Thread by @Baggiepr

Tips, hints & research supported methods when teaching programming using blocks like @scratch (elementary/primary/lower secondary)
A 27 tweet thread by @baggiepr #caschat #csk8
Feel free to add any others below

1/ Don’t neglect the programming environment. Novice programmers will need time to familiarise with how this works. This is even more important with @scratch in primary. Time spent understanding stage/backdrops sprites/costumes facing/direction in not wasted #caschat #csk8

2/ Progression matters. @everydaycs have done some wonderful primary/elementary research looking at what order to introduce ideas. Their trajectories are really helpful when you are sequencing curriculum everydaycomputing.org/public/visuali… #caschat #csk8

3/ When introducing new programming concepts, start away from code. Find everyday examples to look at first. @shuchig has done some wonderful research in early secondary and this is soooo true in primary as well. csforall.sri.com/projectdocumen… #caschat #csk8

4/ Some strategies are better for novices but worse for those familiar with the programming environment. I do you do is useful for a short time in LSK2 while pupils are familiarising themselves with the environmental basics but is lacking as a long term strategy #caschat #csk8

5/ Jumping straight into code creation is hard. Strategies like use code, modify code, create code help with this as they enable pupils to see good examples and scaffold learning #caschat #csk8 users.soe.ucsc.edu/~linda/pubs/AC…

6/ Subject knowledge matters 1. Knowing about different types of loops (definite and indefinite) Understanding how conditions are checked in a loop or different ways variables can be used is important. #caschat #csk8

7/ Subject knowledge matters 2. Breaking the NC into smaller more manageable steps is important. Smaller steps #caschat #csk8

8/ Parsons Problems. Pupils are provided with all the code they need to build a solution. They might also be provided with an algorithm or part of the planning to make it easier to construct #caschat #csk8

9/ Faded example. class of problems such as changing a var value inside a loop is demonstated. Further examples remove some of the steps which pupils have to complete. more and more steps are removed until pupils are building their own examples unaided. (Sweller) #caschat #csk8

10/ Design is important in programming @janewaite research encourages us to use the four levels of abstraction to think about design before and during programming. #caschat #csk8 Planning definitely improves project outcomes.

11/ #PRIMM (Predict run investigate modify make) is a useful strategy for making pupils think deeply about code. @suesentence this strategy has made a massive + difference to the quality of my pupils' creative prog. It is also easier to teach for non specialists. #caschat #csk8

12/ Predict in #PRIMM Examining code samples on paper is a great low stakes way of thinking deeply about code away from code. Ahh that's what it does is a popular refrain once they run the code. #caschat #csk8

13/ Run & Investigate in #PRIMM answering questions that relate to the programming concept introduced help to deepen pupils understanding and make the concept more memorable as well as providing teachers with evidence of thinking #caschat #csk8

14/ Modify in #PRIMM is a half way stage towards creation. It is very popular with my pupils. Clear modify challenges which get more difficult help to deepen understanding and prepare pupils for independent creation #caschat #csk8

15/ Make in #PRIMM most pupils need graduated make challenges from easier to harder and an element of choice so that they can pursue their own interests in code. #caschat #csk8

16/ Sub goal labelling, labelling and explaining parts of the code. Really useful research I have used to help pupils predict what code is doing as part of #PRIMM #caschat #csk8

17/ Tracing and explaining code. When faced with a lot of code some pupils can baulk at it. The process of going through and explaining line for line can often help them see that it is less scary. Great for supporting SEND pupils with large code samples. #caschat #csk8

18/ Paired programming, two pupils work on the same prog project. One as the driver the other as the navigator. Swapping regularly. I use it in PRIM parts of #PRIMM it helps if pupils get on with each other. #caschat #csk8

19/ More than one method. Problems that can be solved with programming always have multiple ways they can be solved. Encouraging variety and exploring difference encourages a “more than one way” mindset #caschat #csk8

20/ Variability of examples helps. If we only show one way to solve a class of problem pupils don’t realise how adaptable code is. This also helps to build depth with makes learning more memorable #caschat #csk8

21/ Flow of control matters. Visualising how a loop or condition interacts over time with programming actions helps pupils appreciate how these concepts work on a deeper level. #caschat #csk8

22/ More clues. Block based environments often allow the programmer to see what is assigned to variables on screen. This is true for the built in variables such as loudness, volume or sound making sure pupils can see these helps make concepts more visible #caschat #csk8

23/ Concrete to explain abstract. Papert talks about body syntonic where pupils imagine they are the “sprite” carrying out coded instructions. This is really useful for shape work and explaining how loops work. #caschat #csk8

24/ Programming instructions execute (run) very very fast. Examining code with and without time breaks helps pupils to see how important this aspect is #caschat #csk8

25/ Support cards can help teachers. They come in many shapes and sizes, parsons cards, Instruction cards, hint cards, process cards #caschat #csk8

26/ If you have been intrigued by this thread you may want to pre-purchase my new programming book about research influenced methods to teach block based programming amazon.co.uk/Teaching-Prima…

27/ You might also want to hear me speak about this at the I love computing conference on ncce.stem.org.uk/cpd/518315/i-l… or Right Here Right Now computing conference in Telford Both of which are going to be brilliant events @amazingict @christianturton