Why do we use computers? Andy Colley explores computational thinking
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Why do we use computers? Andy Colley explores computational thinking
- 1. Andy Colley ICT AST, BSC, SSC, NCQW @MrAColley www.mrcolley.com
- 2. @MrAColley www.mrcolley.com Why do we use computers? Image: 'Steve Nelson' http://www.flickr.com/photos/7171548@N04/2035853550 Found on flickrcc.net
- 3. Do you get it? @MrAColley www.mrcolley.com
- 4. @MrAColley www.mrcolley.com Source: KS3 Computing POS http://www.computingatschool.org.uk/data/uploads/secondary_national_curriculum_- _computing.pdf
- 5. @MrAColley www.mrcolley.com Source: CAS - Computing in the National Curriculum – A Guide for Secondary Teachers http://www.computingatschool.org.uk/data/uploads/secondary_national_curriculum_- _computing.pdf
- 6. SOLO @MrAColley www.mrcolley.com Prestructural “What’s binary?” Unistructural I can convert binary to denary. I know that binary is ones and zeroes. Multistructural I can convert binary to denary & back again. I can convert binary to ASCII. I know that binary is used to store data. Relational I understand how data is represented and stored on a computer system. Extended Abstract I can see the big picture and start to understand/explain the reasons for using computers, algorithms and file compression.
- 7. Lesson One • Binary game – come up with a theory • Binary dance off • Paper exercises – converting one way and the other (overlearning) • Appreciate the hard grind • Homework – reinforcement. @MrAColley www.mrcolley.com
- 8. Lesson Two • More paper conversions? • What if there was a quicker way? A program? • Why would this be better for us? • Introduce computational thinking – post it decomposition exercise. • On to Scratch – create our converter. @MrAColley www.mrcolley.com
- 9. Lesson 3 @MrAColley www.mrcolley.com MrAColley (no spaces)
- 11. 3 Step Differentiation 1. Pseudocode @MrAColley www.mrcolley.com
- 12. 3 Step Differentiation 2. Pseudocode with code blocks @MrAColley www.mrcolley.com
- 13. 3 Step Differentiation 3. Help Video @MrAColley www.mrcolley.com
- 14. Progress in Scratch coding Progress in debugging Help Video Pupils copy simple blocks from code provided. Pupils can independently spot that there is something wrong with their code but couldn’t tell you where in the code the problem is. Pupils copy simple blocks from code provided and can explain in their own words what it does. Code blocks Pupils are given the blocks they need and use trial and error to combine them to achieve a specific purpose. Pupils can independently spot that there is something wrong with their code and can identify the block or place where it is wrong but cannot fix it without help. Pseudo code Pupils add simple extra blocks to existing code to modify the blocks effect. (eg Looks & Sound Blocks) Pupils reuse blocks of code that they learnt in class within their own similar program. Pupils can independently spot that there is something wrong with their code and can fix it Extra Challenges Pupils combine reused blocks with blocks of their own devising (most programming is like this).@MrAColley www.mrcolley.com
- 15. ASCII • Secret messages • Data representation • Email • Can build into networks @MrAColley www.mrcolley.com
- 16. Phil Bagge www.coding2learn.org www.bournetocode.com @MrAColley www.mrcolley.com Marc Scott www.code-it.co.uk #ictcurric Nicki Cooper www.interactiveclassroom.net http://csunplugged.org/Computer Science Unplugged http://pamhook.com/Pam Hook (SOLO)
Editor's Notes
- Learning objective – get the joke.
- Reference Pam Hook
- Decomposition Pattern Recognition Reference Nicki Cooper (resources)
- Algorithms Abstraction Pattern generalisation.
- Screencasts – no challenge. High tech copying from a textbook.
- Or how to stop them just copying from a video. Support AND challenge. Reference Marc Scott
- Or how to stop them just copying from a video. Support AND challenge.
- Or how to stop them just copying from a video. Support AND challenge.
- Reference Phil Bagge