VIEWS & OPINION
Keeping computing real Comment by SIMON DAVENPORT, LEGO® Education
Back in 2014, Information and Communications Technology (ICT) was replaced with a computing curriculum. But while the new national curriculum for computing provides schools with an exciting opportunity to reinvigorate teaching and learning, if its purpose is to prepare pupils for their future lives, then how do we keep computing real for them? There are two main aspects to computing: understanding the concepts and principles behind it, and then grasping its practical applications. However, teaching pupils about computing can often prove tricky as it’s a complex and abstract concept, and while textbooks might delve into the specifics of the theory behind it, we need to be giving pupils the chance to witness it in action first-hand too, as it makes what they’re learning real. Therefore, a hands-on approach is a must – after all, studies have proven that kinesthetic learning helps pupils to gain a better understanding of their learning.
With this in mind, instead of having pupils simply scribe notes from a textbook, let them gain practical experience of computing by having them write codes to solve problems. Pupils could be tasked to create a code a code that moves their classmate from their chair, to another desk. This could involve the moves “stand up”, “turn left”, “move three steps forward”, and so on, recreating the code and helping pupils build problem-solving skills. This may seem like a simple activity, but it’s enabling them to comprehend key computing processes and develop a sound understanding of the subject.
We can make the subject even more “real” by introducing real-world concepts and applications of the subject to pupils. Why not ask them to think of examples of computing in daily life and discuss how they’ve solved a problem? For example, traffic lights are coded to manage the flow of traffic on a road and enable pedestrians to cross safely. Pupils could then be tasked to build and program a robot that addresses a real- life issue, so it could be programmed to pick items up or stop when there’s an object in front of it. Pupils will be far more receptive to the subject when it’s challenging them to work autonomously to explore the subject and develop their own ideas and solutions to problems, as they’re not only bringing learning to life, but their own ideas are becoming “real” too.
Therefore, the subject needs to be tangible because it enables pupils to delve deeper into topics and build the knowledge and purpose of its concepts and its application within the real world.
The computing classroom can’t be purely textbook based; it needs to be a space of practical exploration and creative instigation. This way, we can build pupils’ computational knowledge and digital literacy, spark a passion for learning and, in the process, develop the key life skills such as resilience, problem-solving, confidence and curiosity that today’s learners need for the future workforce and to confidently and safely navigate the digital world.
The power of mentors Comment by MICHAEL SLAVINSKY, Educational Development Director, The Brilliant Club
Last month the DfE and the Behavioural Insights Team released research findings, which showed that when university students sent letters home to school pupils from similar backgrounds, it seemed to encourage university applications and the successful uptake of places at Russell Group institutions. To those of us working in schools, it suggests one specific way that role models can positively influence the life chances of the young people we are educating.
I would like to suggest that the most effective type of role-model is a ‘gatekeeper’. The gatekeeper might be a mentor, a tutor or a teacher who introduces you to knowledge that will inform a new perspective. With experiences to share and inspiring stories to tell, they help you by broadening your horizons. The challenge is often setting up the relationships in a way that will benefit everyone.
At The Brilliant Club, we believe that the academic research community can be a source of transformational role models for young people with the potential to progress to university. In the first instance, as gatekeepers, researchers are
passionate advocates for a subject discipline or a topic of inquiry. By the time they are working towards their PhD, they may have experience from three different higher education institutions that they can share with the school pupils. Many come from overseas and have travelled far to study and can identify with pupils from diverse backgrounds as a result.
To truly broaden their horizons, our pupils need transformative experiences. The return for the researcher – as well as the satisfaction of making a difference – can be transformative too. It presents a chance to communicate their research to a non-expert audience, and to develop their teaching or communication skills.
Our Scholars Programme will place over 450 PhD Tutors into schools across England, Scotland and Wales this year. These researchers will have the chance to turn their passion into a taught university module, which they teach in tutorials to small groups of pupils. Researchers in Schools recruits PhD graduates to become full-time teachers who also deliver academic interventions and mentoring to pupils to champion university
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access. Since they work in over fifteen SCITTs around the country, we bring them together each term to work on the best ways of running academic interventions and disseminating their subject expertise in their schools. When UCAS evaluated the impact of our programmes we noticed that not only did more pupils get into a top university – 58% of Free School Meals pupils compared to a national progression rate of 11% - but significantly more pupils than average applied in the first place. With improved confidence and sense of possibility, alongside improved academic attainment, 77% applied to a highly selective university, and 9 out of 10 were offered a place.
Sometimes there’s an inclination to fix society’s ills by suggesting schools do something extra – improve peoples’ diets, develop “life skills”, teach emotional skills, the list goes on. Third sector organisations can take this burden off teachers. By identifying who will make an amazing role model, and setting up programmes that make the most of their expertise, we can help enrich the lives of young people in a very meaningful way.
May 2017
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