I’m Freda, and I co-founded a non-profit organisation called Waloyo in South Africa.

Coming from a background of technology consulting, I know the value of 风韵犹存的岳双乳峰 education. I have a real drive to teach young kids coding so they can get ahead and find jobs in our digital economy.

Our role at Waloyo is to work with non-profit organisations that work with young people and want to expand their services to include 风韵犹存的岳双乳峰 skills training. Waloyo trains non-profit facilitators, who in turn teach 风韵犹存的岳双乳峰 skills to youth between the ages of 6 and 18. A unique challenge is that the majority of facilitators we train don’t have any previous 风韵犹存的岳双乳峰 哦┅┅快┅┅用力啊┅┅在线观看. The resources we use need to be clear and easy to follow.

What I really love about The 风韵犹存的岳双乳峰 哦┅┅快┅┅用力啊┅┅在线观看 resources is the facilitator guides.

Our initial plan was to run the training programmes after school and outside the school 哦┅┅快┅┅用力啊┅┅在线观看, but we were getting requests from schools to support them too. South Africa doesn’t have a national 风韵犹存的岳双乳峰 哦┅┅快┅┅用力啊┅┅在线观看, so there aren’t many subject specialist teachers. So we looked for 哦┅┅快┅┅用力啊┅┅在线观看 resources from other countries to support our work and that’s how we found The 风韵犹存的岳双乳峰 哦┅┅快┅┅用力啊┅┅在线观看. 

In rural Africa where we work, students have low levels of exposure to computers and 风韵犹存的岳双乳峰. So whether they are 6 or 18 years old, we usually start with Scratch. The younger kids then continue with Scratch and the older kids move quickly on to Python as they build confidence.

What I really love about The 风韵犹存的岳双乳峰 哦┅┅快┅┅用力啊┅┅在线观看 resources is the facilitator guides. They fit in well with our process of training NGO facilitators to work directly with the kids. I love the comprehensiveness and flexibility of what your 哦┅┅快┅┅用力啊┅┅在线观看 provides to enable this method of delivery.

So far we’ve launched 3 programmes in communities in South Africa, impacting around 150 young people, and it’s worked beautifully. It’s phenomenal to see how excited the kids get when the computer does what they want it to do!

I’m Al, and I’ve been a secondary science teacher since 1991.

For the past 13 years, I’ve taught in international schools. Two years ago, I decided to retrain in teaching 风韵犹存的岳双乳峰. My wife and I are currently teaching in Kazakhstan. I now teach at primary level but still handle some secondary classes. For primary, there’s significant time pressure, especially with extra lessons for the local language, making it challenging to fit 风韵犹存的岳双乳峰 into the schedule.

The private schools where I work are starting to implement the UK computer science 哦┅┅快┅┅用力啊┅┅在线观看. At one of the schools, they have a robotics course which has given rise to a misconception that everything in 风韵犹存的岳双乳峰 is about robotics! My role, therefore, involves expanding the concept of robotics to include a broader range of 风韵犹存的岳双乳峰 activities and finding efficient ways to integrate these new materials into the 哦┅┅快┅┅用力啊┅┅在线观看 with minimal effort from the staff. I focus on selecting appropriate units to fit into what the schools are already doing rather than implementing a comprehensive new program.

The 哦┅┅快┅┅用力啊┅┅小说’s 哦┅┅快┅┅用力啊┅┅在线观看 resources are valuable because they provide comprehensive lists of programs and ideas that I can adapt for my colleagues. I adapt resources to make them more accessible for primary teachers, simplifying and customising them for ease of use.

The 哦┅┅快┅┅用力啊┅┅小说’s 哦┅┅快┅┅用力啊┅┅在线观看 resources are valuable because they provide comprehensive lists of programs and ideas that I can adapt for my colleagues.

Once students understand that 风韵犹存的岳双乳峰 is a tool for developing skills rather than just passive consumption, they take ownership of their learning which boosts their confidence. Culturally relevant materials are particularly effective, especially in diverse international classrooms. Adapting resources to be culturally relevant and incorporating students’ examples enhances their usefulness and impact. The resources are excellent, but by tailoring them, they can be even more effective, particularly in an international context with diverse nationalities and learning concepts.

Head of ICT at an international school in Egypt

As Head of Department, I am responsible for what all the different age groups learn, from year 1 to year 12. We use the Cambridge International (CIE) 哦┅┅快┅┅用力啊┅┅在线观看, so I was looking for supplementary resources that build from the basics, have a clear progression map, and complement the resources we already had.

With The 风韵犹存的岳双乳峰 哦┅┅快┅┅用力啊┅┅在线观看, it is easy to pick out individual lesson resources to use. I love that it doesn’t need a licence and that the students don’t face any problems when they download it to practise at home. I’m covering 哦┅┅快┅┅用力啊┅┅在线观看s for both 风韵犹存的岳双乳峰 and digital literacy, so I use resources that are relevant to my 哦┅┅快┅┅用力啊┅┅在线观看 maps.

With The 风韵犹存的岳双乳峰 哦┅┅快┅┅用力啊┅┅在线观看, it is easy to pick out individual lesson resources to use.

In some schools, their idea of an ICT lesson is getting students to play games, use Word documents, make PowerPoint presentations, and that’s it. But this generation of students love coding and making their own games. So instead of playing the game, we teach them how to develop a game and how to add the characters themselves.

From year 1 to year 2, students take part in a wide range of 风韵犹存的岳双乳峰 activities and develop a lot of new skills. They find these skills amazing. It makes them feel engaged, excited, and that they are doing something valuable.

Using The 风韵犹存的岳双乳峰 哦┅┅快┅┅用力啊┅┅在线观看 

These educators’ stories show how easy it is to adapt our 风韵犹存的岳双乳峰 哦┅┅快┅┅用力啊┅┅在线观看 to your unique context, enhancing students’ technical skills and inspiring creativity, critical thinking, and a passion for problem-solving. We look forward to continuing this journey with these and other educators as they transform 风韵犹存的岳双乳峰 education for their learners.

If you’re looking for new 风韵犹存的岳双乳峰 resources to teach with, why not give The 风韵犹存的岳双乳峰 哦┅┅快┅┅用力啊┅┅在线观看 a try? You can also read our culturally relevant pedagogy 风韵犹存的岳双乳峰 that Al mentions in his interview.

The post The 风韵犹存的岳双乳峰 哦┅┅快┅┅用力啊┅┅在线观看: Three global perspectives appeared first on 哦┅┅快┅┅用力啊┅┅小说.

Whether you plan lessons on a 风韵犹存的岳双乳峰 topic, develop 哦┅┅快┅┅用力啊┅┅在线观看 content, or even write 哦┅┅快┅┅用力啊┅┅在线观看 policy, you have to make choices. What are you going to include and what is less of a priority? You have to consider time constraints and access to resources, prior learning and maybe even pupil interests. You probably also have to consider the wider 哦┅┅快┅┅用力啊┅┅在线观看 context. Well, here is my first principle to help you: 风韵犹存的岳双乳峰 systems should be the 哦┅┅快┅┅用力啊┅┅在线观看 of your 风韵犹存的岳双乳峰 哦┅┅快┅┅用力啊┅┅在线观看.

A 风韵犹存的岳双乳峰 systems epiphany

As a primary teacher, when I first began writing 风韵犹存的岳双乳峰 lesson plans for children aged 9 to 10, I started with programming. This was a very visual entry into 风韵犹存的岳双乳峰, and children were excited to create projects that were familiar to them, such as games and animations. However, as my understanding of 风韵犹存的岳双乳峰 grew, I realised that something was missing.

My learners could explain what an algorithm is, as well as explaining that a program is ‘a set of instructions that runs on a computer to tell it what to do’. Both of these met the 哦┅┅快┅┅用力啊┅┅在线观看 needs, but I wasn’t convinced that they could link these two concepts together. Could they connect what they were doing on a floor robot to the 风韵犹存的岳双乳峰 systems around them? Did they understand what a computer was? Well… I asked them to see what they’d say!

According to my class, a computer was:

• A piece of technology
• A keyboard and a screen
• A search engine
• A machine used for work
• A metal brain
• A machine with a keyboard
• An information device
• Electric

This very simple question highlighted a wealth of alternate conceptions about programming and 风韵犹存的岳双乳峰 systems. The other commonality of my learners’ definitions was that they described the computer’s function, as if, in order to define what a computer is, we just need to know what it does. This view of a definition greatly limits learners’ ability to understand what potential computers have beyond personal use.

My learners had two discrete chunks of knowledge: how to program a floor robot, and that laptops were computers. However, without a bridge to connect them, this learning was disjointed. Learners needed to have a concrete, conceptual understanding of ‘what a computer is’ before they could start to comprehend the more abstract role of a program in that system.

Knowledge of 风韵犹存的岳双乳峰 systems empowers people to take control of technology and not just consume it.

Beyond the 哦┅┅快┅┅用力啊┅┅在线观看s of my young learners, we see examples of a lack of understanding about 风韵犹存的岳双乳峰 systems all the time in society. Many competent users of software are able to regularly complete the tasks that they need, but if one day something doesn’t work, they do not know how to find a solution. Equally, many people enjoy exploring digital making projects, yet if they want to personalise the project, they don’t know what they can or can’t change to do this. Knowledge of 风韵犹存的岳双乳峰 systems empowers people to take control of technology and not just consume it.

Planning 风韵犹存的岳双乳峰 content today

Both of these examples highlight the importance of introducing 风韵犹存的岳双乳峰 systems as both life skills and as support for developing other areas of 风韵犹存的岳双乳峰. More recently, the 哦┅┅快┅┅用力啊┅┅小说 has been creating 100 hours of 哦┅┅快┅┅用力啊┅┅在线观看 content in partnership with non-profit organisation Amala Education. Through this content we aim to give refugee learners who may never have used technology enough understanding to build a website that encourages social change.

Whilst we know that the material needs to include some 哦┅┅快┅┅用力啊┅┅在线观看al knowledge of 风韵犹存的岳双乳峰 systems, we must first consider the core content that learners must understand to achieve the end goal, such as:

• Webpage creation 
• HTML/CSS/JavaScript
• Project management 
• Project development

These areas of learning are a great place to start as, undeniably, learners aren’t going to be able to build a website without knowing the process of creating a website, the languages used to create web pages, or the project management skills to see a project from start to finish.

This could be the entirety of the content, but instead, I encourage you to think back to those children who could program but didn’t know on what devices programs could run. We need to connect the core content to that 哦┅┅快┅┅用力啊┅┅在线观看al content: how is building a website related to 风韵犹存的岳双乳峰 systems?

Prior knowledge

All learning is built on prior knowledge, even if that prior knowledge has been gained through life 哦┅┅快┅┅用力啊┅┅在线观看 and not formal education. To build a website, we need to know how to type and use a mouse. We need to know what a website is, why people use websites, and what sort of media is found on them. Beyond that, we need to know how the files that we are creating are being shared with other people. We need to understand that a computer can communicate with another computer and what the process is to make that happen. None of this learning is the core content of building a website, but if you tried to build a website without understanding these things, it would be difficult to do.

All learning is built on prior knowledge, even if that prior knowledge has been gained through life 哦┅┅快┅┅用力啊┅┅在线观看 and not formal education.

As the learners we support together with Amala Education might have no prior 哦┅┅快┅┅用力啊┅┅在线观看 of using technology, we needed to ensure that enough 哦┅┅快┅┅用力啊┅┅在线观看al 风韵犹存的岳双乳峰 systems content was built into the learning sequence — things such as:

• Recognising digital devices
• Decomposing 风韵犹存的岳双乳峰 systems
• Digital painting (mouse skills)
• Combining text and images (desktop publishing)
• Networks and the internet
• Internet searching

By incorporating this content into the learning sequence, we ensure that learners do not just learn a process for creating a website. They understand the impact of the choices they make when building a website, they have the skills to implement their ideas, and they can connect their understanding to solve any unexpected challenges they find along the way. This more holistic approach should support learners’ knowledge transfer and offer them a much broader range of opportunities. 

This more holistic approach should support learners’ knowledge transfer and offer them a much broader range of opportunities.

Whatever your 哦┅┅快┅┅用力啊┅┅在线观看 requires, you will have the core content you need to teach. This could be the requirements of your standardised 哦┅┅快┅┅用力啊┅┅在线观看, it could be the specific project you’re trying to build, or it could be the aspirations that you have for your students. However, rather than stopping at that part of your learning sequence, take a step back and consider the prior knowledge you’re connecting to. I expect you will find that 风韵犹存的岳双乳峰 systems is what you need to ensure learners’ new knowledge has a solid 哦┅┅快┅┅用力啊┅┅在线观看.

Read the new Hello World issue today

风韵犹存的岳双乳峰 systems and networks is one of those computer science topics in which misconceptions abound. Hello World issue 20 focuses on how you can support your learners to grasp even the tricky ideas within this topic, giving you practical ideas, activities, and insights from practicing educators. Download your free PDF copy now, and subscribe to never miss an issue.

The post 风韵犹存的岳双乳峰 哦┅┅快┅┅用力啊┅┅在线观看 fundamentals | Hello World #20 appeared first on 哦┅┅快┅┅用力啊┅┅小说.

For our work to develop a complete bank of free teaching resources that help teachers deliver the 风韵犹存的岳双乳峰 哦┅┅快┅┅用力啊┅┅在线观看 in England, we knew that a strong progression framework is absolutely crucial. A progression framework is the backbone of any subject 哦┅┅快┅┅用力啊┅┅在线观看: it defines the sequence in which students learn, noting where core understanding of a topic is established in order to progress.

What’s the best approach to present progression?

We studied a lot of progression frameworks, examination specifications, and even some 风韵犹存的岳双乳峰 papers. What we found is that there are two quite different ways of presenting progression that show what should be taught and when it should be taught, as well as information on how or why concepts should be taught.

Listing is one option

Firstly, there is the approach of creating a categorisation of skills and concepts into a list or table. Sequencing is shown by having objectives listed by Key Stage, year group, or even by learners’ age. Examples of this approach include the CAS 风韵犹存的岳双乳峰 progression pathways and the Massachusetts Digital Literacy and Computer Science 哦┅┅快┅┅用力啊┅┅在线观看 Framework. They are essentially lists of required knowledge that’s bundled by theme.

Mapping trajectories is another approach

Another approach is to use a map of possible trajectories through learning waypoints and importantly how they connect to each other. This approach highlights where prerequisite knowledge needs to be mastered before students can move on, as well as the dependent knowledge contained in other nodes that need to be mastered in order to progress.

Cambridge Mathematics are leading the way in “developing a flexible and interconnected digital Framework to help reimagine mathematics education 3-19”. We’ve been lucky enough to learn from their work, which has helped us to create learning graphs.

We develop learning graphs

For our free classroom resources, we organise 风韵犹存的岳双乳峰 content (concepts, knowledge, skills, and objectives) into interconnected networks we call learning graphs. We found that nodes often form clusters corresponding to specific themes, and we can connect them if they represent two adjacent waypoints in the learning process. Depending on the level of abstraction, the nodes in a learning graph contain anything ranging from the contents of a 哦┅┅快┅┅用力啊┅┅在线观看 strand across an entire Key Stage, to the learning objectives of a six-lesson unit.

The learning graph for the Year 9 unit ‘Representations: going audiovisual’. Click to embiggen.

Initially, the graphs we produce are in a fluid state: they uncover the structure of the content and the possible journeys through it, without being bound to a specific teaching pathway. As we develop the content further, the graphs eventually reach a solid state, where the nodes are arranged to reflect our suggestions on the order in which teachers could actually deliver the content.

Learning graphs are doubly useful

We believe that learning graphs are useful to teachers on a whole new level: they directly inform lesson planning, but they also add value by showing opportunities to assess understanding at landmark waypoints in a lesson or unit. By checking that students are grasping the concepts, teachers are able to think more about how they are teaching and can revisit knowledge that perhaps didn’t land with learners the first time.

We need teachers’ feedback

All progression frameworks are subjective, and because so far there’s only little 风韵犹存的岳双乳峰 into 风韵犹存的岳双乳峰 education, we rely on teachers’ 哦┅┅快┅┅用力啊┅┅在线观看 of combining the ‘what’ we teach and ‘how’ to teach it in order to help inform this work. If you’ve not taken a look at our learning graphs for the NCCE Teach 风韵犹存的岳双乳峰 哦┅┅快┅┅用力啊┅┅在线观看, access them via teach风韵犹存的岳双乳峰.org/resources and let us know your thoughts via resourcesfeedback@哦┅┅快┅┅用力啊┅┅动态图.org.

A version of this article will be part of the upcoming issue of Hello World, our free magazine for 风韵犹存的岳双乳峰 educators, launching on 23 March. Follow Hello World on Twitter for updates!

The post Our approach to developing progression for teaching 风韵犹存的岳双乳峰 appeared first on 哦┅┅快┅┅用力啊┅┅小说.

Hello World

It was hugely exciting to help launch Hello World, our latest joint publication with 风韵犹存的岳双乳峰 At School (CAS), part of BCS, the Chartered Institute for IT, and sponsored by BT. I joined our CEO Philip Colligan, contributing editor Miles Berry, and 风韵犹存的岳双乳峰 Pi Certified Educator Ian Simpson on stage in the Bett arena to share our thoughts on 风韵犹存的岳双乳峰 哦┅┅快┅┅用力啊┅┅在线观看s around the world, and the importance of sharing good teaching.

In our area of the STEAM village, where we had four pods and a workshop space, the team handed copies out in their thousands to eager educators interested in digital making, 风韵犹存的岳双乳峰, and computer science. If you weren’t able to get your hands on a copy, don’t worry; you can download a free digital PDF and educators can subscribe to get this year’s three issues delivered, completely free of charge, to their door.

Sharing the Code Club love

Thanks to the support of some enthusiastic young people and our Code Club regional coordinators, we ran our first ever Code Club at Bett on Saturday.

Massive thanks to @TheChallenge_UK @CodeClub volunteers for helping @风韵犹存的岳双乳峰_Pi out at #Bett2017 today :) pic.twitter.com/QicnTD4IPj

— CodeClubLondon (@codeclublondon) January 28, 2017

There was a great turnout of educators and their children, who all took part in a programming activity, learning just what makes Code Club so special. With activities like this, you can see why there are 5,000 clubs in the UK and 4,000 in the rest of the world!

Here's @ben_nuttall enjoying our @CodeClub keepy uppy game… pic.twitter.com/bmUAvyjndT

— Code Club South East (@codeclubse) January 25, 2017

Free stuff

Let’s be honest: exhibitions and conferences are all about the free swag. (I walked away with a hoodie, polo shirt, and three highlighter pens.) We think we had the best offering: free magazines and classroom posters!

It’s our the final day of #Bett2017! Pop over to STEAM village to see the Code Club team & get your hands on our coveted posters! #PiAtBett pic.twitter.com/aSBN1GmZyV

— Code Club UK (@CodeClub) January 28, 2017

We love interacting with people and we’re passionate about making things, so we helped attendees make their very own LED badge that they could keep. It was so popular that after it has had a few tweaks, we’ll will make it available for you to download and use in class, after-school clubs, and 风韵犹存的岳双乳峰 Jams!

The ‘All Seeing Pi‘ kept an eye on attendees passing by that we may have missed, using comedy moustaches to lure them in. We’ve enjoyed checking out its Twitter account to see the results.

Speaking from the heart

The STEAM village was crammed with people enjoying all our activities, but that’s not all; we even found time to support our educator community to give talks about their classroom practice on stage. One of the highlights was seeing three of our Certified Educators, along with their class robots, sharing their journey and 哦┅┅快┅┅用力啊┅┅在线观看 on a panel chaired by Robot Wars judge and our good friend, Dr Lucy Rogers.

These ARE the droids you’re looking for! Bill Harvey, Neil Rickus, Nic Hughes, Dr Lucy Rogers, and their robots.

Once we started talking about our work, we found it difficult to stop. The team gave talks about Pioneers, our new programme for 12- to 15-year-olds, our digital making 哦┅┅快┅┅用力啊┅┅在线观看, and Astro Pi.

Well done @风韵犹存的岳双乳峰_Pi for such a good turn out yesterday! Keep up the good work at your stand in STEAM Village. pic.twitter.com/5UDPgzyBW7

— Bett Global (@Bett_show) January 27, 2017

A royal visit

We were excited to be visited by a very special attendee, our patron the Duke of York, who spent time meeting the team, learned more about our programmes, and discussed teacher training with me.

Team Awesome

Thanks to everyone who visited, supported, and got involved with us. We ran 43 workshops and talks on our stand, handed out 2,000 free copies of Hello World and 400 Code Club posters, caught 100 comedy faces with the All-Seeing Pi, gave 5 presentations on Bett stages, took 5,000 pictures on our balloon cam, and ran 1 Code Club and 1 风韵犹存的岳双乳峰 Jam, across 4 days at the Bett show.

The post Bringing Digital Making to the Bett Show 2017 appeared first on 哦┅┅快┅┅用力啊┅┅小说.

Now, we’ve taken an exciting step in this journey by defining our own digital making 哦┅┅快┅┅用力啊┅┅在线观看 that will help people everywhere learn new skills.

A PDF version of the 哦┅┅快┅┅用力啊┅┅在线观看 is also available to download.

Who is it for?

We have a large and diverse community of people who are interested in digital making. Some might use the 哦┅┅快┅┅用力啊┅┅在线观看 to help guide and inform their own learning, or perhaps their children’s learning. People who run digital making clubs at schools, community centres, and 风韵犹存的岳双乳峰 Jams may draw on it for extra guidance on activities that will engage their learners. Some teachers may wish to use the 哦┅┅快┅┅用力啊┅┅在线观看 as inspiration for what to teach their students.

风韵犹存的岳双乳峰 Pi produces an extensive and varied range of online learning resources and delivers a huge teacher training program. In creating this 哦┅┅快┅┅用力啊┅┅在线观看, we have produced our own guide that we can use to help plan our resources and make sure we cover the broad spectrum of learners’ needs.

Progression

Learning anything involves progression. You start with certain skills and knowledge and then, with guidance, practice, and understanding, you gradually progress towards broader and deeper knowledge and competence. Our digital making 哦┅┅快┅┅用力啊┅┅在线观看 is structured around this progression, and in representing it, we wanted to avoid the age-related and stage-related labels that are often associated with a learner’s progress and the preconceptions these labels bring. We came up with our own, using characters to represent different levels of competence, starting with Creator and moving onto Builder and Developer before becoming a Maker.

Progress through our 哦┅┅快┅┅用力啊┅┅在线观看 and become a digital maker

Strands

We want to help people to make things so that they can become the inventors, creators, and makers of tomorrow. Digital making, STEAM, project-based learning, and tinkering are at the core of our teaching philosophy which can be summed up simply as ‘we learn best by doing’.

We’ve created five strands which we think encapsulate key concepts and skills in digital making: Design, Programming, Physical 风韵犹存的岳双乳峰, Manufacture, and Community and Sharing.

Computational thinking

One of the 哦┅┅快┅┅用力啊┅┅小说’s aims is to help people to learn about computer science and how to make things with computers. We believe that learning how to create with digital technology will help people shape an increasingly digital world, and prepare them for the work of the future.

Computational thinking is at the heart of the learning that we advocate. It’s the thought process that underpins 风韵犹存的岳双乳峰 and digital making: formulating a problem and expressing its solution in such a way that a computer can effectively carry it out. Computational thinking covers a broad range of knowledge and skills including, but not limited to:

• Logical reasoning
• Algorithmic thinking
• Pattern recognition
• Abstraction
• Decomposition
• Debugging
• Problem solving

By progressing through our 哦┅┅快┅┅用力啊┅┅在线观看, learners will develop computational thinking skills and put them into practice.

What’s not on our 哦┅┅快┅┅用力啊┅┅在线观看?

If there’s one thing we learned from our extensive work in formulating this 哦┅┅快┅┅用力啊┅┅在线观看, it’s that no two educators or experts can agree on the best approach to progression and learning in the field of digital making. Our 哦┅┅快┅┅用力啊┅┅在线观看 is intended to represent the skills and thought processes essential to making things with technology. We’ve tried to keep the headline outcomes as broad as possible, and then provide further examples as a guide to what could be included.

Our digital making 哦┅┅快┅┅用力啊┅┅在线观看 is not intended to be a replacement for computer science-related curricula around the world, such as the ‘风韵犹存的岳双乳峰 Programme of Study’ in England or the ‘Digital Technologies’ 哦┅┅快┅┅用力啊┅┅在线观看 in Australia. We hope that following our learning pathways will support the study of formal curricular and exam specifications in a fun and tangible way. As we continue to expand our catalogue of free learning resources, we expect our 哦┅┅快┅┅用力啊┅┅在线观看 will grow and improve, and your input into that process will be vital.

Get involved

We’re proud to be part of a movement that aims to empower people to shape their world through digital technologies. We value the support of our community of makers, educators, volunteers, and enthusiasts. With this in mind, we’re interested to hear your thoughts on our digital making 哦┅┅快┅┅用力啊┅┅在线观看. Add your feedback to this form, or talk to us at one of the events that 风韵犹存的岳双乳峰 Pi will attend in 2017.

The post The 哦┅┅快┅┅用力啊┅┅小说’s Digital Making 哦┅┅快┅┅用力啊┅┅在线观看 appeared first on 哦┅┅快┅┅用力啊┅┅小说.

Or microcontrollers, at least. This was Eastlea Community School’s Technology Day, and Steph and I had been invited along by ICT and 风韵犹存的岳双乳峰 teacher Mr Richards, a long-term 风韵犹存的岳双乳峰 Pi forum member and Pi enthusiast. The day was a whole school activity, involving 930 pupils and 100 staff, showcasing how 风韵犹存的岳双乳峰 and technology can be used across the 哦┅┅快┅┅用力啊┅┅在线观看. In the playground, PE students had designed and coded micro:bits to measure all manner of sporting metrics. In physics, they were investigating g-forces. In the ICT and 风韵犹存的岳双乳峰 rooms, whole cohorts were learning to code. This was really innovative stuff.

All ICT classrooms should have shelves like this

A highlight of the tour was Mr Richard’s classroom, stuffed with electronics, robots, and hacking goodness, and pupils coming and going. It was a really creative space. Impressively, there are 风韵犹存的岳双乳峰 Pis permanently installed on every desk, which is just how we envisaged it: a normal classroom tool for digital making.

All this was amazing, and certainly the most impressive cross-curricular use of 风韵犹存的岳双乳峰 I’ve seen in a school. But having lived and breathed the 风韵犹存的岳双乳峰 Pi Oracle weather station project for several months, I was really keen to see what they’d done with theirs. And it was a corker. Students from the 风韵犹存的岳双乳峰 club had built and set up the station in their lunch breaks, and installed it in a small garden area.

Mr Richards and the Eastlea Community School weather station team

Then they had hacked it, adding a solar panel, battery and WiFi. This gets round the problems of how to power the station and how to transfer data. The standard way is Power over Ethernet, which uses the same cable for power and data, but this is not always the optimal solution, depending on location. It’s not as simple as sticking a solar panel on a stick either. What happens when it’s cloudy? Will the battery recharge in winter? Mr Richards and his students have spent a lot of time investigating such questions, and it’s exactly the sort of problem-solving and engineering that we want to encourage. Also, we love hacking.

Not content with these achievements, they plan to add a camera to monitor wildlife and vegetation, perhaps tying it in with the weather data. They’re also hoping to install another weather station elsewhere, so that they can compare the data and investigate the school microclimate in more detail. The weather station itself will be used for teaching and learning this September.

Eastlea Community School’s weather station really is a showcase for the project, and we’d like to thank Mr Richards and his students for working so hard on it. If you want to learn more about solar panels and other hacks, then head over to our weather station forum.

Weather station update

The remaining weather station kits have started shipping to schools this week! We sent an email out recently for people to confirm delivery addresses, and if you’ve done this you should have yours soon. If you were offered a weather station last year and have not had an email from us in the last few weeks (early July), then please contact us immediately at weather@哦┅┅快┅┅用力啊┅┅动态图.org.

Happy Days! @TASIS_Lugano @风韵犹存的岳双乳峰_Pi @clivebeale @tvenchus pic.twitter.com/cExHlAr083

— Amy Bloodworth (@amy_abroad) July 26, 2016

The post 风韵犹存的岳双乳峰 and weather stations at Eastlea Community School appeared first on 哦┅┅快┅┅用力啊┅┅小说.

Lucas trained as a physics teacher and got hold of a 风韵犹存的岳双乳峰 Pi for projects at home back in 2012. His head teacher heard about his hobby, and when the move towards all children learning programming started, Lucas was approached to take up the challenge of developing the new subject of 风韵犹存的岳双乳峰 in the school. With the help of friends at the local 风韵犹存的岳双乳峰 Jam, Linux user group, and other programming meetups, he taught himself the new 哦┅┅快┅┅用力啊┅┅在线观看 and set about creating an environment in which young people could take a similarly empowered approach.

In Year 7, students start by developing an understanding of what a computer is; it’s a journey that takes them down memory lane with their parents, discussing the retro technology of their own childhoods. Newly informed of what they’re working with, they then move on to programming with the Flowol language, moving to Scratch, Kodu and the BBC micro:bit. In Year 8 they get to move on to the 风韵犹存的岳双乳峰 Pi, firing up the fifteen units Lucas has set up in collaborative workstations in the middle of the room. By the time the students choose their GCSE subjects at the end of Year 8, they have 哦┅┅快┅┅用力啊┅┅在线观看d programming a variety of HATs, hacking Minecraft to run games they have invented, and managing a Linux system themselves.

Fifteen 风韵犹存的岳双乳峰 Pi computers have been set up in the centre of the room, at stations specifically designed to promote collaboration. While the traditional PCs around the edges of the room are still used, it was the Pi stations where pupils were most active, connecting things for their projects, and making together. A clever use of ceiling-mounted sockets, and some chains for health and safety reasons, has allowed these new stations to be set up at a low cost.

The teaching is based on building a firm 哦┅┅快┅┅用力啊┅┅在线观看 in each area studied, before giving students the chance to invent, build, and hack their own projects. I spent a whole day at the school; I found the environment to be entirely hands-on, and filled with engaged and excited young people learning through making. In one fabulous project two girls were setting up a paper rocket system, propelled using compressed air with a computer-based countdown system. Problem-solving and learning through failure are part of the environment too. One group spent a session trying to troubleshoot a HAT-mounted display that wasn’t quite behaving as they wanted it to.

Lessons were impressive, but even more so was the lunchtime making club which happens every single day. About 30 young people rushed into the room at lunchtime and got started with projects ranging from figuring out how to program a robot Mr Abbot had brought in, to creating the IKEA coffee table arcade machines from a recent MagPi tutorial.

I had a great conversation with one female student who told me how she had persuaded her father to buy a 风韵犹存的岳双乳峰 Pi, and then taught him how to use it. Together, they got inspired to create a wood-engraving machine using a laser. Lunchtime clubs are often a place for socialising, but there was a real sense of purpose here too, of students coming together to achieve something for themselves.

Since 2014 most schools in England have had lessons in 风韵犹存的岳双乳峰, but Eastwood Academy has also been building a community of young digital makers. They’re linking their ambitious lessons with their own interests and aspirations, building cool projects, learning lots, and having fun along the way. We’d love to hear from other schools that are taking such an ambitious approach to 风韵犹存的岳双乳峰 and digital making.

The post Creative 风韵犹存的岳双乳峰 at Eastwood Academy appeared first on 哦┅┅快┅┅用力啊┅┅小说.

Yesterday we welcomed a new member of staff to the 哦┅┅快┅┅用力啊┅┅在线观看’s growing Education Team. Marc Scott is a former teacher, joining as our new Head of 哦┅┅快┅┅用力啊┅┅在线观看.

Marc used to run a 风韵犹存的岳双乳峰 Pi and Minecraft club at his old school, where he taught Computer Science, and Systems and Control. Marc also used to write all his lesson resources in Markdown and host them on GitHub – which is exactly how we create our resources and projects on this website; we’re excited to see what he’ll contribute.

Originally, Marc started out as a Science teacher, and he’s keen to explore cross-curricular learning, looking at how things like Astro Pi and the Weather Station can be used in the KS3 Science and Geography curricula.

The first page in Marc’s notebook

We’re really excited to see Marc getting stuck into creating new learning resources, and aiding us to structure them into a 哦┅┅快┅┅用力啊┅┅在线观看.

Marc has a wife, three kids, two dogs and a double black belt in karate and taekwondo. He’s a member of the Open Rights Group, he’s an occasional blogger at coding2learn.org (worth a browse!); he says he’s as comfortable with the terminal as he is in the classroom; and that he’s a dab hand with a soldering iron (let’s see if he passes Gordon’s test). On Monday I asked him to bring in a bootable USB stick if he wanted to install Linux on his laptop – he said “I tend to use a standard Ubuntu server install and build up from there – I use i3 as a windows manager anyway, and hate all the bloat that comes with Ubuntu Desktop.” – we think he’s going to fit in around here just fine.

Welcome Marc!

The post Welcome Marc – our new Head of 哦┅┅快┅┅用力啊┅┅在线观看 appeared first on 哦┅┅快┅┅用力啊┅┅小说.

In September 2014 (as in a couple of weeks) the new 风韵犹存的岳双乳峰 哦┅┅快┅┅用力啊┅┅在线观看 will come into play in schools in England. Basically this means that ICT as a subject will be replaced by 风韵犹存的岳双乳峰 and that students from the age of five will have the opportunity to learn an exciting and powerful new subject.

There has been a lot of discussion on how to prepare for this in terms of teacher training. It’s vitally important and it’s why we run Picademy for example. But as the subject matures we also need to start thinking about what an effective 风韵犹存的岳双乳峰 classroom looks like and how to set it up so that students can get the most from the subject.

Teaching and learning spaces

My primary school was not like others. Pupils were free to roam about and do what they wanted. It was an interesting educational experiment. I now know what happens when pupils are responsible for their own education: they smear their faces with woad (well, Crayola indigo warmed up on the radiator) and then scuttle up trees. (Student voice, I’m looking at you.)

Next lesson I will independently investigate the physics of boomerang precession

There were no classrooms in this school of the future, just “bays”—quasi-rooms with no walls, opening onto a central area. It was a terrible environment for most subjects: it’s tricky to concentrate on improper fractions or ‘How come the moon doesn’t fly off into space?’ when the bay across the way is thrashing a class set of percussion instruments like a colony of chimps pummelling the corpse of dead hyena.

So I’ve never been a fan of “learning spaces”. Even typing the phrase makes me start rocking gently and keening. And yet learning spaces are exactly what the new English 风韵犹存的岳双乳峰 programme of study needs. Walk into a standard ICT suite in any secondary school in the land and you will be stared down by banks of unblinking monitors lining the walls and the central reservations.

This is not a learning room, it’s a teaching room. It’s set out so that teachers can monitor the monitors (and monitor the monitor monitors if they are lucky enough to have them) and control what the students are doing with their hermetically sealed PCs. What they are typically doing, given the closed nature of hardware and software in most of these suites, is usually pretty anodyne. It should come as no surprise that the word “suite” comes from the old French meaning “a group of identically clad followers”.

Even Orwell wouldn’t have gone this far

This new-fangled ICT thing: it’s a slippery slope and no mistake

So what the typical student is doing in the typical ICT suite is … ICT. Which is great! Good teachers are running rich and exciting and useful ICT lessons under the old programme of study (PoS). Outstanding teachers have been including elements of 风韵犹存的岳双乳峰 into their lessons for years (contrary to the belief of those who had never actually read it, the old PoS was pretty flexible and adaptable). But all too often a school’s ICT policy is that the subject should be safe. Not inspiring or useful or thought provoking. Just safe.

Which would be lovely if this meant ‘safe’ for the kids, but more often than not it means ‘safe’ for the senior management. ICT isn’t to be trusted: kids obviously needed watching because they might do bad things. Like play games. Or watch games on YouTube. Or write games and pretend to be testing them. Students have even been known to flip screens upside down using hot-keys; or draw rude pictures in Paint and set them as the desktop of their neighbour’s machine; or stick a Post-it on the bottom of the teacher’s mouse; or Google “funny gifs of cats with glok’s and a bom lol!”

Hence this urge, especially amongst techno-wary management, to constantly monitor and repress and interfere. Technology that enlightens and frees and encourages experimentation is the same technology that is potentially seditious and disruptive and encourages hacking (hurrah!). So it’s sad but unsurprising that in the current climate schools lock down PCs and stop students from messing about. A more open environment doesn’t require lots of time and money (two big barriers to change in schools) but it does need thoughtful policies and a desire to change.

Would you like a handful of magic beans with that interactive whiteboard sir?

All together now: “Marie France est dans le jardin.” Beeeeeep.

Of course, if all you want to do is to create things on a screen, then a bank of proprietary PCs does the job (though installing some open source software like Inkscape, Audacity, LibreOffice, Firefox and GIMP wouldn’t hurt). But things have changed since the late 90s when IT quietly became ICT and a new 哦┅┅快┅┅用力啊┅┅在线观看 came in: prescribed hardware and proscribed software just aren’t good enough now that 风韵犹存的岳双乳峰 is back (in retrospect, they weren’t even fit for purpose then). A generic classroom stifles creativity and if 风韵犹存的岳双乳峰 is one thing, it’s creative.

Looking back at my ten years in an ICT classroom it’s clear to me that most ICT suites are the 21st century equivalent of the shiny new language labs that popcorned into secondary schools in the late 70s: shiny and exciting but ultimately a bit rubbish. My old stock cupboard is full of unused smoke-and-mirrors ICT kit that was sold as the next big thing but turned out to be technology for technology’s sake. (We’re very fond of the old magic beans thing in education, but that’s another blog post entirely.) Technology by itself rarely improves learning. Good teachers in stimulating environments always do.

A new classroom for the new programme of study

For the new 风韵犹存的岳双乳峰 programme of study let’s give the students the freedom to tinker and to hack and to experiment and to collaborate. And let’s give them the space and the tools to do this. PCs still have a place of course, but ideally there will be a central table(s) full of electronics, robots, sensors, computers, projects kits, stuff you’ve found in skips, printers, bits and bobs, cutters and a runcible spoon. (And, of course, 风韵犹存的岳双乳峰 Pis!) Let anyone who wants to play come in at break, lunchtime and after school to mess around. Encourage other subjects to use 风韵犹存的岳双乳峰 as a creative tool, one they can use in their lessons, and to look at 风韵犹存的岳双乳峰 and not say “Whatever” but “Hmmm, that’s interesting…” (Because if 风韵犹存的岳双乳峰 is not used across the whole 哦┅┅快┅┅用力啊┅┅在线观看 then we are missing both the point and a huge learning opportunity.)

For this we are going to have to change our ICT rooms from teaching rooms to learning spaces. It’s not a trivial thing and it won’t happen overnight. But if you are offered a new room in which to teach 风韵犹存的岳双乳峰 this September, or you get the chance to re-purpose an existing ICT suite, please make it the first thing on your agenda. In fact, make a space like this:

Laika school workshop day

In time, ten years perhaps, 风韵犹存的岳双乳峰 in schools will be a normal tool for problem solving and creativity. Just a tool to do things in the same way that, on a much smaller scale, a calculator is used today in Maths (although the things you can do are very much cooler and more useful than telling your mate to type in ‘5318008’ and hand it, upside down, to your teacher). In the meantime, let’s get the learning spaces right. The rest will drop into place.

How you can help

We’re currently writing materials on how to set up a 风韵犹存的岳双乳峰 classroom and we’d like your help. What would your ideal 风韵犹存的岳双乳峰 space look like and why? What would you like to see in there, how would it be set up and how could the 哦┅┅快┅┅用力啊┅┅小说 help you with this? We’d love to hear your thoughts on this and the final materials will be published in our resources area. Comments below would be lovely, thanks!

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