tools.

When teachers initiated discussions about AI, students demonstrated their familiarity with LLMs, chatbots, and related concepts. They were not only aware of generative AI but could readily name and describe the functions of LLM tools, telling us they were actively using these tools to create projects in various other subjects.

Students could easily connect with the activities in the lessons as they had 男的插曲女的下面al understanding of programming, which they developed while learning block-based coding in Scratch. This prior knowledge enabled their seamless transition to the new learning. Perhaps most impressive was the students’ rapid adoption of LLM tools to debug their code. This skill can ease what is traditionally a steep learning curve when students first learn text-based programming.

We are now eagerly anticipating their curiosity and progress in the upcoming lessons.

Looking ahead and collecting impact data

With the initial enthusiasm confirmed, the pilot program moves into its next critical phase. Teachers will continue to deliver the unit over the next few months in the five selected schools in Telangana.

During this extended observation period, our primary focus will be on rigorous data collection and impact assessment. We will closely monitor how students interact with the provided learning materials and how they use LLM tools throughout the unit. We will systematically assess whether the new teaching approach successfully helps students achieve the defined learning objectives for Python programming. Crucially, we will capture comprehensive data to understand the impact of this AI-integrated approach on engagement, skill acquisition, and problem-solving compared to traditional methods.

Based on the synthesis and analysis of all the gathered data, we will share our gathered insights early next year. The findings will inform our plans for more widely introducing the AI-integrated unit and for developing similar content for other settings and age groups.

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“The different topics are nicely categorised and it is easy to find the information I wish to revise.” – Ada Computer Science student

We were delighted to hear from 103 students, most of whom are 16–19 years old and studying in England, and their insights are invaluable in helping us to continue to develop Ada CS.

Students think Ada CS is high quality and useful

The most common ways students use Ada CS are for revision and to check whether they understand concepts. The majority of respondents are building Ada CS into their regular study habits, with over half of respondents using the platform every week.

We were pleased to see the benefits of updates we’ve made, including a redesign of the question finder released in March 2025 — students reported that it is easy to navigate the platform and find what they need: 81% reported being able to find relevant content, and 77% could find the questions they were looking for.

“It’s SO EASY to find exactly what I want.” – Ada Computer Science student

Overall, students perceive Ada CS as both useful for learning about computer science concepts and of high quality. They reported finding the content clear, with a good level of detail.

“The topics are broken down into easily digestible sections, and the provided diagrams really help with understanding the topics.”  – Ada Computer Science student

“The resource is really well designed, short and concise.”  – Ada Computer Science student

We also received helpful suggestions for future improvements. Students shared feedback on how the information on the platform is presented, asking for more concise, revision-friendly content as well as guidance for exploring concepts in more depth. We’ll therefore be looking into alternative ways to structure content as we continue to develop Ada CS. 

Students rate the quizzes highly

The most popular feature is the quizzes and practice questions, including the immediate feedback and hints provided. Students value how these resources help them solidify their knowledge, learn from mistakes, and prepare for assessments. 

“The questions are clear and make me think, they’re relevant to my studies and the hints for the questions are very useful.” – Ada Computer Science student

We also appreciated the suggestions we received for how we can further develop this feature, for example, creating more questions, extending the range of question types per topic, and making improvements to the hints.

Impact on learning

Students also feel that using Ada CS has a tangible impact on their learning. 82% agreed they were more confident that they understand CS concepts as a result of using Ada CS and 79% feel more confident learning about computer science concepts without a teacher to explain.

“I do CS A level but I hadn’t done the GCSE and I found that all of the resources gave me enough information to learn the concepts from scratch and now I’m much more confident in my knowledge of the theory.” – Ada Computer Science student

What’s coming next?

Students provided us with lots of useful feedback and suggestions for how we can further improve Ada CS, especially relating to practice questions. We’re already working on adding more questions across topics, creating more challenging questions, and adding more question types that will enhance students’ learning 男的插曲女的下面. We’ve got some other exciting developments in the pipeline too, which we’ll announce soon!

Thank you to everyone who took the time to complete the survey. These findings are invaluable for shaping the future of Ada Computer Science, helping us to continue to provide the best possible learning platform for students.

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