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- Comment on how their tutorial could support coding or computational thinking
- Suggest one way to strengthen the integrated STEM link
- Offer one practical support, extension or assessment idea
Hi Brona,
I really like how you chose this Solar Panel Experiment tutorial in view of your class’ experience of using data logging projects to progress their ability further and how you intend to make it a meaningful exercise as it will help them identify the best area for their solar powered smore ovens. It gives students a real reason to collect and use data. It highlights the pattern element of computational thinking. The class could examine the data collected further using it not only to choose the right location but also examine the best time in which they should place their solar powered ovens outside. This in turn can be linked back to maths in terms of data collection and time. The information they gather could also be used in other lessons, like looking at the best places to grow plants based on sunlight. It could even lead to discussions about global warming and how changing weather patterns might affect plants and the environment.
I really like Louise’s use of ePortfolios and the idea of recording the pupils while they read. We had an incidental two years ago and the inspector informed us that we should listen to all the children reading individually on a daily basis. This is practically impossible when the class sizes are 30+ with no extra classroom support. However, recording the pupils reading would make this possible and it would provide evidence shared with parents where necessary at meetings and used to compared their ability throughout the year and after reading interventions like guided reading. I also like how you use questionnaires at the beginning of modules to assess prior knowledge. These same questionnaires could also be used at the end of lessons, I think the pupils would be more motivated to fill in digital questionnaires than the traditional KWL charts. Pupils with differentiated needs also have the option to use speech to text tools.
Strength: When planning out my lessons, I try my best to find and use a variety of different teaching approaches and create lessons where the pupils are active within their learning. Lessons are thematic across a number of different subjects throughout the week and are based over a number of weeks in order to provide pupils with the opportunity to fully develop their understanding. One such example of this would be where the class explored habitats in science this year. In pairs they chose a particular animal and over the course of four weeks, they created a habitat on a shoebox of that animal. The project incorporated other subject areas such as art, maths and English. The class used iPads to research information based on their animals exploring their habitats, create reports and learn how to draw and/or create their animals and their habitats out of different materials.
Area of development: My area of development focuses on the standard in the LAOS document Pupils enjoy their learning, are motivated to learn and expect to achieve as learners. While I aim for a high level of engagement through the content and focus of the lessons, one of the main stumbling blocks I find for some of my pupils is the ability to work collaboratively which in turn impacts on their engagement, enjoyment and achievement with the activities. Personality clashes often impede some pupils’ ability to develop their collaborative skills. Some pupils try to dominate the group while others are happy to sit back while others do the majority of the work. This does not occur among all pupils, however it does occur with a select few which in turn has an effect on the work of the whole group.
Action 1: Aim to create a focus among the pupils’ on their own learning and contribution. Place a focus on teaching the core elements of computational thinking. Explicitly teach each core component through unplugged activities. Complete the activities independently or pair groupings so the focus remains on their development of their computational skills. Once the skills are explicitly taught and learned the focus will remain on them as the pupils begin to work in groups.
Action 2: Use google forms at the end of activities to get the pupils to self assess their own contribution and learning during the activities.
