Ngā Matapakinga | Discussion

    Viv Hall
    Approaches & Ideas that are working in schools.
    6 September
    Public discussion Created by Viv Hall

        SpellingIMG_6710 2.jpg  

    As I work in schools introducing the new content in the Digital Technologies curriculum I find an array of super ideas that integrate nicely into the classroom programme.  What works for you or what have you observed? I'll upload some examples as I uncover them and hope that you can as well.


    Students, teaching the Bots to spell their spelling list words.  They first had to plan out the moves, test and programme.

    Reactions were " This is far more interesting than trying to learn them by myself", " I've taught my Bot to spell my Mum's favourite word"  ...... ( Oops I thought) "It's cafe .... her favourite place". 

    The lego challenge is always a favourite!

    It really shows how oral language and precise instructions play a crucial role in computational thinking. It's not just the person giving the instructions that needs the language to express the process but also the person listening who needs to interpret the instructions so needs to have a clear understanding of what the language means. We have discussed how it brings in mathematical language - e.g. perpendicular, right angles, parallel etc and also English parts of speech e.g. prepositions - next to, beside, on top of, underneath and descriptive language such as colours and shapes. 

    Perceptions also come into play so that brings in the user interface - if someone tells me that they have created a plane - what is my perception of what a plane looks like compared to theirs and does having that image in my head help or hinder as I try to follow the instructions? 

     

    - By Anne-Louise Robertson
      • Anne-Louise Robertson
        By Anne-Louise Robertson
        Oct 23

        The lego challenge is always a favourite!

        It really shows how oral language and precise instructions play a crucial role in computational thinking. It's not just the person giving the instructions that needs the language to express the process but also the person listening who needs to interpret the instructions so needs to have a clear understanding of what the language means. We have discussed how it brings in mathematical language - e.g. perpendicular, right angles, parallel etc and also English parts of speech e.g. prepositions - next to, beside, on top of, underneath and descriptive language such as colours and shapes. 

        Perceptions also come into play so that brings in the user interface - if someone tells me that they have created a plane - what is my perception of what a plane looks like compared to theirs and does having that image in my head help or hinder as I try to follow the instructions? 

         

        • Philippa
          By Philippa
          Oct 2

          In my capacity with the CLA we have done a few intro to DT&HM sessions. I usually start with this activity. It's a quick design thinking sprint. It works well to break the ice, get people talking, and to remind people about the design thinking methodology that underpins the Technology curriculum. All you need is sufficient pipe cleaners wink

          • Tessa Gray
            By Tessa Gray
            Sep 26

            Loving the pictures and the spelling exercise, thanks for sharing Viv - nice links to literacy. As more and more schools unpack what the achievement objectives and progress outcomes for the new digital curriculum content areas are, it will become increasingly useful to share examples and resources like these.

            We've started to pull some ideas together for Enabling e-Learning, where you're invited to share tools, resources, ideas and contexts for teaching Progress outcomes 1 for both Computational thinking and Designing and developing digital outcomes in two shared Google docs. What do you think? Useful, got more to add?

            • Jacky Young
              By Jacky Young
              Sep 10

              How about making Binary Bracelets

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