Teaching Primary Programming with Scratch Teacher Book , livre ebook

Legend Press - Phil Bagge

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182 pages

English

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Scratch teaching and learning made easy thanks to up-to-date, classroom-tested methodologies. Draws on the expertise of Code-IT and HIAS.

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Publié par	Legend Press
Date de parution	30 novembre 2022
Nombre de lectures	0
EAN13	9781915054210
Langue	English
Poids de l'ouvrage	4 Mo

Informations légales : prix de location à la page 0,1650€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

Teaching Primary Programming With Scratch
Teacher Book - Research-Informed Approaches
PHIL BAGGE
Published in 2022 by University of Buckingham Press,
an imprint of Legend Times Group
51 Gower Street
London WC1E 6HJ
info@unibuckinghampress.com
www.unibuckinghampress.com
Copyright Phil Bagge 2022
Published by arrangement with Hampshire Inspection and Advisory Service (part of Hampshire County Council)
All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission.
Except for the quotation of short passages for the purposes of research or private study, or criticism and review, no part of this publication may be reproduced, stored in a retrieval system, copied or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, now known or hereafter invented, save with written permission or in accordance with the provisions of the Copyright, Design and Patents Act 1988, or under terms of any licence permitting limited copying issued by the publisher.
This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher s prior consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser.
Any person who does any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages.
ISBN 978-1-91505-4-203
Overview
Foreword by Sue Sentance
Introduction

Concepts
1 Simple Sequence
2 Repetition
3 Conditional Selection
4 Variables
5 Procedures
6 Algorithms
7 Decomposition

Pedagogy
8 Concept before Coding
9 Code Comprehension First
10 Predict
11 Investigate
12 Modify
13 Create
14 More PRIMM Adaptations
15 Design
16 Faded Examples
17 Guided Discovery
18 I Build You Build
19 Parsons
20 Paired Programming

Processes
21 Progression
22 Collaboration
23 Debugging
24 Evaluation
25 More than One Method
26 Modularisation Sub-Goal Labelling
27 Flow of Control
28 Variability
29 Assessment

More Support
30 Concrete to Explain Abstract
31 Trace and Explain
32 More Clues
33 Read Aloud
34 Support Cards
Glossary
OVERVIEW
I am delighted to be able to offer a few words to introduce this incredibly useful book for primary teachers wanting to teach programming. This book represents a much-needed, very accessible introduction to teaching programming with Scratch - it s going to be a valuable resource for teachers - and for all those involved with introducing young children to the essentials of programming. It has links to many of the excellent resources developed by the author himself, available at http://code-it.co.uk .
Scratch, the language used throughout this book, was developed as a programming language nearly twenty years ago and was released in 2007. Even in its original form it was a game-changer for learning to program, as the drag-and-drop nature of Scratch blocks reduced learners reliance on correctly typed syntax commands and made programming genuinely accessible to young children. Since then it has evolved and developed and become even more intuitive and user-friendly, as well as incorporating concepts such as blocks and variables, which mean that learners can gain more understanding of the key programming concepts and develop more e cient programs.
Scratch is the ideal language in which to situate early programming, but this book offers much more than that. It s not just a tutorial for teachers on how to use Scratch, and neither is it a set of resources, although it does offer both of these. In this book, Phil draws on this wealth of experience to explain the rationale behind research-informed approaches to teaching. He has drawn on specific strategies from the research literature and taken them into the classroom, adapted them for primary education, iterated them through his own practice and now is sharing them with other teachers. Moreover, he is able to illustrate it with examples of learners work, which I believe teachers will find incredibly useful.
The range of topics addressed in this book is very impressive. As well as covering key programming concepts including sequence, selection, loops and procedures, the book covers specific strategies for using in lessons, including concepts before code, Parson s problems, PRIMM and faded worked examples. The importance of design, collaboration and reading aloud (all close to my heart!) are highlighted, and there are specific examples to support teachers with assessment. What a treasure trove!
Finally, I can t finish this short foreword without expressing my huge admiration and respect for the author, Phil Bagge. Phil has been one of the leading lights of primary computing education in England since it started to evolve ten years ago, creating research-informed and classroom-tested resources and generously making them available for primary teachers everywhere. He is incredibly open to new ideas and sees himself as a lifelong learner, whilst able to critically engage with research and transform it into useful practice. He thinks deeply about how learners learn, and as a reflective professional is invested in each and everyone of his pupils and their progress and well-being. Thanks Phil for everything you have contributed to the computing teaching community!
Sue Sentance
University of Cambridge Raspberry Pi Foundation
Who is this book written for?
This book is aimed at KS2 primary teachers and KS3 secondary teachers.
Why was it written?
To introduce a range of research supported programming methodology that works in the classroom in a way that non-specialist teachers can action in their own classrooms.
To share the joy and creativity of block-based programming through knowledge that leads to greater progress and higher pupil agency.
How should I use it?
If you have little programming knowledge, I suggest you start with the concepts before moving on to pedagogy.
If you have some programming knowledge, I suggest you dip into the chapters that are new to you.
If you are frustrated with your current methods of teaching programming, start with concept before code and then move on to code comprehension.
If you are struggling to support pupils in your classes, then the More Support section will be a good place to start.
Is it complete?
No book on programming with younger pupils is complete. We are still at such an early stage in our understanding of this area. I am pleased to announce that Hampshire s Inspection and Advisory Service will be turning any profit from this book into further revisions and more research informed writing.
Are there modules of work to use with my class?
There are four companion books to this which include fully resourced modules to use with your class

Scratch IT-Teaching Primary Programming in Year 3
Scratch IT-Teaching Primary Programming in Year 4
Scratch IT-Teaching Primary Programming in Year 5
Scratch IT-Teaching Primary Programming in Year 6
This volume has been designed to help you gain a depth of knowledge in teaching block-based programming regardless of whatever programming scheme of work you choose.
Is this book still useful if you choose other resources to teach?
Yes, research-informed methods are always useful in improving the knowledge you choose to teach, the order or progression you choose to teach it in and the methodologies and support strategies you choose to use. Who knows, you may even be inspired to write and share your own modules of work.
Phil Bagge
01/02/2022
@baggiepr
code-it.co.uk
CONCEPTS
Dictionary Definition
Sequence
A particular order in which related things follow each other (Oxford English Dictionary)
To combine things in a particular order, or discover the order in which they are combined (Cambridge Dictionary)
Simple Sequence
Programming is about sequence, and sequences can contain all other forms of programming concepts, loops, conditions, variables, procedures, etc. For the teacher introducing programming to the novice it helps to distinguish between simple sequence, where one command follows another with no other programming concepts used, and complex sequence, which combine sequence with any other programming concepts.
Precise Instructions, Proper Outcomes
Watch this Jam Sandwich Algorithm video to discover the unintended consequences when instructions are not precise enough. https://youtu.be/leBEFaVHllE
People are often very imprecise, relying on others to fill in or end sentences or interpret instructions using common sense. Digital devices can only follow precise instructions and predefined rules. This is because they don t have the ability to interpret instructions that a human has. Even AI is only a way of teaching a computer to make a simple decision based on clear criteria learnt from exposure to multiple examples. It still depends on the programmer asking the right question and establishing the right set of criteria to be useful.
Everyday Precision
We shouldn t leave precision to the coding stage to introduce, as block-based programming commands are as precise as they can be.
It is most easily introduced when thinking about everyday algorithms. Consider these simple instructions and how we can make them more precise. Pupils can engage with precision without any programming knowledge.
Everyday Algorithm Example
Good
Better
Stand up
Stand up
Clap
Clap for 10 seconds
Sit down
Sit down
Algorithm Precision
Triangle
Start drawing
Three steps forward
Turn right 120 degrees
Three steps forward
Turn right 120 degrees
Three steps forward
Turn right 120 degrees
Stop drawing
Take away the last three instructions one by one. Although it only fails to draw a triangle once the third from bottom is removed, if