VIEW FROM THE CLASSROOM
have benefitted from the introduction of the micro:bit. Previously, they would need to ask the computer a question for an action to appear. Now they need only shake the device to get an answer. They love the ability to ‘throw’ a picture at another child. Every child knows how to throw and catch, so the ability to virtually throw doesn’t feel like a computing activity.
How do you work with teachers who are less confident with teaching computing to their class?
actions by repeating them and telling the device what to name the action. Once this stage is completed, you can test your micro:bit with known data and check that it is correct before relying on it to collect the actual data you need. It’s a great lesson in practical computing. It was recently used by our football team to measure their kicks. It quickly turned into a competition between our boys and girls which they loved (yes, the girls did win!). You can find the kick strength data logger on the BBC micro:bit website.
We’ve found that bringing the micro:bit into lessons adds a fun and practical element that our children thoroughly enjoy. And because it is so familiar to code, there was no barrier to introducing the micro:bit in computing lessons and beyond. As soon as they saw what could be done, they wanted to do it. In fact, some of our children were quickly adapting code created by experts especially for them. That’s why I was excited to hear about the BBC playground survey. It will give children a chance to get outside to investigate and gather information about our playground. I know they’ll embrace the opportunity to train and test their very own machine learning model from scratch, using data they have inputted themselves.
What additional help do you provide for your SEND cohort?
We are constantly trying new ways of making computing inclusive for all.
Some children find it hard to code and appreciate what they’ve created. Some of our children who have a visual impairment can’t necessarily see a computing screen all that well – but they can feel the ‘A’ and ‘B’ button on a micro:bit device. So, we pair them up with a buddy, someone who can use a keyboard to create a code and then hand control over to the child. By shaking, clapping, or pressing the relevant button on their device, they can trigger an emoji – small tasks that build their self- confidence and computing knowledge. Only recently, I saw two children engaged in a class activity. One asked the other what picture they wanted to see, reading out the
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choices available to them: rocket, duck, or heart. Previously, one child had to program the computer for the other to see something on the screen.
The micro:bit has made computing more inclusive across the whole class. In fact, at Christmas, we used the micro:bit to create a decoration that turned on with a simple clap, something every child can do. It was the children who asked if they could create a Christmas decoration with their micro:bit, so I posed the question: how do you get 30 lights to switch on simultaneously? After a class discussion, the children came up with an idea to use noise. But the noise the children were already making meant the lights kept turning on. It led to a fantastic computing conversation as we discussed different ideas – something that as a teacher, you want to see in a class. We finally settled on clapping, setting the sensor to loud so it didn’t trigger too soon.
Even our children who struggle with reading
Yes, computing is a subject people are often anxious about. I always encourage teachers to just give it a go. Yes, there will be occasional pitfalls and glitches. And yes, some of your children will know more than you, but encourage them to share their knowledge with their peers. Within our trust, I recently gave a talk to 400 teachers, introducing them to the micro:bit and encouraging them to give it a try! I delivered training to several computing leads, sharing my knowledge and experience of using the devices, pinpointing how and where they can fit into the curriculum. It means that we now have a champion in every school that can support other teachers. I also give advice and share planning with nationwide Facebook groups where teachers can pose questions.
You’ve been on quite a journey. What have been the lasting changes?
Our children are so much more confident. Because the technology we’ve introduced is simple, everyone can have a go. We’ve ripped up the rule book. Want to make a sound and a picture? Great! Want to make your portable device come alive by shaking or clapping your hands? You can do that too! Our children are more willing to experiment. The amount of time we spend on computing using the micro:bit has grown because our children are obsessed with them!
This summer term, the Micro:bit Educational Foundation and BBC Children’s and Education are inviting schools to take part in a BBC micro:bit playground survey. For more information, please visit
www.bbc.co.uk/teach/microbit
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