THE BIG BOOK OF COMPUTING PEOAGOGY

Page 96

FEATURE

HOW MODELLING CAN SUPPORT LEARNERS Josh Crossman explains the modelling approach: by demonstrating a new concept, teachers can both support their learners and develop their own understanding of the key skills and materials being introduced hen giving learners the opportunity to use new skills or software, it is important to show them how first. Teachers can demonstrate a new concept by using a recorded video, or by modelling it for the learners. Modelling is an instructional teaching strategy in which a teacher demonstrates a new skill or approach to learning. Teachers first model the task or skill for learners, and then learners begin the task and work through it at their own pace. Schools use modelling across various disciplines, such as writing, handwriting, mathematical strategies, and science experiments. It’s a powerful strategy that can be used across many different subjects, and computing is no different. As we have been developing units for the Teach Computing Curriculum (TCC) (helloworld.cc/tcc), we have reflected on the

W

tried and tested techniques that help make computing lessons a success. In this article, I will share some of our top tips for modelling.

Improved confidence

Perhaps the biggest benefit of modelling is the confidence and competence that teachers gain from using the software. In the TCC Year 6 (ages 10 to 11) ‘3D modelling’ unit, learners are shown how to create a 3D shape and change the viewing angle in the 3D modelling software Tinkercad (helloworld.cc/3Dmodelling). Teachers who are new to 3D modelling may not have come across changing the viewing angle before. Through prelesson preparation, and of course, through using the software when modelling, teachers may encounter misconceptions, errors, and perhaps shortcuts that the learners might make in

their own use. For example, in Tinkercad, teachers can click on the viewing cube to jump to different views. As their own confidence improves, supporting the learners with their errors or misconceptions will become easier.

Thinking aloud

If teachers provide a monologue — or think aloud — as they model, learners get the opportunity to observe expert thinking that they wouldn’t usually have access to. It allows learners to follow more closely what the teacher is doing and why they are doing it. More precisely, it can reduce the extra cognitive load of having to deconstruct each step for themselves (see page 20 for more about cognitive load theory). As teachers know their own learners best, they can tailor the language they use when modelling, to make it as beneficial as possible for their particular learners. This ensures that teachers can meet their learners’ needs in a more targeted way.

Greater freedom

Credit: stock.adobe.com/insta_photos

96

The Big Book of Computing Pedagogy

Questioning is a key part of modelling — this includes both the teacher’s questioning of their learners to draw out understanding, and the learners’ questioning of the skills and processes the teacher is using. Modelling can enable teachers to give context to their answers to the questions, ensuring they are able to show alongside the tell. This will help to make their answers more visual and concrete. Additionally, the freedom of modelling ensures that teachers are able to meet


Turn static files into dynamic content formats.

Create a flipbook

Articles inside

ART AND ALGORITHMS

5min
pages 154-155

THE INCLUSIVE CLASSROOM

6min
pages 152-153

PHYSICAL COMPUTING

5min
pages 130-131

REFLECTIONS

9min
pages 134-136

A PATH TO AGENCY

4min
pages 122-123

STORYTELLING

3min
pages 146-147

RETRIEVAL PRACTICE

10min
pages 148-151

VARIETY IN TEACHING

7min
pages 143-145

PHYSICAL COMPUTING IN THE CLASSROOM

5min
pages 132-133

DIGITAL PROJECTS

7min
pages 118-121

ASSESSMENT FOR LEARNING

4min
pages 106-107

MULTIPLE CHOICE

3min
page 111

METAPHORS AND MISCONCEPTIONS

8min
pages 108-110

PROJECT-BASED LEARNING

5min
pages 116-117

WATCH AND LEARN

5min
pages 98-99

ALTERNATIVE CONCEPTIONS

6min
pages 104-105

MODELLING FOR LEARNERS

6min
pages 96-97

VIDEOS AND SELF-EXPLANATION

3min
pages 94-95

LIVE CODING

6min
pages 92-93

WORKED EXAMPLES

6min
pages 90-91

WRITING CODE

5min
pages 82-83

PARSON’S PROBLEMS

6min
pages 80-81

READ BEFORE YOU WRITE

5min
pages 70-71

CODE TRACING

5min
pages 68-69

THE BLOCK MODEL

6min
pages 78-79

ENCOURAGING TALK

5min
pages 62-63

COLLABORATIVE PROBLEM-SOLVING

4min
pages 60-61

PEER INSTRUCTION

6min
pages 56-57

PAIR PROGRAMMING

6min
pages 58-59

GO UNPLUGGED

2min
page 49

ENGINEERING SKILLS

3min
page 41

SCRATCH ENCORE

3min
page 40

SEMANTIC WAVES

7min
pages 46-48

SCRATCHMATHS

4min
pages 38-39

LEARNING THROUGH MAKING

5min
pages 36-37

CULTURALLY RELEVANT PEDAGOGY

6min
pages 34-35

THE ‘RIGHT’ WAY?

6min
pages 14-15

THE PRIMM APPROACH

7min
pages 22-24

CODING & 21ST-CENTURY SKILLS

4min
pages 28-29

COGNITIVE LOAD THEORY

5min
pages 20-21

CONCEPT MAPS

6min
pages 10-12

CURRICULUM DESIGN

8min
pages 30-33

UDL

6min
pages 25-27

VELA CONCEPTS

2min
page 13
Issuu converts static files into: digital portfolios, online yearbooks, online catalogs, digital photo albums and more. Sign up and create your flipbook.