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Hi Niamh, I enjoyed reading your experience of using the Pet Hamster tutorial. I completed the Dice tutorial, which also required the shake function, so these two projects may be a good follow on from one another as the children become used to using each function appropriately. It may also be a way to begin designing a code that encourages pupils who prefer to show how they are feeling through non-verbal prompts, and may be more engaging than generic paper images! Perhaps they could expand this project further to include other moods too, encouraging discussion on feelings and moods in an indirect way that some children may respond well to.
I completed the ‘Dice’ tutorial. This is the link to my project: https://makecode.microbit.org/_ew2MWpHf0PKy . It is a simple but effective way to practice using makecode for microbit and encourages the user to explore the different options for creating a digital dice that works in the same way as a traditional dice.
There is plenty of scope to incorporate this simple tutorial effectively into integrated STEM learning experiences. It links initially with Maths Data and Chance topics, and incorporates the technology into problem solving using the digital dice as a tool, exploring probability, recording data, and comparing results. There is also room for expansion by coding dice with a greater (or fewer) range of numbers to allow for differentiation or expansion tasks.
This could also be linked with Engineering if the children could make their own dice using other non-digital tools, experimenting with weight and materials and whether this affects their tosses, if they can make a dice with a different number of sides, etc.
The focus I have chosen from the Digital Learning Framework is pupil reflection on their own learning, and developing a sense of ownership of and responsibility for their own learning. It is important to ensure pupils take ownership of their work and have opportunities for decision making, strengthening their independence and building confidence as they reflect on their progress. Digital technologies provide many opportunities for this, such as using ePortfolios and recording work through documents, images, videos, etc.
One way in which I have already incorporated this into my current practice is by supporting pupils to record themselves reading during lessons. It is both engaging and interactive for the pupils, and creates an assessment log for both pupil and teacher. I also use simple digital questionnaires to gather information from pupils at the beginning of a module to assess prior knowledge, which informs my planning of the topic.
An area I would like to develop is using simple coding in classrooms. I will use some clear, measurable actions to achieve this, beginning with using an unplugged Brain Bytes task to develop computational thinking skills. Then I will link this to a digital computational thinking task. The pupils will be able to reflect on their progress over the two tasks and make the connection between both.
Your reflection shows that you are using the digital learning framework in manageable and effective ways to engage your students and strengthen their STEAM knowledge and skills. Using virtual tours before class trips is a great digital tool, one which I also use with my students. I hope to also engage more with other digital tools that you mentioned such as Beebots.
You make a good point about using digital data for assessment in a more cohesive way, and I agree that these type of CPD courses are excellent ways to communicate with other teachers about strategies for incorporating such steps into our teaching. It would be great to have the support of a SET teacher too during these stages to allow for extra thoughts on gathering data and using it to plan next steps in achieving the learning objectives.
