Sunday 27 August 2017

Reflection

"I haven't done one of these in a while," was a comment from my hub students on Friday, neither have I.


Sports
Adventure Racing
The term started off being a challenge for me, the Get to Go Junior Hillary Challenge was coming up and we have entered this for the past 3 years. After a bit of messaging, emails, talking with students (They don't check there emails, or read the school notices) I managed to get a team together. With the help of two of the Senior Get to Go students, training started. It has been great to see the leadership and ideas that the senior students brought to this, they bring a different sense of what it means to them to be part of this squad. They are able to talk about the challenges, the way they reflect afterwards. It allows them to gather the skills to work with 7 other people when you are tired and grumpy. The positive spirit in the group and the talking in the van between the different challenges showed that they had fun, enjoyed the day. I hope that they will join the senior squad next year.


Mountain Biking
This continues with the last race mid September, I have seen my team grow and develop their racing and now showing the skills and training that they have been doing pay off. The last race showed that even the parents work together to support each other when one of our riders was injured. I help out with the timing and general organisation of the race when running, we have not had a race like this in a while where a number of things didn't go to plan, a lost rider that didn't make the start, was found, a injured rider that needed assistance, all ok, a protest due to a rider cutting part of the track. It just goes to show when you are a teacher, you can deal with more than one thing going on.

E-Sports
League of Legends High School League.
This is a new one for me, I am looking after a e-sports team. It has even got me playing the game so I know what is going on now. I have taught these students for the past 3 years, and I am seeing a completely different side to them now. The team work in this and communication is essential for good game play. They too, reflect after the game and talk about the strategies that they use and things that went well and not so well. It has been great seeing one of the students who has taken on the role of captain communicate and encourage his fellow team. We have yet to win a game, but that is not the objective, as with the Adventure racing, there are other objectives that we are working towards.

Learning
The MODULE I have at the moment is Mathematics and Digital Technologies where students are learning how to code. We are using snap coding, as it is an alternative to scratch, the students have said they welcome not seeing the cat when it loads up. It works within a browser, as we have mac's windows' and chromebooks within the class. The biggest thing I hear from the students is that this is hard. When we unpack this, and I am more this week as part of my inquiry, is that this is the first time that they have done anything like this. They have not had to code before. Trying to work out how to get a computer to figure out the highest number when you enter three numbers, they can look at the three numbers and say it straight away, getting them to unpack how they do it, is a little bit harder.


FX, Learning how to do editing and creation of graphics is fun, thats what they are saying. They are looking forward to the challenge of the Fair Go Kid Ad Awards and spent the day on Friday researching different ideas from the 70's to make cool again. Even looking at old ad's to see ideas that they could bring in.

Challenges
Digital technologies Curriculum Workshop
I was unable to go to the teachers one of these when in Auckland, and ended up going to the parents and industry meeting, which gave me some different insights into what they are thinking the challenges of the new curriculum is. Communication with parents on what schools are teaching seems to be a partly missing gap. What is it that the community would like to see us teach?


Developing understanding of the micro:bit
Next term I am running a SPIN based upon electronics, I am using the ideas of the mindkits brainboards, bbc micro:bit and adafruit sparkfun express.
We have been lucky that a New Zealand Supplier has just started and is bringing these into the country. Learning Development is offering a bulk discount for a set of 10 micro bits. https://www.learningdevelopments.co.nz/product-page/bbc-microbit-starter-kit-10pack

I have been thinking about the next steps with this, and starting to think what are the best resources or projects that could be developed by the students. This is one of the first results when searched, https://enterprise.microsoft.com/en-gb/articles/industries/public-sector/citynext/educated-cities/7-perfect-microbit-projects-for-pupils/






Supporting other schools
I have had a number of visits by primary schools in our area looking at what their technology programme looks like and how it may link in with what we are doing as a school. It has surprised me that schools are doing the one project for all students still.
How can secondary schools support the local schools in developing the ideas while still holding onto their identity. For me, it will be the progress outcome statements that I am looking for when a student transitions to secondary. These will provide better guidance on where a student is at. Maybe something for the SiSi project to have within it.


To end this reflection, we had the political parties and people in our area talk to the senior students, it was great to hear them talk and understand what is happening.

I am still working on the ideas of the habit stick, I now have some laser printable rubber to be able to create some stamps with the hobsonville habits on them.


Monday 21 August 2017

Computational thinking and the NZ Curriculum

Back in 2013 I took a university paper, the post was kept as draft, however, it has been interesting looking at how things have changed and where things are being put now 4 years later.


We have been asked to provide some feedback based upon a question raised through our EDEM626 course.
This is a worthy topic for this course too and our Ministry of Education too perhaps. What do you think?
Computational thinking is seen as a skill set that every child needs to develop. It is related with a number of other 21st century competencies (problem solving, critical thinking, productivity, and creativity). In EDUsummIT 2013, we aim to advance the discussion about computational thinking by focusing its core competencies, its relation with and distinction from other 21st century competences, and its place in the curriculum.

I look back to a post from 2011 http://oneteachersview.blogspot.co.nz/2011/08/computational-thinking.html Some of the links however don't seem to work, this one takes you to an informative page http://www.iste.org/learn/computational-thinking.aspx
Advances in computing have expanded our capacity to solve problems at a scale never before imagined, using strategies that have not been available to us before. Students will need to learn and practice new skills—computational thinking (CT) skills—to take full advantage of these revolutionary changes brought about by rapid changes in technology. ISTE and the Computer Science Teachers Association (CSTA) are collaborating on a project to prepare young learners to become computational thinkers who understand how today's digital tools can help solve tomorrow's problems. CT is vital to all students as we work to raise the level of achievement, prepare students for global competitiveness, and blend academics with real life.
Download the Computational Thinking Teacher Resources now. CSTA and ISTE intend for the CT Teacher Resources to reflect our commitment to the universal idea that CT can work across all disciplines and with all school-age children. The CT Teacher Resources are an introductory package of prototype materials which include:

•   An operational definition of CT for K-12 Education
•   A CT vocabulary and progression chart
•   Nine CT Learning Experiences
•   CT classroom scenarios

The Computational Thinking Leadership Toolkit is now available for download. This companion piece to the Computational Thinking Teacher Resources, includes:
* Making the Case for CT
* Resources for Creating Systemic Change
* Implementing Strategies Guide

Copied from http://www.iste.org/learn/computational-thinking.aspx

I have also looked at the csta website around computational thinking, http://csta.acm.org/Curriculum/sub/CompThinking.html

Looking through the resources http://csta.acm.org/Curriculum/sub/CurrFiles/471.11CTLeadershiptToolkit-SP-vF.pdf, what is the case for CT

CT is a problem-solving process that includes (but is not limited to) the following characteristics:
▪ Formulating problems in a way that enables us to use a computer and other tools to help solve them
▪ Logically organizing and analyzing data
▪ Representing data through abstractions, such as models and simulations
▪ Automating solutions through algorithmic thinking (a series of ordered steps)
▪ Identifying, analyzing, and implementing possible solutions with the goal of achieving the most efficient and effective combination of steps and resources
▪ Generalizing and transferring this problem-solving process to a wide variety of problems

Reading the information I am finding it interesting that the Key Competencies mention Thinking.




Computational Thinking: Combining critical thinking and the power of computing. Does this need to be explicitly said in the next version of the New Zealand Curriculum?

"Computational thinking enables a student to express problems, and formulate solutions in a way that means a computer (an information processing agent) can be used to solve them.
Students develop computational and algorithmic thinking skills, and an understanding of the computer science principles that underlie all digital technologies. They become aware of what is, and is not, possible with computing, so they are able to make judgements and informed decisions as citizens of the digital world. Students learn core programming concepts and how to take advantage of the capabilities of computers, so that they can become creators of digital technologies, not just users. They will develop an understanding of how computer data is stored, how all the information within a computer system is presented using digits, and the impact that different data representations have on the nature and use of this information."