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Great idea on the cartoons will also add that in! I’m dying to try this one out I did a version with older children, I think the younger version would be so much fun!
Sorry Pat, I have tried multiple times and ways and it’s just not pasting without the formatting.
Heres is the google doc link, let me know if any issues thanks
https://docs.google.com/document/d/1NKX0C84F-yZZG6PinWN-PPiKYm95NeXGYtgGm3fZ45c/edit?usp=sharing
<p dir=”ltr” style=”line-height: 1.38; margin-top: 12pt; margin-bottom: 12pt;”><span style=”color: #000000; font-family: Arial, sans-serif;”><span style=”font-size: 13.3333px; white-space-collapse: preserve;”>Part 1: Exploring Computational Thinking through Rosie’s Walk Class: 1st class Duration 1-2 classes Team Challenge: Guide Rosie Home after her walk to get her home safely for tea. Using the book Rosie’s Walk highlights the journey Rosie has to take to get her home. · Design outfit for Rosie · Plot the route Rosie will take to get her home Objectives Introduce students to the concept of computational thinking through the story “Rosie’s Walk.” Help students identify and apply computational thinking elements in everyday scenarios. Enhance problem-solving and logical thinking skills. Materials Floor grid obstacles for floor grid from the book Rosie’s Walk Book by Pat Hutchins Directional squares Lesson development · Children will be already familiar with the story Rosie’s Walk · Sequence the story Rosies Walk · Model how groups might use the sequencing grid · Assign group roles the Programmer, who places the obstacles and gives the instructions the Controller, who follows the instructions given by the Programmer the De-Bugger , who fixes the instructions if something goes wrong. Obstacles may be moved around as different students take their turn in each role · Groups plan out Rosies journey Sharing and Reflection Have each group present their “walk” to the class, explaining the steps they came up with. Discuss how computational thinking was applied in their plans. Reflect on how computational thinking can be used in everyday situations, beyond just programming or Part 2 The report “The state of the field of computational thinking in early childhood education” was really interesting to read. A lot of the findings surprised me as we use some computational thinking In our school but we haven’t used it at all in the early years setting. As digital coordinator it was fascinating to read the impact it can have on children for their cognitive and social and emotional development especially in the early years setting. The report offered lots of insights of different programmes you can use to help develop children in different areas for example scratch was shown to help improve young children’s sequencing ability. For young children who are just beginning to learn how to collaborate and work together with peers, the design features of many computing technologies can be used to promote social and pro-social development. Early work with technology and young children has shown that computers can serve as catalysts for social interaction in early childhood education classrooms. Whilst Research on computer programming and tangible robotics construction sets have also shown connections to cognitive development. It was also noted that Children are also more likely to ask their peers for help when using a computer, even when an adult is present, thereby increasing the amount of peer collaboration in the classroom. The effect of coding on children was also outlined which was really helpful as we use coding and the hour of code extensively at my school. Research on Code.org’s hour of code activities showed significant changes in their attitudes towards and selfefficacy with computer science. It was also suggested however that this type of coding did not offer as many opportunities for development as block based programming languages, which could be worth looking at for our school. Designing technologies for CT learning Research has shown that many of children’s best learning experiences come when they are engaged not simply in interacting with materials but in designing, creating, and inventing with them. Robotics is a hugely growing area of interest for educators and the report showed technolgoies in robotics for children as young as 2 that can be used to develop their CT skills. New research is constantly updating the benefits and use of unplugged computer science. Some explore how unplugged coding activities (e.g. board game or paper-based coding) compare to unplugged CT activities (e.g. noncoding sorting and pattern matching) when employed in early childhood education. Pedagogical approaches for integrating technology and STEM in early childhood are still in the early adoption phase but are definitely showing huge potential benefits for early education. Positive Technological Development (PTD) framework was outlined as a model to guide the development, implementation and evaluation of educational programmes. It proposes six positive behaviours (six C’s) for programmes support CT. These positive behaviours are content creation, creativity, communication, collaboration, community building, and choices of conduct In the context of CT. This framework would definitely be worth looking at for my school as we have an early years focus this year in our digital strategy. The change of the acronym STEM to STEAM to incorporate arts is becoming more widespread. In early childhood, STEAM education integrates hands-on projects, books, discussions, experiments, art explorations, collaboration, games, and physical play for children to explore these subjects., Robotics kits and programming languages for children integrate STEAM content with arts, crafts, literacy, and music. There has always been a natural overlap and a link to maths with CT and coding but recently the link to literacy is growing and being encouraged. Theoretical models distinguish between CT as a literacy, CT through literacy, and literacy through CT. The research summarised above can lead to practical advice and considerations for those hoping to implement CT initiatives The following recommendations may be helpful for educators seeking to implement CT initiatives in formal early education settings: · Offer CT tools that support children as creators of technology rather than as consumers of technology.). Choosing openended and creative tools such as programmable robotics kits and open-ended programming languages can help to effectively support CT skills in young children. · Invest in developmentally appropriate tools. It is important for early childhood initiatives and curricula to choose tools specifically designed for young children. · Provide adequate and ongoing training and support for ECEC professionals. Research has shown that staff require training and support in order to effectively promote CT and computer science education in the early years. · Provide time for planning and implementation. ECEC staff in different roles will also need adequate time for planning their new curriculum and finding ways to meaningfully inject CT into their existing curriculum and activities. Teachers should be encouraged to think of ways to integrate CT across curricular domains
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In this STEM lesson for 2nd class, children will have to select the best material- tinfoil, card, cotton etc to stop the ice trolls from melting. Children will design coats and predict which ones will be best. After the children will check and see which material was most suitable. Children will present their findings and discuss them. In the follow-up development lessons, children will document their experiments with a video on Canva and present it to the class.
https://docs.google.com/document/d/1H_tMp5c4C2yp_Prm9TVGxmF8rjGDX-A-wQRr5SQPdoo/edit?usp=sharing
Digital tools can be easily aligned with the School Self-Evaluation Guidelines and the Digital Strategy for Schools to help schools improve their practices. Digital tools can be used for a wide variety of purposes and subjects to create engaging and fun learning experiences. One exciting aspect of these experiences is that they allow for a completely child-led approach to learning. From researching to delivering and assessing, the journey is driven by the learner’s interests and curiosities. It’s a great way to keep them engaged and motivated!
I can use these guidelines to constantly evaluate my teaching. By gathering evidence I can ask the children what they would like to learn about, what devices they want to use, what kind of learning do they want to undertake. I can use this information to make a plan for the children’s work by analysing and making decisions from the information gathered. Then put the plan into action and monitor and assess how the project/learning wet, what was the quality of work produced, did it work, what would I change?
Developing my digital skills can positively impact my school. As the digital post holder and a member of the Digital Strategy committee, I write and implement our school’s digital strategies. Continuously improving my skills and staying updated can greatly aid my school’s strategy development. I have also been lucky enough to have a SET position that had some digital slots where I went from class to class teaching children and advising teachers how they can implement digital teaching and learning in the classroom. We also try to provide some digital training slots during school to try and support teachers in their upskilling. We have been using Canvain the senior end which has really helped learners be I control of their learning journeys. Our digital strategy has been paired right back to try and make it attainable to acheobe the goals. We had found that it is hard for teachers to embrace change and use the technologies but we hope that this is changing.
