V Jornadas eMadrid sobre "Educación Digital". Miles Berry, Computing at School & U. Roehampton:...
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Computational thinking in English schools: the story so far Miles Berry @mberry These slides: bit.ly/emadrid 1 July 2015
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Transcript of V Jornadas eMadrid sobre "Educación Digital". Miles Berry, Computing at School & U. Roehampton:...
Computational thinking in English schools: the story so far
Miles Berry@mberry These slides: bit.ly/emadrid
1 July 2015
Designing a computing curriculum
Teaching machines?
In many schools today, the phrase “computer-aided instruction” means making the computer teach the child. One might say the computer is being used to program the child. In my vision, the child programs the computer and, in doing so, both acquires a sense of mastery over a piece of the most modern and powerful technology and establishes an intimate contact with some of the deepest ideas from science, from mathematics, and from the art of intellectual model building.
Papert, 1980
From consumers to creators
UsersCommunicators
Digitally literateSafe
SkillsMagic
MakersCollaboratorsDigitally criticalResponsibleUnderstandingKnowledge
Beauty or utility?
If you want a golden rule that will fit everybody, this is it:
Have nothing in your houses that you do not know to be useful, or believe to be beautiful.
Morris, 1880
Foundations
Applications
Implications
CS, IT, DL
Computing
DfE, 2013
A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world.
qbmaze
qbmaze
Aims
can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representationcan analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problemscan evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problemsare responsible, competent, confident and creative users of information and communication technology
DfE, 2013
CT progression in the NC
5-7: understand what algorithms are; use logical reasoning to predict the behaviour of simple programs
7-11: solve problems by decomposing them into smaller parts; use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
DfE, 2013
CT progression in the NC
11-14: design, use and evaluate computational abstractions; understand several key algorithms that reflect computational thinking; use logical reasoning to compare the utility of alternative algorithms for the same problem
14-16: develop and apply their analytic, problem-solving, design, and computational thinking skills
DfE, 2013
Architects or bricklayers?
programming = algorithms + code
the practical experience of programming, [is] almost certainly the best way for primary pupils to learn about computer science
Why programming?
Berry, 2013
Mindstorms
Papert, 1980
I began to see how children who had learned to program computers could use very concrete computer models to think about thinking and to learn about learning and in doing so, enhance their powers as psychologists and as epistemologists.
Logo and Problem Solving
We find that the entry level of Logo does not present conceptual problems for the school-aged child... With thoughtful instruction, which will require developmental research for its design, we expect that Logo may provide a good window for the child into these important computational concepts. With accompanying instruction in thinking skills, developments in planning skill may in fact be achieved.
Pea, 1983
Computational thinking - an emerging model
Computational thinking
Berry 2015
Getting computers to help us to solve problems is a two-step process:1. think about the steps to solve a
problem or the rules that govern the system
2. use your technical skills to get the computer working on the problem.
Computational thinking is the first of these. It describes the concepts, processes and approaches we draw on when thinking about problems or systems in such a way that a computer can help us with these.
Logical reasoning
Algorithms
Decomposition
cc by-nc Alexy Kljatov
Patterns
Abstraction
Food and drink
BS 6008
Phil Bagge
With a little help from our friends
CPD matters
We know that teachers learn best from other professionals and that an ‘open classroom’ culture is vital: having the opportunity to plan, prepare, reflect and teach with other teachers... [and yet]two-thirds of all professional development is ‘passive learning’ – sitting and listening to a presentation.
DfE, 2010
Computing at School: Hubs
Some CAS research questions
● How should we teach programming to children? ● How effective are “unplugged” approaches to learning
computer science?● How should we assess computing? ● Does an early education in computing improve outcomes
in Maths or English? ● How can computational thinking skills enrich learning in
maths, science, and other subjects?● In what order are computational concepts best learned?● Women are massively under-represented in computing.
What practical strategies help?
