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Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
Programming and problem solving at Key Stage 3
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Programming and problem solving at Key Stage 3

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Computing At School presentation, BETT 2011

Computing At School presentation, BETT 2011

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  • ‘Hidden’ at the bottom of the Variables category is the Make a block button, allowing you to create a command (does something), reporter (tells you something), or predicate(tests something)
  • New blocks added to the language have, for that project, exactly the same status as the built-in,original, blocks.We can use existing blocks, and new blocks, inside more new blocksWe can even use the block we’ve just started to define inside the block we’ve just started to define (recursion)Or we can define a block that adds to the way in which we program, e.g., in a simulation program we might want to do somethings with a certain probability (see next slide)
  • An example of functional thinking. Younger children don’t see why they should handle things in the same way, whether they are numbers, strings, or actions. For example, why can’t I just tell every item in a list to multiply itself by 2?
  • This functional programming was how BYOB came into being. Brian Harvey at University of Berkeley wanted to use the interface of Scratch to give non-computer science students an introduction to the higher level concepts of computer science. Jens Mönig adapted the open source Scratch to do this. So we have a programming system being used to teach students from primary (even nursery) up to university. I use it to demonstrate concepts such as recursion and functional programming to my A-level Computing students.
  • Transcript

    • 1. Creative Problem Solving Projects At Key Stage 3
      Thomas Ng
      Miles Berry
      John Stout
      Roger Davies
      Peter Marshman
      Peter Dickman
    • 2. Thomas Ng
      West Berkshire Council
    • 3. Setting the scene
      students expect lessons to be fun
      management expects lessons to be engaging
      parents expect lessons to be demanding
      universities expect lessons to be motivating
      society expect lessons to be about problem solving
    • 4. The Panel
      the building block of knowledge Miles Berry
      Scratch and BOYB John Stout
      Star Logo TNG Roger Davies
      Googe Apps Inventor Peter Marshman
      Google's view of problem solving Peter Dickman
    • 5. Miles Berry
      Roehampton University
    • 6. Learning
      Images NASA, Wellcome
    • 7. Learning Computing
      Images PCNews, Wellcome
    • 8. Learning Styles
      Images River Beach, Beppie K, Hans and Carolyn
    • 9. Three Wise Men
    • 10. Froebel Gifts
      Image Falling Water Museum Store
    • 11. Lego
      Image Andy Carol, Lego, Gadgetreview
    • 12. The Craft of Construction
      Images US Dept. of Defense, Photozou
    • 13. Pinnacles of achievement
      Image Aheilner
    • 14. Papert & Logo
    • 15. Microworlds
      More is needed than an intuitive, seat of the pants experience. The student needs to … conceptualize and ‘capture’ this world.Papert, 1980
      With scientific method, we took things apart to see how they work. Now with computers we can put things back together to see how they work, by modelling complex, interrelated processes, even life itself. This is a new age of discovery, and ICT is the gateway. Adams, 1999
    • 16. Stepping stones
    • 17. Problem Solving
      The key skill of problem solving involves pupils developing the skills and strategies that will help them to solve the problems they face in learning and in life. Problem solving includes the skills of identifying and understanding a problem, planning ways to solve a problem, monitoring progress in tackling a problem and reviewing solutions to problems. All subjects provide pupils with opportunities to respond to the challenge of problems and to plan, test, modify and review the progress needed to achieve particular outcomes.
      DfES/QCA 1999
    • 18. Case based instruction
      “Teaching begins not with a theoretical exegesis of domain concepts but with a real problem… rather than learning (and forgetting) all about a field before being allowed to solve a meaningful problem, case-based instruction is based on the belief that what you learn while trying to solve a complex problem you will better comprehend and retain much longer… The most important rationale for case-based instruction is that it at least simulates the kind of activity that students are preparing for.”
      Jonassen 2004, pp 52-53
    • 19. Troubleshooting
      Troubleshooting is among the most commonly experienced kinds of problem solving in the professional world… the problems that are most completely and accurately recalled are those that are most difficult to solve, because the problems solver was more conceptually engaged in the process.
      Jonassen 2004, p13
    • 20. John Stout
      King George V Sixth Form College
    • 21. BYOBBuild Your Own Blocks
      • is Scratch (BYOB runs Scratch projects)
      • 22. has a few (a very few) new concepts
      • 23. encourages students to design blocks,
      creating a new language for each problem
      • can be used at any age / education level
      • 24. encourages higher level thinking (abstraction)
    • Clicking this lets the student create this new block
    • 25. Then drag and drop existing blocks into the new definition
      But generalising the idea of drawing a square[draw a square [ ] ] now adds to the language
    • 26. something[ and somethingElse[ are blocks, or actions, that can be treated in just the same way as numbers, or strings
      Continuing in this way the language can be extended to fit the problem, e.g., in a project to model infection (see Roger’s presentation later), we could provide students with fallIll, recover, andbecomeImmuneblocks.
    • 27. The map block (its definition can be seen and edited) simply applies the action specified (in this case [2 * []] to the list of numbers [1 19 13] to give the expected result
    • 28. Finally a bit of fun with a serious side to it
      BYOB has a Mesh facility which allows two (or more) BYOB projects to share data using the [broadcast message] and [sensor value] blocks. We have implemented a networked PONG game, so that two students can play each other at PONG across the network.
      Details in the latest CAS newsletter
    • 29. Roger Davies
      Queen Elizabeth School, Kirkby Lonsdale
    • 30.
    • 31.
    • 32.
    • 33. A Model Of An Epidemic
      Create The Population
      Seed The Infection
      Make The Population Mobile
      Spread Infection On Contact
    • 34. Create The Population
      Seed The Infection
    • 35. Make The Population Mobile
    • 36. Spread Infection On Contact
    • 37.
    • 38. Allowing Agents To Recover
      Set A Recovery Variable
      Create A ‘Get Well’ Procedure
      If RandomNo(100) < Recovery
      Set Colour = Green
      Run ‘Get Well’ Procedure
      On Each Step
    • 39. Set A Recovery Variable
      Create A ‘Get Well’ Procedure
      If RandomNo(100) < Recovery
      Set Colour = Green
    • 40. Run ‘Get Well’ Procedure
      On Each Step
    • 41. Further Refinement
      Making Some Agents Immune
      Keeping Count Of Those Infected
      Graphing The Change Over Time
      Over To The Pupils
    • 42.
    • 43. Peter Marshman
      Park House School
    • 44. App Inventor: Features
      Design canvas with a continually updated range of object controls;
      Object controls for custom procedure implementation and for dynamic interaction with Android features;
      Drag and drop block editor to program solution;
      Download direct to phone, package for phone or direct to an emulator.
    • 45. App Inventor: Features
    • 46. App Inventor: Features
    • 47. App Inventor: Features
    • 48. App Inventor: Features
    • 49. App Inventor: Features
    • 50. Potential Uses
      Canvas drawing applications;
      Dynamic mapping applications;
      Quiz applications;
      Data collection applications;
      Subject specific applications;
      Lego Mindstorms applications;
      Animation applications.
    • 51. App Inventor: Student Experience
      Converts everyday experience of Apps into an intrigue and appreciation of programming at a basic level;
      Development of algorithmic thinking through trial and error and planning of block construction;
      Engagement through the personalisation and ownership of developed Apps that can be further developed and exhibited away from the classroom.
    • 52. Peter Dickman
      Google
    • 53. Simon Humphreys
      Computing at School
    • 54. For more information…
      • CAS materials
      • 55. CAS local hubs
      • 56. CAS conferences
      • 57. CAS online community
    • Contact
      simon.humphreys@computingatschool.org.uk
      www.computingatschool.org.uk

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