Self Appraisal

During the training to become a master teacher, every session or activity we lead needs to have some sort of appraisal, either from your audience or yourself. This has helped me to really reflect far more than I used to about most lessons that I teach.

As a primary teacher, we can teach anything up to five or six different curriculum lessons in a single day with a huge variety of children and is often difficult to remember how successful all of them were. Of course, formal lesson observations give an indicator of your professional performance but that could happen less than three times a year, not really the timeframe you may need to really improve your teaching. At the other end of the spectrum, I remember during my training year, completing an evaluation form for each lesson I taught, sometimes in more detail than the lesson was planned in, something that I’d never be able to find the time to try and replicate now.

We all have moments when we think ‘that went well’ or ‘that clearly didn’t work’ and we adapt our lessons to suit the needs of our learners, something that is part of being a good teacher but when was the last time you really thought to yourself ‘Was that really the very best I could do?’ or ‘How could I have improved that lesson even more?’ I know that after my presentation at the CAS conference this year, I’m already thinking about lots of things I can do in order to improve my delivery of CPD to other teachers in the future.

It’s really hard to reflect in detail on your own teaching and I’ve found that asking others to help in this process is extremely beneficial. I’ve found that having a very open and professional working relationship with the teaching assistants that I work with helps, as another pair of eyes and ears are massively helpful in finding out what really happened in a lesson.

There are also lots of other appraisers that are waiting to be utilised in every lesson that you teach, your students! I try to make it part of a lot of my lessons to include an element of reviewing my teaching. However, not every student is keen on openly adding their suggestions to a class discussion so I try to use technology to assist me. Here is an example of a Google form that I get my class to complete if they’ve been using a web enabled device during the lesson.

While some responses are not always beneficial, every now and again it really has opened my eyes and given me the chance to really think more carefully about an aspect of a lesson.

If, like me, you are often asking the children to review and improve their work, then shouldn’t you be doing the same?

A question that came up in my recent training event on GCSE Computer Science knowledge was about arrays in the exam, specifically where students are presented with arrays in pseudo code.

 

Both AQA Computer Science and OCR Computing start indexing their arrays in the exam from 1 instead of 0 as is normal in most programming languages.

 

E.g.

 

scores  <- [3, 6, 8, 2]

output (scores [1])

 

would want the answer 3 in the exams.

 

Make sure your students are aware of this – certainly my students took some reminding when doing past exam questions that they need to count from 1 and not 0 in the exams.

 

Paul Fletcher

CAS Master Teacher

paul.fletcher@computingatschool.org.uk

Welcome from CAS Devon and Cornwall

Dear CAS Colleagues

I wanted to formally introduce myself and the other CAS Master Teachers, currently working the Devon and Cornwall area.

stephen.ball@computingatschool.org.uk
claire.buckler@computingatschool.org.uk
john.bullen@computingatschool.org.uk
nick.butler@computingatschool.org.uk
paul.carter@computingatschool.org.uk
melanie.dennig@computingatschool.org.uk
lorraine.drybrough@computingatschool.org.uk
simon.elliott@computingatschool.org.uk
phil.gardner@computingatschool.org.uk
steven.gibson@computingatschool.org.uk
steve.greenhough@computingatschool.org.uk
jo.hawkes@computingatschool.org.uk
becky.hawling@computingatschool.org.uk
emily.jones@computingatschool.org.uk
marcus.lang@computingatschool.org.uk
clare.nevinson@computingatschool.org.uk
tom.riggs@computingatschool.org.uk
simon.rood@computingatschool.org.uk
janice.woodward@computingatschool.org.uk

More to follow .....

Steve Greenhough

Cyber Centurion National Final

On Friday 17th April I accompanied a group of my students to the National Museum of Computing to compete in the national final of the U.K. CyberCenturion Competition. This is one of the range of challenges run by Cyber Security Challenge UK. 

In this competition students aged compete in teams of 6. Each team are given a number of computers running different operating systems and given the task of securing them from a range of threats whilst also ensuring they can still function according to a scenario brief. Additional challenges include some forensic investigation of the existing data on the machines and associated logs. Teams competed in two rounds with the best eight teams qualifying for the final.

The final took the same format as the qualifying rounds but with the additional pressure of being filmed and interviewed during the competition by both sky news ( extended coverage available to sky subscribers via the iPad app) and BBC Click for an upcoming show. All teams got tours of both the national museum of computing and the Bletchley park museum as well as a swag bag including an exclusive t shirt, sunglasses and water bottle. 

After a busy day of competition the results were announced and prizes awarded in the colluses gallery which as well as containing one of the rebuilt colossus machines is also the world oldest purpose built computing centres having been built to hold the original colossus machines in WW2. the winning team (not mine!) were each given the unique prize of a display case containing a valve from the colossus and paper storage tape.

Entries for next years competition are now open and you can find out more details at http://cybersecuritychallenge.org.uk

Changing Attitudes To Computing

May will see the latest general election and depending on the outcome, a fresh batch of ideas to shape our education system. What this means in terms of Computing we will have to wait and see. Before you wonder this is not a political post but one looking to establish the importance of the subject. My underlining frustration is that although Computing is part of the wider science umbrella it is not treated as such or held in high regard in many of our schools.

Under previous Governments, including the current coalition, primary schools continue to be judged on their SAT's results with English and Maths increasingly being seen as the be all and end all. What could be regarded as traditional science is no longer part of this 'core' group. Schools are increasingly under pressure to show progress with their Maths and English, whilst other subjects appear to be pushed aside. So where does this leave Science let alone Computing? There is an argument that it is in a worse state now then before, with revision time used for the three subjects being focused now on just the two. With the removal of levelling and the introduction of new methods of assessment one answer could be to end SAT's and use this time in a more balanced way. This would help all subjects including Computing, however I don't see this changing anytime soon.

So what else could be done? Often schools are run by leaders who struggle with many of the concepts behind computing. It is important that this level of understanding is increased to show the benefits of the subject. This can be done in a number of ways. Obviously CAS has it's role along with other organisations but the part of the schools IT Coordinator can not be under estimated. If they can inspire the parents, pupils, staff and their SLT, it will unlock the doors to the subjects full potential. Easy right? In honesty no as primary coordinators often have several hats to wear with each subject demanding attention. This does not mean it is impossible though. There is a wealth of free resources and ideas already out there, ready to tap in to. Knowing how to access this is ultimately the key.

I recently attended the first Bournemouth Teach Meet, a place where teachers share ideas via micro presentations. It was a good free way of obtaining the type of information that would be useful to any primary coordinator. For a more in depth understanding the CAS website is another great place, but then again I would say that. Sometimes seeing and reading isn't enough though and hands on experience is required. This is particularly true with some of the more text based programming languages or higher level concepts. Attending CPD sessions can give teachers the skills and understanding needed in the most time effective way. It is also a great place to build up contacts that can be called on to share ideas or support initiatives.

So does this mean it should all be down to education and teachers to make the difference? The answer is no. I have yet to mention the importance of closer links between the different schools and local Universities but outside of this I have had a number of businesses contact me offering support in teaching/training in Computing. These are companies who have traditionally not shown an interest before when schools were delivering ICT.  It is this that makes me think we are at a turning point. The subject Computing is new in most schools and already causing interest beyond traditional educational institutions. Business is seeing a subject, which provides the skills/abilities for the modern work place, whether this is coding or the logical processes needed to achieve the required success for a company. If this trend continues, how long is it before jobs require more than the traditional standards of English, Maths and possibly some IT experience? Computing will be needed to unlock a careers full potential.

Returning to my original question which was why is computing not held in high enough regard? I believe people have yet to see the subjects full potential because it is only now being fully realised by schools themselves. The fresh changes to assessment alongside a developed teacher understanding will have also have an impact on this. I predict that in five years time Computing will be thought of as an essential part of a child's education. Maths and English will still have a hold but Computing will be alongside them contesting for that precious time in the classroom.  After all which parent doesn't want their child equipped for the work place?

Upcoming CPD Events

As with SAMR event last week, there are many more upcoming CPD events across the region for those with an interest in Computing. 

Delivered by Master Teachers, these events are designed to help teachers feel more secure in their own professional development within the subject. 

They are always very practical and friendly events, with lots of opportunities for hands on experience and other teachers to help you find the solutions you need. It would be great to see you at some of them.

For more information about each event please click on its title:

Start to teach Python

Wednesday, 18 March - 15:00 to 17:00 – Cirencester

GCSE Computing | Exploring the A453 Programming Controlled Assessment

Monday, 23 March - 13:30 to 16:30  - Bristol

Teaching Networking for GCSE

Wednesday, 25 March - 13:45 to 17:30 -  Street

The Arduino Classroom

Friday, 17 April -17:00 to 19:30 – Bristol

KS2 Create Webpages using HTML and CSS

Monday, 20 April 16:15 to 18:30 Taunton

Computational Thinking for the Primary Classroom - A Beginners Guide

Tuesday, 21 April - 16:30 to 19:30  - Bath

GCSE Computer Science Exam Knowledge

Thursday, 23 April - 16:00 to 18:30 - Chippenham

Programming Through the Primary Years

Wednesday, 29 April - 13:30 to 16:30 - Cotham, Bristol

Scratched Out – Teach Dynamic Primary Programming

Tuesday, 5 May 2015  16:30 to 19:00 - Wimborne

Another great place to find out about upcoming Computing CPD events in the Bristol area is Master Teacher's Terry Watts CAS Website. Here you can not only find out about the events Terry will be running, but much more.

SAMR CPD

Recently I had the pleasure of welcoming a host of educators for our latest Apple Regional Training Centre event - SAMR:  Using technology to redefine learning.

The aim for the session was to provide a medium through which educators can share experiences with iPads in the classroom and to demonstrate our understanding of the model.  As a 1 to 1 iPad school across Years 5 and 6, SAMR has proven instrumental in my school’s approach and highlights the importance for meaningful integration of technology.

The session began with an overview of the SAMR model itself and examples as to how it applies to learning.  Using Maths and English as a focus, my aim was to demonstrate how you can take a regular activity and use technology to redefine the learning experience.  Take Math for instance:

LO - to demonstrate understanding of ratio.

Substitution - access a worksheet on Google Drive

Augmentation - use an annotation tool to mark the document and add voice notes.

Modification - create a short movie using manipulative resources.

Redefinition - add that video to an ebook/share online with others around and beyond the school

Throughout the session, we shared a variety of key apps that can help to achieve this whilst ensuring that our focus remained consistent throughout - will the technology have impact on learning outcomes?  If not then it shouldn’t be used. 

It was lovely to also hear from other educators at my school.  Asima Qureshi, our Science Leader, shared with the group how the use of iPads has ‘removed the shackles’ when it comes to scientific enquiry and allows for more hands on learning.  Alice Henley, our Assessment Leader, provided a snapshot of the assessment opportunities this technology brings and how we can use it to impact feedback. 

Being able to provide students with digital verbal feedback is far more accessible for all involved and takes away the need for long written comments and distance marking.  

Furthermore, the use of video has allowed our school to give feedback through demonstrations rather than a static diagram on a page.  Sharing this with everyone then opens up the possibility for all to gain from one piece of feedback and extend the net of communication to a wider audience.  Not to mention the obvious save in teacher time!

Overall, I believe the session provided all with food for thought and if nothing else, has prompted those who attended to reflect on their use of technology and ask - how do I redefine the learning opportunities I provide for my students?