@scottturneruon
Q1. How do you think the practice of industry professionals (particularly approaches to learning and problem-solving) differs from those used in the classroom?
#caschat
@scottturneruon
Q1. How do you think the practice of industry professionals (particularly approaches to learning and problem-solving) differs from those used in the classroom?
#caschat
A1. Wow. Good question. I have no idea! I don't know why i've never thought of this before! I can only imagine that they do much more group work and use ping pong tables and bean bags #caschat
A1) Taking a guess here but professionals probably have worked out their strategies as teachers we have to be really careful not to over prescribe and facilitate children finding their own strategies like the adult pros. #CASchat
#caschat group work is a biggie. In my experience teenagers struggle with group work mainly down to friendship groups, adolescence etc. but working collaboratively is key in industry.
A1. Wow. Good question. I have no idea! I don't know why i've never thought of this before! I can only imagine that they do much more group work and use ping pong tables and bean bags #caschat
A1: As schools we are continually forced to move learning forward by gathering knowledge in a linear manner with little time to reflect and use the skills learnt unlike industry were skills and knowledge are tested and refined in a circular manner #CASchat
#caschat group work is a biggie. In my experience teenagers struggle with group work mainly down to friendship groups, adolescence etc. but working collaboratively is key in industry.
Industry is solution focussed and driven by necessity. in the classroom we have the luxury of learning how to problem solve in a low risk environment. #caschat
#caschat the demands are different in industry. Quick accurate decisions have to be made. In the classroom things can be thought out and trials done. Maybe that is where it stifles creativity in the workplace against that which is inspired in the classroom.
@scottturneruon
Q1. How do you think the practice of industry professionals (particularly approaches to learning and problem-solving) differs from those used in the classroom?
#caschat
A1.I find industry professionals are more willing to take risks & step outside their own industries while teachers tend to stick within the edu circles. #caschat
Industry is solution focussed and driven by necessity. in the classroom we have the luxury of learning how to problem solve in a low risk environment. #caschat
Thank you for this, it is really interesting. I would be interest in knowing more about the different goals if possible please. I was thinking possibly around learning new language? #CASchat
A2. More emphasis on teamwork and collaborative projects harnessing individual talents, harness the rapid rate of change, embrace failure, set the bar high .... https://t.co/PX8HKkztSZ#caschat
A2) Another guess but perhaps Industry is more solution focused without worrying too much about the route to solve a problem. In education we can sometimes worry about the road rather than the destination #CASchat
A2. Yes. Team work and collaboration. Decomosition to spilt between a team. HOWEVER book looks and progress measures... how do you know what one student has done? #caschat
A2 Collaboration and an appreciation of the design process, i like to explore market research and rounds of improvements, along with specifidc job roles and eaching how all chikdren can fulfil a useful role in a project #caschat
Hello #caschat, Mark here, 15 years in industry as a programmer of all kinds, 8 years in edu, founded @gamesbritannia stem/vg ambassador, writer of videogame books!
A2: evidencing for individual children was not an issue when we did the MicroBit project last year as a team - but I suppose it depends on each school #caschat
A2 authenticity in implementation. I often see a lot school design as 'sandbox' design where products/outcomes are models for implementing rather than implementation #caschat
An entire product lifecycle would be an interesting (year) long class/group project. All of the other biz skills around are usually ignored. Useful today when you can startup your own digital tech company. https://t.co/k4xyrp8DU9#caschat
A2 Collaboration and an appreciation of the design process, i like to explore market research and rounds of improvements, along with specifidc job roles and eaching how all chikdren can fulfil a useful role in a project #caschat
#caschat Incorporating I to pedagogy Agile Project culture from industry .indeed research carried out in Germany’s schools demonstrates real benefits https://t.co/KcR97LLk2Z
last year I ran a pi based curriculum in Y6 working towards entry into the PA Pi comp, was great to Skype programmers, visit uni labs etc to teach the journey to them #caschat
last year I ran a pi based curriculum in Y6 working towards entry into the PA Pi comp, was great to Skype programmers, visit uni labs etc to teach the journey to them #caschat
A2:
❓use real world problems as stimulus work.
👬solve problems collaboratively.
🛠let students select roles within teams based on their skill sets (we don’t all do the same job in a company)
➰trail and redefine and trail again.
#CASchat
A3) When using text based languages it's the need to be absolutely perfect syntax wise that's the challenge. Blocks are visual and will usually do something if not what was intended even when coded incorrectly. #CASchat
A3. Syntax, cumbersome IDEs, initiative to use the wide capacities of text languages - especially getting visuals on screen with some. https://t.co/cxHYeyp8wQ#caschat
A3 a lot of syntax errors can probably be overcome with the correct IDE and syntax highlighter. Though we are then relying on debugging skills .... #caschat
A3 Syntax! Clerical skills in my last few classes have been poor, so alongside learning how to debug, we've also been reteaching typing skills #caschat
A3 so if a language was a little more forgiving on syntax it might be a good steeping stone? #CASchat
I admit I am struggling to think of any; certainly not C or Java
A3) When using text based languages it's the need to be absolutely perfect syntax wise that's the challenge. Blocks are visual and will usually do something if not what was intended even when coded incorrectly. #CASchat
A3 Syntax! Clerical skills in my last few classes have been poor, so alongside learning how to debug, we've also been reteaching typing skills #caschat
A3 #caschat aesthetically shapes & colours. Then the logic and syntax convention , this can often create a barrier although some resources can support this very well https://t.co/6DdrFGvnmm
I think it must be linked to the fact children now have tablets at home rather than desktops, speed, awareness of shortcuts etc is non-existent. Many schools now are tablet reliant, which makes it hard to teach a programming heavy primary curriculum #caschat
A good point. You could always start with several scaffolded projects - something that's part built that is a little more exciting. I've done a few where we start with a spaceship on-screen and start adding controls - most already done. Work back. #caschathttps://t.co/V6Fin8pOxk
#caschat but surely this will help with their language and communication skills in general. It's all about being implicit with what you're asking for #caschat
In reply to
@TeachesCompSci, @clcsimon, @scottturneruon
A4. Answered this before. KS2/3. Use scaffolded projects to make things a little more exciting and work back. Consider block/script apps such as @YoYoGames for example to mix it up. https://t.co/jSQZc4PpNP#caschat
A3. It is harder to make mistakes with blocks, so kids tend to expect the same with text-based. A great tool to help them transition is @all_about_code’s @edu_blocks!#caschat
I used to think this - now I just plough through. By lesson two you can be building a chat bot and by lesson 3 making randomly generated poetry. #CASchat
A4) Only just touched on this at the end of Primary as some of the children were curious and wanted to try something new. Probably KS3 at some point although it depends on previous experience. #caschat
A4 I agree with @mberry (as always!) towards end of ks3. After they have a strong understanding of programming constructs. Move pupils too early and it’ll put them off #CASchat
A4 - I have tried in Y6 - and for some students (the ones who go to code club etc) they made the transition well, but for others it was certainly too soon. The more I use Scratch, the more depth I find, and there is no expectation in primary to move away from block based #caschat
I used to think this - now I just plough through. By lesson two you can be building a chat bot and by lesson 3 making randomly generated poetry. #CASchat
The best answer is probably your professional judgement? You are all good teachers who know your own pupils and abilities. #caschathttps://t.co/aGHCrQEWAT
A4 I agree with @mberry (as always!) towards end of ks3. After they have a strong understanding of programming constructs. Move pupils too early and it’ll put them off #CASchat
A4 anytime.if you have the students engaged in a project they have ownership over, they will apply perseverance but of course resources should be age appropriate and achievable by the students who are participating #caschat
I used to think this - now I just plough through. By lesson two you can be building a chat bot and by lesson 3 making randomly generated poetry. #CASchat
Yes, brilliant. Perhaps even @Sonic_Pi is an even more fun (and instant gratification) introduction to typed code over "Hello World"? #caschathttps://t.co/kLDwRQBWPJ
I used to think this - now I just plough through. By lesson two you can be building a chat bot and by lesson 3 making randomly generated poetry. #CASchat
A4 scaffolding has just got me thinking about MVC with .NET or Rails. They allow you to rapidly build database driven web apps and automagically create all the CRUD functions for you. Challenge is in extending the app. #caschat
It's interesting, I'm old enough to remember when programming was text-based only ( 1980s). All kids wanted to learn BASIC. I wonder if our approach was different? I know I did a lot more direct instruction " this does that" #CASchat#programming
It's interesting, I'm old enough to remember when programming was text-based only ( 1980s). All kids wanted to learn BASIC. I wonder if our approach was different? I know I did a lot more direct instruction " this does that" #CASchat#programming
A5 I like being able to find logical links between Scratch and text based (I have always used Python - as it is as far as my knowledge goes) being able to directly see links between blocks and text makes writing early code much easier #caschat
Me too @chris_swan all day typing to get your name to flash on the screen and waiting hours for programs to load from tapes. Pupils in today’s society expect instant lightening fast results! #caschat#ISoundOld
So would you recommend Edublocks or using something like Javascript Blocks editor for the microbit then?
Physical computing sneaking in again. #CASchat
A5 #caschat it’s needs scaffolding , that can start by simple statement conventions introducing subtle programming principles & procedures. However these tools need to be able to provide the planning elements of pseudo code / flow diagrams to develop CT skills & req for GCSE CS
A4. When user has got a good foundation on the basic concepts. Holding on to blocks for too long might not be a good thing. @edu_blocks is a great transitional tool. #CASchat
So do you think block-based languages lead to unrealistic expectations? Back then we knew how much work was needed to display your name in different colours on the screen? ( Unless you had a green screen - then it was just green, green, green, green) #CASchat
#love the ability to jump between blocks and javascript live using makecode for #microbit Allows Ss to explore text-based coding with the safety net of being able to return to block editor at any time.
#caschat
So would you recommend Edublocks or using something like Javascript Blocks editor for the microbit then?
Physical computing sneaking in again. #CASchat
