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Pedagogy Principles

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indulakshmi.jirs
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13 views1 page

Pedagogy Principles

general

Uploaded by

indulakshmi.jirs
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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How we teach

computing
12 pedagogy principles

Lead with concepts Work together Get hands-on


​ upport pupils in the acquisition of knowledge,
S Encourage collaboration, specifically using Use physical computing and making activities
through the use of key concepts, terms, and pair programming and peer instruction, that offer tactile and sensory​experiences to
vocabulary, providing opportunities to build a and also structured group tasks. Working enhance learning. Combining electronics and
shared and consistent understanding. Glossaries,​ together stimulates classroom dialogue, programming with arts and crafts (especially
concept maps​, and displays, along with regular articulation of concepts, and development through exploratory projects) provides pupils
recall and revision, can support this approach. of shared understanding. with a creative, engaging context to explore
and apply computing concepts.

Unplug, unpack, repack Model everything


Teach new concepts by first unpacking complex Model processes or practices — everything
Foster program
terms and ideas, exploring these ideas in from debugging code to​binary number comprehension
unplugged and familiar contexts, then repacking conversions — using techniques such as Use a variety of activities to consolidate
this new understanding into the original worked example​s and​live codin​g.​Modelling knowledge and understanding​of the
concept. This approach (semantic waves) can is particularly beneficial to novices, providing function and structure of program​s,​including
help pupils develop a secure understanding of scaffolding that can be gradually taken away. debugging, tracing, and Parson​’s Problems.
complex concepts. Regular comprehension activities will help
Add variety secure understanding and build connections
Create projects Provide activities with different levels of direction,
with new knowledge.

Use project-based learning activities to provide scaffolding, and support that promote active
pupils with the opportunity to apply and learning, ranging from highly structured to more
consolidate their knowledge and understanding. exploratory tasks. Adapting your instruction to
Design is an important, often overlooked suit different objectives will help keep all pupils
aspect of computing. Pupils can consider how engaged and encourage greater independence. Find out more about
to develop an artefact for a particular user or our principles and
function, and evaluate it against a set of criteria.
Make concrete add some or all
Bring abstract concepts to life with real- to your personal
Challenge misconceptions world, contextual examples and a focus on pedagogy toolkit.
Use formative questioning to uncover interdependencies with other curriculum
misconceptions and​ adapt teaching to address subjects. This can be achieved through the use
them as they occur. Awareness of common of unplugged activities, proposing analogies,
misconceptions alongside discussion, concept storytelling around concepts, and finding
mapping, peer instruction, or simple quizzes can examples of the concepts in pupils’ lives.
help identify areas of confusion.

Read and explore code first


Structure lessons
When teaching programming, focus first
Use supportive frameworks when planning on code ‘reading’ activities, before code
lessons, such as ​PRIMM (Predict, Run, Investigate, writing. With both block-based and text-based
Modify, Make) and Use-Modify-Create. These programming, encourage pupils to review and
ncce.io/pedagogy
frameworks are based on research and ensure interpret blocks of code. Research has shown
that differentiation can be built in at various that being able to read, trace, and explain code
stages of the lesson. augments pupils’ ability to write code.

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