Embedded Files
I don't teach Python programming until Year 9 but then we spend the entire Spring term on it. I really feel it needs a whole term as it takes a long time to embed and master these new skills, even with lots of preparatory units.
Here is an outline of my Python unit:
- Weeks 1 - 3: Output, Operator and Data
- Week 4: Input and Casting
- Week 5: Selection
- Week 6: Test and review
- Weeks 7 - 8: Selection
- Weeks 9 - 11: Iteration
- Week 12: Test and review
This may seem very slow but, in my experience, this time is needed. I use a multitude of strategies to scaffold, stretch and help pupils embed and master each new skill as we go. See sections that follow in the menu above on code commenting, debugging etc. for details.
Pedagogical Approaches
Pedagogical Approaches
Consider these pedagogical approaches when teaching programming:
- Demo-do-extend-apply: introduce a concept, demo its use, ask pupils to try that demo, then extend it and apply it through simple exercises
- Peer Instruction: pupils are asked a question related to common misunderstanding which they discuss in pairs and bring back to the whole class; can be used with multiple choice questions where these misunderstandings/misconceptions are used as possible answers
- Live Coding - teacher develops a solution to a programming problem in front of the class, demonstrating decomposition, planning, testing and debugging
- Live Hand Tracing - teacher collaboratively traces an algorithm or program on the board showing variable values and output; no need to use exam-style trace tables
- Predict what happens next - present code to pupils and ask them to predict the output or next operation
- Develop decomposition - reinforce the need to reduce problems to simple, manageable tasks by repeated demonstration.
- Practice for mastery - programming mastery only comes through practice; design exercises to build on each other and encourage pupils to find the patterns that emerge
- Consider pair programming - similarly to peer-instruction, encourage pupils to develop solutions in pairs but be careful to avoid dominance by one
- Mix up your exercises: Maths, language, graphics, sports etc. - try to keep your exercises relevant; maths-focused exercises are very appropriate but turn some pupils away. Try examples that relate to things they are interested in.
- Scaffolding: skeleton code, comments to highlight tasks, Parson’s puzzles etc. - provide scaffolds to help pupils access exercises and start to structure their solutions
- Debugging - reinforce good debugging techniques and emphasise failing is important in programming; it's how we learn!
- Code commenting - encourage pupils to read and engage with code by asking them to comment correct programs, ideally with obfuscated variable names to avoid guesswork.
Notes
Notes
I have created gapped worksheets for this unit. This is because:
- I can include include any screenshots etc. that I want in their notes
- I can include partially completed tables for them to finish off
- I can include code for them to run and annotate with output or descriptions
- It gives pupils a comprehensive revision resource
- I find they end up with better notes than if they were just copying from the board.
So matter how simple the gap-filling, I find that they have to read and digest what is on the board or what we are discussing in order to be able to do this.
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