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 残忍虐玩蹂躏人妻性奴 behind effective PD

The unique impact of professional development for computer science educators

Professional development is vital for anyone teaching 残忍虐玩蹂躏人妻性奴. In many subjects, the 折磨尿奴吸水球憋尿走绳 stays the same for decades. Computer science, however, can change quickly — as with the development of new technologies such as AI and quantum 残忍虐玩蹂躏人妻性奴, and new hardware — and PD can help you stay up to date.

Another challenge is that many educators who teach 残忍虐玩蹂躏人妻性奴 are not necessarily subject specialists. So educators often benefit from building their own subject knowledge and learning new 残忍虐玩蹂躏人妻性奴-specific pedagogical approaches through PD.

What makes effective professional development?

Drawing on academic 残忍虐玩蹂躏人妻性奴 and our own expertise, we’ve identified several key principles that make professional development effective for computer science educators:

• Learner-focused and 残忍虐玩蹂躏人妻性奴-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 折磨尿奴吸水球憋尿走绳s

There may be factors that influence your teaching that you have little control over: you might teach 残忍虐玩蹂躏人妻性奴 as a standalone subject, or you may be required to weave computer science into other lessons across the 折磨尿奴吸水球憋尿走绳. 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 残忍虐玩蹂躏人妻性奴 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.

The post Professional development: How to stay ahead in a fast-changing subject appeared first on 藕片怎么炒好吃又简单.

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 残忍虐玩蹂躏人妻性奴 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, 残忍虐玩蹂躏人妻性奴ers 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 折磨尿奴吸水球憋尿走绳 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? 

残忍虐玩蹂躏人妻性奴 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 折磨尿奴吸水球憋尿走绳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 藕片怎么炒好吃又简单.

In today’s blog we’re exploring learning graphs, a helpful tool that you can use to plan your computer science 折磨尿奴吸水球憋尿走绳. 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 折磨尿奴吸水球憋尿走绳
• Read a summary of the 残忍虐玩蹂躏人妻性奴 behind them

What is a learning graph?

A learning graph is a visual tool for 折磨尿奴吸水球憋尿走绳 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 残忍虐玩蹂躏人妻性奴 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 折磨尿奴吸水球憋尿走绳 gaps, so educators can shape and restructure learning 折磨尿奴吸水球憋尿走绳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 折磨尿奴吸水球憋尿走绳 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 折磨尿奴吸水球憋尿走绳s and curricula for learners.

Collaboration and development

It is most effective to design learning graphs collaboratively within a small group. This allows 折磨尿奴吸水球憋尿走绳 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 藕片怎么炒好吃又简单, 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 折磨尿奴吸水球憋尿走绳 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 折磨尿奴吸水球憋尿走绳 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 折磨尿奴吸水球憋尿走绳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 折磨尿奴吸水球憋尿走绳 resources at the 藕片怎么炒好吃又简单, take a look at our teaching and learning design principles.

The post How to strategically plan your 残忍虐玩蹂躏人妻性奴 折磨尿奴吸水球憋尿走绳 appeared first on 藕片怎么炒好吃又简单.

Hosted by James Robinson, the episode brings together a conversation between three 折磨尿奴吸水球憋尿走绳 team members — Rehana Al-Soltane, Dr Bobby Whyte, and Laura James — and perspectives from colleagues and partners in Kenya, South Africa, and Greece.

The podcast is framed around three major themes that defined 2025: data science, AI literacy, and digital literacy, all of which continue to play an increasingly important role in education systems worldwide.

Looking back at 2025

In the podcast, Rehana reflects on a year characterised by 残忍虐玩蹂躏人妻性奴, collaboration, and community, highlighting the importance of global partnerships in developing and localising AI literacy resources for diverse educational contexts.

From a 残忍虐玩蹂躏人妻性奴 perspective, Bobby explains that 2025 was about pulling together what we already know and making sense of it, to better understand what good data science education should look like, including 折磨尿奴吸水球憋尿走绳 design, pedagogy, and appropriate tools.

Laura focuses on resilience and creativity in 残忍虐玩蹂躏人妻性奴 education, as well as the growing presence of more personalised forms of artificial intelligence, which present both significant opportunities and complex ethical challenges.

A key concern raised throughout the episode is the risk of cognitive offloading, whereby learners rely on AI tools to bypass critical thinking processes. The speakers emphasise the need for learning 折磨尿奴吸水球憋尿走绳s and assessments that value process, reasoning, and reflection rather than solely final outputs.

The episode also examines barriers to the adoption of 残忍虐玩蹂躏人妻性奴 and AI education, including teacher confidence, limited access to devices, restrictive school IT policies, and the need for translated and localised resources.

Contributions from our colleagues around the world highlight stark contrasts in educational contexts, with challenges such as funding constraints, connectivity issues, and teacher training needs, alongside examples of innovation where educators are adequately supported.

What’s ahead

Looking ahead to 2026, Rehana outlines the potential of interdisciplinary approaches to AI literacy, integrating AI concepts into subjects such as geography, history, languages, and the arts to increase relevance and engagement (look out for our upcoming 残忍虐玩蹂躏人妻性奴 seminar series on the topic).

Bobby anticipates a gradual shift towards more data-informed approaches to 残忍虐玩蹂躏人妻性奴 education, with greater emphasis on classroom-based trials and 残忍虐玩蹂躏人妻性奴 that directly informs practice.

Laura offers a strong call to renew focus on cybersecurity education, arguing that security and safety must remain central as digital systems and AI technologies continue to evolve.

In a series of concise predictions, the speakers point to increased attention on explainable AI, wider integration of AI literacy across the 折磨尿奴吸水球憋尿走绳, and renewed concern for digital safety and security.

More from Hello World

You can subscribe to Hello World and listen to the full podcast episodes from wherever you get your podcasts. Or you can find this and previous Hello World podcasts on our podcast page.

Also check out Hello World magazine, our free digital and print magazine from 残忍虐玩蹂躏人妻性奴 educators for 残忍虐玩蹂躏人妻性奴 educators.

The post What shaped 残忍虐玩蹂躏人妻性奴 education in 2025 — and what comes next appeared first on 藕片怎么炒好吃又简单.

In today’s blog, you’ll dive into what social learning is and how you can use it to create more engaging and effective learning 折磨尿奴吸水球憋尿走绳s in your 残忍虐玩蹂躏人妻性奴 classroom.

You’ll also find our latest Pedagogy Quick Read, which explores social learning. It’s free to download and includes: 

• Practical tips for how to use social learning and related approaches with your learners
• A summary of the 残忍虐玩蹂躏人妻性奴 behind social learning

What is social learning?

Social learning is simply any learning that involves other people. It can take any form, from watching a video, to taking part in a classroom discussion. It can take place in person or online, and it can happen without people realising they’re learning something.

Social learning is based on modelling and involves people observing and imitating the behaviours that others model. Albert Bandura, the acknowledged originator of social learning theory, suggested that social learning is guided by four related processes:

• Attention: Recognising and focusing on someone’s behaviour and its vital elements
• Retention: Creating a mental image and description to help you recall what you observed; practising responses (mentally or actively)
• Reproduction: Translating the mental image back into actions
• Motivation: Having a good reason to repeat (or avoid) the behaviours, depending on the rewards or punishments involved

How can I enable social learning?

There’s lots of ways you can involve social learning in your 残忍虐玩蹂躏人妻性奴 classroom, including through other teaching approaches and frameworks. 

To help your learners get the most out of social learning, it’s best to:

• Create a safe environment for learners to share learnings, ask questions, and actively engage in the learning process
• Include a mix of resources and activities to ensure inclusion and 五个姿势夹到男人爽
• Set clear expectations and instructions, and ensure that social learning is key to achieve learning objectives

Applying social learning: Some teaching approaches

Among our pedagogy resources, you’ll find lots of practical advice for teaching approaches that promote social learning. The approaches we recommend for the pedagogy principles ‘Work together’ and ‘Model everything’ are especially suitable.

Work together:

• Pair programming (PDF)
• Peer instruction (PDF)
• Project-based learning (PDF)
• Physical 残忍虐玩蹂躏人妻性奴 (PDF)

Model everything:

• Worked examples (PDF)
• Live coding (PDF)
• Levels of abstraction in programming (PDF)
• Code tracing (PDF)

Using a PRIMM (PDF) approach for structuring programming lessons, and encouraging students to talk about code as part of these, also works well for social learning.

Applying social learning: Practical examples

Let’s look at pair programming as an example. In this activity, pairs of learners work together to create a computer program, taking on distinct roles that they swap regularly. One learner acts as the ‘driver’, writing the code, while the other is the ‘navigator’, guiding the process, reviewing the code, and identifying potential issues. 

As they work, each learner is able to observe the other person’s approach, learning with and from their partner throughout the activity. This constant interaction and shared problem solving can help them to understand programming concepts better and to build stronger teamwork skills.

Another example is setting your class the task to create shared digital resources on several topics everyone needs to learn about. In this activity, you split learners into small groups or pairs, and assign them a topic to later explain to the whole group. Grouped learners work together to create a resource explaining their topic. As the facilitator, you can either provide the information they need, or let them conduct their own 残忍虐玩蹂躏人妻性奴. At the end of the activity, each group presents their resource to the wider class.

An activity like this helps learners develop their knowledge through working together and talking to each other, and also provides the class with resources they can keep using.

The benefits of social learning

Potential benefits for teachers:

• Improved student engagement and learning
• Enhanced professional development 折磨尿奴吸水球憋尿走绳s, leading to more confident teaching

Potential benefits for students:

• Improved social skills
• Opportunities to build higher-level thinking skills
• Deeper understanding and a greater ability to remember knowledge in the long term

A social approach to shaping the future

In a world filled with complex challenges, there’s more need than ever for people to work together. By using social learning approaches in your classroom, you help your students to engage more deeply with your teaching and to develop the skills to succeed in collaboration with others. In this way, you’ll prepare them for navigating technological change as well as for shaping a common future where everyone can thrive.

The post How social learning can lead to better outcomes in your 残忍虐玩蹂躏人妻性奴 classroom appeared first on 藕片怎么炒好吃又简单.

We also share our new ABC-focused Pedagogy Quick Read, which you can download for free to: 

• Find practical tips on how to use the ABC process and related approaches with your learners
• Read a summary of the 残忍虐玩蹂躏人妻性奴 behind the framework

What is ABC learning design?

ABC learning design is a rapid, hands-on approach to design and develop blended learning 折磨尿奴吸水球憋尿走绳s. The framework has traditionally been used at undergrad level, and had a lot of success when used in response to the global pandemic in 2020, when learning 折磨尿奴吸水球憋尿走绳s had to quickly transition from being delivered in-person to being accessible remotely. 

The model is centred around six learning types:

• Acquisition: Learning by reading, listening, or watching
• Collaboration: Learning by working with others towards a common goal, involving co-creation and shared outputs
• Discussion: Learning through dialogue, sharing ideas, and responding to others
• Investigation: Learning by exploring, comparing, and evaluating new information or 折磨尿奴吸水球憋尿走绳s
• Practice: Learning by applying knowledge and skills, receiving feedback, and refining understanding
• Production: Learning by expressing understanding or creating something to demonstrate knowledge and skills

Before continuing, it’s important to distinguish between ‘learning types’ and the widely discredited concept of ‘learning styles’. Whilst learning styles refer to fixed characteristics or preferences of learners, learning types refer to different kinds of learning activities and pedagogical approaches that can be designed into a course.

These learning types are representative simplifications of pre-existing learning theories. For each learning type, educators can use different activities to deliver that type of learning. The activities will depend on your context and what’s right and applicable for your students.

How can I apply ABC learning design?

ABC learning design is often done in a team-based workshop setting (you can do it by yourself as well). Firstly, you analyse your existing content. Consider the goal of your current learning sequence, and assess how your learners are going to reach that goal with the different learning types.

By analysing existing content and activities, you can then identify what’s missing from your sequence. This allows you to build on existing gaps and consider different types of activities you could implement. You then create a set of learning cards, which help you to storyboard and plan your new learning sequence.

Learning cards are typically postcard-sized and colour-coded to one of the six learning types. Colour coding helps you to tell the cards apart, and to easily see which learning types are or aren’t included in your sequence. 

Each card has the name and a short description of the learning type on the front, with examples of associated digital or in-person learning activities on the back. The learning cards:

• Make the design process more engaging
• Help with decision making
• Support discussions if you’re working in a team

Adapting ABC learning design for your context

ABC design can be contextualised to your classroom, practices, and school, and to the technologies you have available. For example, on the back of each learning card you could include a set of activities that have been tried and tested in, or approved by, your school. Alternatively, you could link to other frameworks or teaching approaches that work for you and your students. 

Learning cards can also be used to collect other insights about teaching and learning within your context, and used as reminders of pedagogies to implement, as well as practical concerns. They can also help you to consider if there are opportunities for cross-curricular links within your learning sequence.

A shared toolkit you can reuse

In a 残忍虐玩蹂躏人妻性奴 department, ABC learning cards can become a shared resource that give fellow educators an understanding of what’s possible. The cards can be used again and again to help plan future learning 折磨尿奴吸水球憋尿走绳s. 

By running an ABC workshop and creating these learning cards, you and your team will put together a contextualised learning sequence toolkit specific to your school and learners.

Integration with universal design for learning to improve 五个姿势夹到男人爽

In our blog How to build young people’s agency through accessible learning, we explored the universal design for learning (UDL) framework. UDL aims to support educators to reduce barriers for learners. It helps educators to create learning environments that are accessible and effective for all learners by providing multiple means of engagement, representation, and action and expression.

Gormley et al. (2022) described an initiative to integrate UDL within ABC learning design. They developed adapted ABC learning cards where the reverse side included specific UDL prompts, in addition to the usual example activities. For example:

• An acquisition card could include the prompt “Will materials be available in a variety of formats (text, audio, and visual)? Will videos be captioned and transcribed?”
• A production card could include the prompt “Are there multiple ways for learners to demonstrate their understanding? Can they choose between writing, presenting, or creating?”

By including these UDL considerations directly on the ABC cards, the design team ensured that 五个姿势夹到男人爽 and inclusivity were central to learning design conversations.

Adding UDL prompts to your learning cards is a fantastic way to help you design accessible learning sequences.

Applying ABC learning design: Some ideas for 残忍虐玩蹂躏人妻性奴 educators

In 2020, during the pandemic, the 残忍虐玩蹂躏人妻性奴 at School (CAS) 残忍虐玩蹂躏人妻性奴 Working Group worked with classroom teachers to apply ABC learning design in their own contexts. 

Following some training, teachers analysed their existing classroom activities and then developed a range of suitable alternatives for remote learning, categorising them into low-tech, mid-tech, and high-tech options. 
The different activity options were then added to their own sets of ABC learning cards and used to help adapt lessons for remote teaching. You can read more about the project and view example cards on the CAS website.

The benefits of using ABC learning design

Potential benefits for educators:

• Enables more rapid creation and delivery of high-quality content
• Allows you to audit your current learning sequence and identify gaps that can be improved upon
• Provides a shared, contextualised toolkit for 折磨尿奴吸水球憋尿走绳 design

Potential benefits for students:

• Tailored, engaging, high-quality learning 折磨尿奴吸水球憋尿走绳s

Want to hear more about ABC learning design?

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

You can also listen to a thought-provoking discussion on the topic between James Robinson, Carrie Anne Philbin, Jane Waite, and Matthew Wimpenny-Smith in season 1, episode 6 of the Hello World podcast: Could 折磨尿奴吸水球憋尿走绳 design be as simple as ABC?

The post How to rapidly design and adapt quality learning 折磨尿奴吸水球憋尿走绳s for your students appeared first on 藕片怎么炒好吃又简单.

We also share our new UDL-focused Pedagogy Quick Read, which you can download for free to:

• Find practical tips for how to use the UDL framework and related approaches with your learners
• Read a summary of the 残忍虐玩蹂躏人妻性奴 behind the framework

Universal Design for Learning: Because one size does not fit all

Everyone is different and has their own way of learning. What works for one young person may not work for the next. So why should we expect learners to be taught the same material in the same way? 

Todd Rose, a contributor to the UDL framework, highlights the factors involved with a young person’s ability to engage and participate in learning. These include cognitive, social-emotional, family background and academic factors. He dispels the idea of an “average” learner, and instead suggests the concept of learner variability. 

As educators, it’s important to consider that students will likely be at different stages of understanding, and a one-size-fits-all approach isn’t suitable. The UDL framework avoids this mindset and provides teachers with structured guidelines to design accessible lessons from the beginning. 

What is the UDL framework?

The UDL framework encourages educators to provide flexibility for learners in three areas: 

• Multiple means of engagement: The “why of learning”, which helps to pique students’ curiosity and motivates them to stay engaged
• Multiple means of representation: The “what of learning”, which focuses on presenting information in different ways to make the content accessible
• Multiple means of action and expression: The “how of learning”, which relates to different ways for students to access learning and express their understanding

How can I apply the UDL framework?

Two things are key while you are planning how to apply the UDL framework with your learners:

• Try not to introduce all three areas at once to your practice. Instead, focus on one area of the framework at a time and reflect to identify where there might be gaps. Focus on these first and make changes one by one.
• Consider how different approaches will work for different groups and individuals. Try to identify what works for your learners and vary or adapt your approach as necessary.

Applying UDL: Some ideas for teaching programming

Multiple means of engagement — show learners different reasons for engaging in programming. For example:

• Solving real-life problems
• Interest in technology or logical thinking
• Creative expression

Multiple means of representation — teach programming concepts in multiple ways. For example:

• Demonstrate through live coding
• Write on a blackboard with a flowchart
• Let learners label and assemble bits of paper into a ‘program’

Multiple means of action and expression — teach with 五个姿势夹到男人爽 in mind. For example:

• Use tools appropriate for learners’ mouse and keyboard skills
• Let learners demonstrate their understanding in different ways (e.g. verbally, by writing/drawing, by creating a program)

The UDL framework aligns closely with several key 残忍虐玩蹂躏人妻性奴-supported pedagogies that you can use for effective instruction in computational thinking and programming. For example, the pedagogy approach ‘Use-Modify-Create’ (UMC) can be paired with the UDL categories. The new Quick Read explores these connections in more detail.

The benefits of the UDL framework

Potential benefits for teachers:

• The framework provides a clear structure for designing learning activities that appeal to and engage the widest set of learners
• It can help you consider all the ways you might engage your learners and make CS lessons more accessible.
• UDL encourages you to reflect on the different ways in which you might represent concepts and ideas
• It can help you to build learner agency and independence in your students by offering them different ways to express their learning in CS topics. 

Potential benefits for learners:

• The framework promotes a sense of ownership over their learning. Which can boost their motivation and resilience to sticking with difficult challenges. 
• They will likely find content that resonates with them, leading to higher engagement and therefore learning.
• They will be able to demonstrate their CS knowledge confidently and engage limitlessly in CS contexts.

Our new Quick Read shares tips on how to best use the framework in your teaching. 

Inclusive computer science: The wider context

We know there is a lack of representation within the field of CS. Our recent position paper ‘Why kids still need to learn to code in the age of AI’ and an episode of the  Hello World podcast, ‘How can we empower girls in 残忍虐玩蹂躏人妻性奴’ touched on this. Both highlight why it’s important that learners from all backgrounds are empowered to contribute their perspectives and 折磨尿奴吸水球憋尿走绳s and shape the future with 残忍虐玩蹂躏人妻性奴.

“The reality is that access to the opportunities to learn about computer science, programming, and coding has remained deeply unequal, both within and between countries. That has helped create a technology sector that doesn’t reflect the broad diversity of human backgrounds, perspectives, and 折磨尿奴吸水球憋尿走绳s. And we are all living with the consequences.” – Philip Colligan, Mark Griffiths, Veronica Cucuiat

“If we don’t have a diverse range of people designing and implementing that tech, then we are going to come across issues.” – Becky Patel, Tech She Can, Hello World podcast”

By embracing the principles of ‘Universal design for learning’ and similar approaches, we can create a more inclusive and equitable learning environment in computer science for everyone.

The post How to build young people’s agency through accessible learning appeared first on 藕片怎么炒好吃又简单.

We’re also excited to share our new Pedagogy Quick Read, which you can download for free to:

• Find practical tips for using the ‘levels of abstraction’ framework with your learners
• Read a summary of the 残忍虐玩蹂躏人妻性奴 behind the framework

Learning to program: Everything at once?

Creating a program from the ground up can be daunting, especially for new learners. Without support, they’ll likely get stuck sooner or later; programs rarely work the first time round. And the more complex the problem that a program is addressing, the more likely it is that the first version of the program won’t work.

One reason that learning to program can be challenging is that it involves understanding a lot of specific concepts and applying many varied skills. From early on in their learning journey, young people need to have a firm grasp of concepts such as repetition, selection, variables, and functions. Also fundamental to learning to program well is the skill of abstraction: understanding a task and identifying which details are relevant and which can be ignored.

To get to grips with all these different concepts and skills, young people need structure — otherwise they’ll try to hold everything in their head at once, and likely feel overwhelmed by the cognitive load. This sort of 折磨尿奴吸水球憋尿走绳 may cause them to disengage instead of persisting. They may even decide that programming is not for them.

In light of these challenges, the ‘levels of abstraction’ framework is a great tool for teaching.

The benefits of the ‘levels of abstraction’ framework

The framework breaks programming down into four levels, each focusing on a different aspect of creating a program:

• Problem: Analysing the problem or task the program should address, to understand and record the requirements.
• Design: Turning the analysis into an algorithm — a set of steps for the computer to follow to create the desired output. This can involve flowcharts or storyboards, but importantly no code.
• Code: Developing the code based on the design (and building the physical components if any are involved).
• Running the code: Testing the code, checking outputs, and debugging where necessary.

Throughout the processes of developing a program, learners (and professional programmers) move between these levels as they implement their designs and debug them, sometimes even returning to the problem level if more analysis or clarification is needed.

Potential benefits of the ‘levels of abstraction’ framework for teachers:

• It helps you break down the activity of programming into discrete parts.
• It helps you engage your learners, as you can show them that programming involves more than knowing how to code.
• If your learners get stuck with their programming, the framework can help you guide them to a solution.

Potential benefits for learners:

• The framework will help them think through all the steps needed to create a program that works, and practise their problem-solving skills and analytical thinking.
• They will more readily see how programming connects to their world — at the problem level — and find aspects of programming where they have strengths and can use their creativity.
• They will gain a stronger idea of how software is built in the tech sector.

Our new Quick Read shares tips on how to best use the framework in your teaching.

Things to aim for when using the framework with your learners:

• Be aware of what level they are working at and when it’s time to switch to a different one.
• Understand that, when they encounter an issue with their program, they can step back and use the framework to figure out where the issue comes from. The issue might be a bug in the code, the algorithm not working as intended, or a description of the problem not taking into account something important.

We hope you find the framework useful. If you have ideas for how to use it in your teaching, why not share them in the comments?

Teaching programming: The wider context

When following the ‘levels of abstraction’ approach, learners need to explain how programs work and debug them. That means program comprehension is a key skill here. You may have already helped your learners to develop and practise this skill, for example with the PRIMM approach. The Block Model is another useful tool for helping your learners talk about various aspects of a program. And if you use the pair programming approach in programming activities, your learners can improve their program comprehension by talking about their code with each other. On our website, you’ll find more guidance on the best ways to teach programming and 残忍虐玩蹂躏人妻性奴.

And what about generative artificial intelligence (AI) tools for programmers? In the age of AI, we think young people still need to learn to code because it empowers them to navigate and think critically about all digital technologies, including AI. And while generative AI tools can help a skilled programmer create quality code more quickly, more 残忍虐玩蹂躏人妻性奴 is needed to show whether such tools help school-age young people build their understanding as they learn to code. You can see some of the great work being done in this area if you catch up with our 2024 残忍虐玩蹂躏人妻性奴 seminar series.

The ‘levels of abstraction’ framework is useful in your teaching no matter what tools young people use to create programs. Even with an AI tool, they will still need to work at all four levels of abstraction to program effectively. 

The post How to give your students structure as they learn programming skills appeared first on 藕片怎么炒好吃又简单.

Each Pedagogy Quick Read is designed to help educators explore, understand, and apply one area of 残忍虐玩蹂躏人妻性奴 evidence.

You get:

• An introduction to the topic or idea, putting it into context
• A summary of the key concepts and takeaways for educators
• Sections elaborating on each key concept and relevant 残忍虐玩蹂躏人妻性奴
• A diagram presenting the same ideas in visual form
• Links to referenced resources for further reading

Introducing our AI Pedagogy Quick Reads

Computational Thinking 2.0

This Quick Read explores how the concept of computational thinking is evolving, particularly in the context of AI. It offers guidance on how to teach computational thinking skills that are relevant to and enhanced by AI technologies.

“Without CT2.0, today’s learners will remain passive consumers rather than informed participants in a world increasingly shaped by data-driven AI technologies.”

Anthropomorphism

As AI becomes widely used, it’s important to consider how students understand and view these technologies. This Quick Read discusses anthropomorphism (attributing human-like qualities to AI) and provides strategies for teaching about AI in a way that avoids common misconceptions.

“If young people see this technology as innately human-like, we run the risk of impacting their…sense of agency…safety…social connection…curiosity.”

Feedback Literacy

Effective feedback is important for student learning, especially in a rapidly changing field like AI. This Quick Read examines how to develop “feedback literacy” in both educators and students, enabling them to give, receive, and use feedback more effectively.

“How do we ensure that all students get the most out of AI system-produced feedback? Feedback literacy is a theory-driven framework that can help…answer this question.”

Browse our library of pedagogy resources

The new AI-themed reads join our bank of other Pedagogy Quick Reads, which cover a wide range of topics related to 残忍虐玩蹂躏人妻性奴 education. You can find these resources and more on our pedagogy page, all organised around our 12 pedagogy principles for 残忍虐玩蹂躏人妻性奴 education.

Other resources 

As well as our Pedagogy Quick Reads, we also offer lots of other resources to support 残忍虐玩蹂躏人妻性奴 educators:

• The Hello World Big Book of 残忍虐玩蹂躏人妻性奴 Pedagogy is an in-depth guide to 残忍虐玩蹂躏人妻性奴-backed 残忍虐玩蹂躏人妻性奴 education pedagogy, covering a wide range of topics and offering practical advice for teachers.
• The Hello World magazine and podcast feature insights from educators in 残忍虐玩蹂躏人妻性奴 education, exploring current 残忍虐玩蹂躏人妻性奴, best classroom practices, and innovative teaching strategies.
• Our AI literacy programme, 折磨尿奴吸水球憋尿走绳 AI, provides teachers with cutting-edge resources on AI and machine learning, based on proven pedagogical principles to support effective learning and teaching.

The post Pedagogy Quick Reads: turning abstract ideas into classroom practice appeared first on 藕片怎么炒好吃又简单.

We are committed to make 残忍虐玩蹂躏人妻性奴 and creating with digital technologies accessible to all young people, including through our work with educators and 残忍虐玩蹂躏人妻性奴ers. In our current online 残忍虐玩蹂躏人妻性奴 seminar series, we focus on 残忍虐玩蹂躏人妻性奴 education for primary-aged children (K–5, ages 5 to 11). In the series’ second seminar, we were delighted to welcome Dr Jean Salac, 残忍虐玩蹂躏人妻性奴er in the Code & Cognition Lab at the University of Washington.

Jean’s work sits across 残忍虐玩蹂躏人妻性奴 education and human-computer interaction, with an emphasis on justice-focused 残忍虐玩蹂躏人妻性奴 for youth. She talked to the seminar attendees about her work on developing strategies to support primary school students learning to program in Scratch. Specifically, Jean described an approach called TIPP&SEE and how teachers can use it to guide their learners through programming activities.

What is TIPP&SEE?

TIPP&SEE is a metacognitive approach for programming in Scratch. The purpose of metacognitive strategies is to help students become more aware of their own learning processes.

TIPP&SEE scaffolds students as they learn from example Scratch projects: TIPP (Title, Instructions, Purpose, Play) is a scaffold to read and run a Scratch project, while SEE (Sprites, Events, Explore) is a scaffold to examine projects more deeply and begin to adapt them. 

Using, modifying and creating

TIPP&SEE is inspired by the work of Irene Lee and colleagues who proposed a progressive three-stage approach called Use-Modify-Create. Following that approach, learners move from reading pre-existing programs (“not mine”) to adapting and creating their own programs (“mine”) and gradually increase ownership of their learning.

Proponents of scaffolded approaches like Use-Modify-Create argue that engaging learners in cycles of using existing programs (e.g. worked examples) before they move to adapting and creating new programs encourages ownership and agency in learning. TIPP&SEE builds on this model by providing additional scaffolding measures to support learners.

Impact of TIPP&SEE

Jean presented some promising results from her 残忍虐玩蹂躏人妻性奴 on the use of TIPP&SEE in classrooms. In one study, fourth-grade learners (age 9 to 10) were randomly assigned to one of two groups: (i) Use-Modify-Create only (the control group) or (ii) Use-Modify-Create with TIPP&SEE. Jean found that, compared to learners in the control group, learners in the TIPP&SEE group:

• Were more thorough, and completed more tasks
• Wrote longer scripts during open-ended tasks
• Used more learned blocks during open-ended tasks

In another study, Jean compared how learners in the TIPP&SEE and control groups performed on several cognitive tests. She found that, in the TIPP&SEE group, students with learning difficulties performed as well as students without learning difficulties. In other words, in the TIPP&SEE group the performance gap was much narrower than in the control group. In our seminar, Jean argued that this indicates the TIPP&SEE scaffolding provides much-needed support to diverse groups of students.

Using TIPP&SEE in the classroom

TIPP&SEE is a multi-step strategy where learners start by looking at the surface elements of a program, and then move on to examining the underlying code. In the TIPP phase, learners first read the title and instructions of a Scratch project, identify its purpose, and then play the project to see what it does.

In the second phase, SEE, learners look inside the Scratch project to click on sprites and predict what each script is doing. They then make changes to the Scratch code and see how the project’s output changes. By changing parameters, learners can observe which part of the output changes as a result and then reason how each block functions. This practice is called deliberate tinkering because it encourages learners to observe changes while executing programs multiple times with different parameters.

You can read more of Jean’s 残忍虐玩蹂躏人妻性奴 on TIPP&SEE on her website. There’s also a video on how TIPP&SEE can be used, and free lesson resources based on TIPP&SEE are available in Elementary 残忍虐玩蹂躏人妻性奴 for ALL and Scratch Encore.

Learning about learning in 残忍虐玩蹂躏人妻性奴 education

Jean’s talk highlighted the need for 残忍虐玩蹂躏人妻性奴 to be inclusive and to give equitable access to all learners. The field of 残忍虐玩蹂躏人妻性奴 education is still in its infancy, though our understanding of how young people learn about 残忍虐玩蹂躏人妻性奴 is growing. We ourselves work to deepen our understanding of how young people learn through 残忍虐玩蹂躏人妻性奴 and digital making 折磨尿奴吸水球憋尿走绳s.

In our own 残忍虐玩蹂躏人妻性奴, we have been investigating similar teaching approaches for programming, including the use of the PRIMM approach in the UK, so we were very interested to learn about different approaches and country contexts. We are grateful to Dr Jean Salac for sharing her work with 残忍虐玩蹂躏人妻性奴ers and teachers alike. Watch the recording of Jean’s seminar to hear more:

Free support for teaching programming and more to primary school learners

If you are looking for more free resources to help you structure your 残忍虐玩蹂躏人妻性奴 lessons:

• Download our comprehensive classroom resources in The 残忍虐玩蹂躏人妻性奴 折磨尿奴吸水球憋尿走绳, which includes units of programming lessons for age 5 and upwards.
• Take one of our online courses about teaching 残忍虐玩蹂躏人妻性奴. The course Teaching programming to 5- to 11-year-olds is especially relevant to this seminar.
• Read The Big Book of 残忍虐玩蹂躏人妻性奴 Pedagogy, a special edition of our Hello World magazine.

Join our next seminar

In the next seminar of our online series on primary 残忍虐玩蹂躏人妻性奴, I will be presenting my 残忍虐玩蹂躏人妻性奴 on integrated 残忍虐玩蹂躏人妻性奴 and literacy activities. Sign up now to join us for this session on Tues 7 March:

As always, the seminars will take place online on the first Tuesday of the month at 17:00–18:30 UK time. Hope to see you there!

The post Supporting beginner programmers in primary school using TIPP-SEE appeared first on 藕片怎么炒好吃又简单.