1 / 10

KS1 Computing unplugged

KS1 Computing unplugged . Jon Chippindall (@ drchips _) Year 5 Class Teacher & Computing Leader at Crumpsall Lane Primary School, Manchester www.primarycomputing.co.uk CAS Master Teacher www.computingatschool.org.uk. Workshop overview/objectives.

limei
Download Presentation

KS1 Computing unplugged

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. KS1 Computing unplugged Jon Chippindall (@drchips_) Year 5 Class Teacher & Computing Leader at Crumpsall Lane Primary School, Manchester www.primarycomputing.co.uk CAS Master Teacher www.computingatschool.org.uk

  2. Workshop overview/objectives • (What) Explain what is meant by ‘unplugged’ activities • (Why) Discuss the benefits of using unplugged activities • (How) Provide ideas for unplugged computing activities to target KS1 CS objectives

  3. What is computing unplugged? • ‘Unplugged’ refers to activities which don’t require the use of any technology • Activities may be paper based, use drama or other practical hands-on tasks to teach CS • Activities often require pupils to take on the role of the computer - kinesthetic experiential learning

  4. Why use unplugged activities? • Computing curriculum aims to develop pupils’ computational thinking skills, this includes: • Algorithmic thinking • Sequencing tasks into steps • Understanding the importance of the order of the steps • Thinking through the outcome of algorithms • Including repetition and selection within algorithms (Ks2) • Evaluating the effectiveness of algorithms and improving as required (debugging) • Decomposition – ability to break down problems into sub-problems to help solve • We can develop these skills without technology • Powerful kinesthetic learning experiences • Technology may be barrier to developing CT skills

  5. How: directional vocabulary • Developing directional vocabulary – partner pencil maze game • Blindfolded robot partners in school hall – toilet paper mazes! • Progress from step-by-step to thinking ahead by writing algorithms down, following and debugging

  6. How: decomposing daily activities • Please pick a daily activity, such as: getting up in the morning; setting up your classroom; making a cup of tea. Write at the top of the page. • Task 1: Decompose your problem into sub problems, e.g. making breakfast…. then decompose these! • Task 2: Write the algorithm for your daily activity (PI) • Pupils swapped, followed, fed back and debugged (pictorial to support LA) Open bread packet Making toast Making cereal Take out piece of bread Place bread in toaster Get piece of bread Place in toaster

  7. How: human crane algorithms Thanks to Phil Bagge Planning, command cards to download from www.code-it.co.uk Start End D C B A - Starting position is above left circle with fingers open -Algorithm form: D, B, C… Phil’s… G E F H

  8. Human crane extension – repetition • Understanding and using concept of repetition features in key stage 2 curriculum • Repetition can be used to shorten algorithms, making them more efficient (a good computer scientist is a lazy computer scientist) • D, B, C, E, D, A, C , F, D, B, C, E, D, A, C, F, 2

  9. Further ideas… • Musical algorithms (Hokey Cokey): Can pupils write the algorithm, sequence picture cards, create new dance routines? • Sequencing within role play areas: Can pupils debug your incorrect steps? • Blindfolded hide and seek • Hidden drawing game: Follow an algorithm and reveal if the shapes match • Human Bee Bots! • Spotting algorithms (rules) around them – sandpit bands example; school day sequence; whistle to stop • CS Unplugged; www.Code-it.co.uk • Further ideas from you…

  10. Thanks and any questions?

More Related