MOD001366 SID: 1136857 Distance Learning Attempt 1 ANGLIA RUSKIN UNIVERSITY Assignment Coversheet Student Number: 1136857/1 FACULTY Faculty of Health, Social Care and Education ASSIGNMENT DETAILS Module Code / Occ / Year MOD001366 / DL1 / 2014/5 Module Title Work Based Major Project Module Element 010 - ELECTRONIC PORTFOLIO 10000 WORDS OR EQUIVALENT To be marked by Submission date (by 2p.m.) 27/04/2015 Submission of this assignment agrees to the following: I understand that the piece of work submitted will be considered as the final and complete version of my assignment of which I am otherwise the sole author. I understand both the meaning and consequences of plagiarism and that my work has been appropriately attributed unless otherwise stated. I have not knowingly allowed another to copy my work. Mitigation – if there are matters or circumstances which have had a serious adverse effect on your performance in any assessment (eg: illness), you should consider using our mitigation process. You are advised to seek advice from a Faculty Student Adviser. Mitigation forms are available from the iCentre or on-line at www.anglia.ac.uk/mitigation. WORD COUNT 9933 Disk included (tick) ASSESSMENT FEEDBACK - LECTURER TO COMPLETE Turnitin receipt number Signature of Marker _______________________ Date ________________ % Mark (Un- moderated)
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MOD001366 SID: 1136857
Distance Learning
Attempt 1
ANGLIA RUSKIN UNIVERSITY
Assignment Coversheet
Student Number: 1136857/1
FACULTY Faculty of Health, Social Care and Education
ASSIGNMENT DETAILS
Module Code / Occ / Year MOD001366 / DL1 / 2014/5
Module Title Work Based Major Project
Module Element 010 - ELECTRONIC PORTFOLIO 10000 WORDS OR
EQUIVALENT
To be marked by Submission date (by 2p.m.) 27/04/2015
Submission of this assignment agrees to the following: I understand that the piece of work submitted will be considered as the final and complete
version of my assignment of which I am otherwise the sole author. I understand both the
meaning and consequences of plagiarism and that my work has been appropriately
attributed unless otherwise stated. I have not knowingly allowed another to copy my work.
Mitigation – if there are matters or circumstances which have had a serious adverse effect
on your performance in any assessment (eg: illness), you should consider using our
mitigation process. You are advised to seek advice from a Faculty Student Adviser.
Mitigation forms are available from the iCentre or on-line at www.anglia.ac.uk/mitigation.
WORD COUNT 9933 Disk included (tick)
ASSESSMENT FEEDBACK - LECTURER TO COMPLETE
Turnitin receipt number
Signature of Marker _______________________ Date ________________
Work Based Major Project Table of Figures .................................................................................................................... 4
Whimbey, A. & Lochhead, J., 1991. Problem Solving and Comprehension. Hillsdale NJ:
Lawrence Erlbaum.
Ying, M. and Yang, K., 2013. A game- based learning system using the ARCS model and
fuzzy logic.(attention, relevance, confidence, and satisfaction). Journal of Software, [e-
journal] 8 (9), pp.2155. Available through: Anglia Ruskin University Library website
<http://libweb.anglia.ac.uk> [Accessed 08 January 2015].
MOD001366 SID: 1136857
Appendix 1 - Literature Review
Neisser (1972) shows a key difference in the way students understand, splitting between a
visual and a verbal preference. Students tend to prefer one style over another, transferring
items from one format to another actively. When items are presented in a verbal way
students will often make notes or create diagrams to understand the concepts. Inversely,
when displaying a task in diagrammatic format or when viewing real world situation students
who prefer the verbal style make written notes on the items to recount later and to work
through the issues shown. This is a key idea to include when considering how to present
logic problems for students to work through.
Boyatzis and Kolb (1995) demonstrates a learning cycle, using ideas initially developed by
Kolb earlier in the career. These include experience, conceptualisation, experimentation and
reflection. This process is applied to situations that encourage learning, for example solving
real world issues such as map reading. The practical elements of the experience support
students fully understanding the situation and so being able to fully conceptualise the
requirements and details of the situation. At this point the second part of the learning cycle
begins, actively altering the situation through experimentation and further analysis and
reflection of the situation. At the last stage, reflection, full learning can be accomplished as
the whole situation and resolution will have been completed.
Mumford (1986) developed the ideas of Kolb to identify different styles of learning in
management trainees. These are: Activist, relating to the experimentation section from
Kolb’s model. Reflector, using the reflection section in the later stages. Theorist, based on
the abstract conceptualisation techniques. Pragmatist, basing on the experiences gained.
These ideas are limited and only show the extremes of the learning styles. Many
practitioners are a mix of these, with one or two items being more prominent in practise.
MOD001366 SID: 1136857
Appendix 2 – Ethics Documents
Ethics Stage 1 Form
RESEARCH ETHICS APPLICATION FORM (STAGE 1)
More information on ethics procedures can be found on your faculty website. You must read
the Question Specific Advice for Stage 1 Research Ethics Approval form.
All research carried out by students and staff at Anglia Ruskin University and all students at
our Franchise Associate Colleges, must comply with Anglia Ruskin University’s Research
Ethics Policy (students at other types of Associate College need to check requirements).
There is no distinction between undergraduate, taught masters, research degree students
and staff research.
All research projects, including pilot studies, must receive research ethical approval prior to
approaching participants and/or commencing data collection. Completion of this Research
Ethics Application Form (Stage 1) is mandatory for all research applications*. It should be
completed by the Principal Investigator in consultation with any co-researchers on the
project, or the student in consultation with his/her research project supervisor.
*For research only involving animals please complete the Animal Ethics Review Checklist
instead of this form.
All researchers should:
Ensure they comply with any laws and associated Codes of Practice that may be
applicable to their area of research.
Ensure their study meets with relevant Professional Codes of Conduct.
Complete the relevant compulsory research ethics training.
Refer to the Question Specific Advice for the Stage 1 Research Ethics Approval.
Consult the Code of Practice for Applying for Ethical Approval at Anglia Ruskin
University
If you are still uncertain about the answer to any question please speak to your Dissertation Supervisor/Supervisor, Faculty Research Ethics Panel (FREP) Chair or the Departmental Research Ethics Panel (DREP) Chair.
Researchers are advised that projects carrying higher levels of ethical risk will:
require the researchers to provide more justification for their research, and more detail of the intended methods to be employed;
be subject to greater levels of scrutiny;
require a longer period to review. Researchers are strongly advised to consider this in the planning phase of their
Course title: BA (Hons) Learning, Technology and Research
Supervisor/tutor name Ian Tindal
Project details:
Project title (not module title): An evaluative study of teaching logic skills within the computing curriculum.
Data collection start date: (note must be prospective)
5th January 2015
Expected project completion date:
2nd May 2015
Is the project externally funded? No
Licence number (if applicable):
CONFIRMATION STATEMENTS – please tick the box to confirm you understand these requirements
The project has a direct benefit to society and/or improves knowledge and understanding.
✔Y
All researchers involved have completed relevant training in research ethics, and consulted the Code of Practice for Applying for Ethical Approval at Anglia Ruskin University.
✔Y
The risks participants, colleagues or the researchers may be exposed to have been considered and appropriate steps to reduce any risks identified taken (risk assessment(s) must be completed if applicable, available at: http://rm.anglia.ac.uk/extlogin.asp) or the equivalent for Associate Colleges.
✔Y
My research will comply with the Data Protection Act (1998) and/or data protection laws of the country I am carrying the research out in, as applicable. For further
advice please refer to the Question Specific Advice for the Stage 1 Research Ethics Approval.
Project summary (maximum 500 words): Please outline rationale for the research, the project aim, the research questions, research procedure and details of the participant population and how they will be recruited.
Aim: To evaluate how logic is taught within a school setting, investigating both teaching methods and how logic relates to the new computing curriculum. Research questions: Are logic skills being effectively taught within the school? How can the logic skills required be supported in computing and other areas of teaching and learning? Rationale
I am an IT Technician in a Secondary school, currently my role does not require knowledge of the curriculum. However my career plan moving forward would be to become a fully qualified teacher. Therefore my knowledge of the Computing curriculum will need to improve. This project would allow me to assess not only the content that needs to be taught but also key skills when teaching it, which would be useful later on within my intended role. The school has recently adopted the new computing curriculum, within which there are themes of logic or critical thinking, such as writing code to navigate a maze. Logic is a skill that I have experience with, due to the nature of my role as technician and Duke of Edinburgh Award leader. With this in mind focusing on one aspect would allow me to begin to investigate the rest of the curriculum, at a later stage. Research Procedure
The change to curriculum has been brought in, from KS1-5, and so this evaluative study would show how effective this change has been. Using historic information (the old syllabus) may be useful in assessing the change in content. I could review this by gaining an overview of the old syllabus and comparing this to the current curriculum.
My investigation would include lesson observations, when teaching logic was the focus of the lesson.
I am able to review the schools interpretation of statistical data from student’s grades, as the first GCSE group of computing have just finished their course, and also reviewing the curriculum from the Department of Education.
There is a possibility to investigate how logic skills are taught within the numeracy curriculum, as this would allow for a more varied approach in the teaching techniques used.
Participants
The school has 3 computing teachers, I have gained permission from them to observe their lessons as long as the results are anonymised. There is also a Numeracy initiative that has recently been launched within the school.
During all of my investigation and data collection the participants would be anonymised. I will use an evaluative method to investigate the changes in the curriculum and how these are being ingrained within the content of lessons through individual observations. Any data collected through these would be pertaining to the teaching of these skills, methods used and the effectiveness of these from the perspective of the teacher. Indicative Literature
Korkmaz, O., 2012. The Impact of Critical Thinking and Logico-Mathematical Intelligence
on Algorithmic Design Skills. Journal of Educational Computing Research, [e-
journal] (2), pp.173-193. Available through: Anglia Ruskin University Library website
<http://libweb.anglia.ac.uk> [Accessed 2015].
Micklo, S.J., 1995. Developing Young Children's Classification and Logical Thinking
Skills. Childhood Education, [e-journal] 72 (1), pp.24-28. Available through: Anglia
Ruskin University Library website <http://libweb.anglia.ac.uk> [Accessed 2015].
Morsanyi, K., Devine, A., Nobes, A. and Szucs, D., 2013. The Link between Logic,
Mathematics and Imagination: Evidence from Children with Developmental
Dyscalculia and Mathematically Gifted Children. Developmental Science, [e-journal]
(4), pp.542-553. Available through: Anglia Ruskin University Library website
<http://libweb.anglia.ac.uk> [Accessed 2015].
Robbins, J.K., 2011. Problem Solving, Reasoning, and Analytical Thinking in a Classroom
Environment. Behavior Analyst Today, [e-journal] (1), pp.40-47. Available through:
Anglia Ruskin University Library website <http://libweb.anglia.ac.uk> [Accessed
2015].
Saiz, C. and Rivas, S.F., 2011. Evaluation of the ARDESOS Program: An Initiative to
Improve Critical Thinking Skills. Journal of the Scholarship of Teaching and
Learning, [e-journal] (2), pp.34-51. Available through: Anglia Ruskin University
Section 2: RESEARCH ETHICS CHECKLIST - please answer YES or NO to ALL of the questions
below.
WILL YOUR RESEARCH STUDY? YES NO
1 Involve any external organisation for which separate research ethics clearance is required (e.g. NHS, Social Services, Ministry of Justice)?
✔N
2 Involve individuals aged 16 years of age and over who lack capacity to consent and will therefore fall under the Mental Capacity Act (2005)?
✔N
3
Collect, use or store any human tissue/DNA including but not limited to serum, plasma, organs, saliva, urine, hairs and nails? Contact [email protected]
✔N
4 Involve medical research with humans, including clinical trials? ✔N
5 Administer drugs, placebos or other substances (e.g. food substances, vitamins) to human participants?
✔N
6 Cause (or could cause) pain, physical or psychological harm or negative consequences to human participants?
✔N
7 Involve the researchers and/or participants in the potential disclosure of any information relating to illegal activities; or observation/handling/storage of material which may be illegal?
✔N
8 With respect to human participants or stakeholders, involve any deliberate deception, covert data collection or data collection without informed consent?
✔N
9 Involve interventions with children and young people under 16 years of age? ✔N
10 Relate to military sites, personnel, equipment, or the defence industry? ✔N
11 Risk damage or disturbance to culturally, spiritually or historically significant artefacts or places, or human remains?
✔N
12 Involve genetic modification, or use of genetically modified organisms above that of routine class one activities? Contact [email protected] (All class one activities must be described in Section 4).
✔N
13 Contain elements you (or members of your team) are not trained to conduct? ✔N 14 Potentially reveal incidental findings related to human participant health status? ✔N 15 Present a risk of compromising the anonymity or confidentiality of personal,
sensitive or confidential information provided by human participants and/or organisations?
✔Y
16 Involve colleagues, students, employees, business contacts or other individuals whose response may be influenced by your power or relationship with them?
✔Y
17 Require the co-operation of a gatekeeper for initial access to the human participants (e.g. pupils/students, self-help groups, nursing home residents, business, charity, museum, government department, international agency)?
✔Y
18 Offer financial or other incentives to human participants? ✔N
19 Take place outside of the country in which your campus is located, in full or in part?
✔N
20 Cause a negative impact on the environment (over and above that of normal daily activity)?
✔N
21 Involve direct and/or indirect contact with human participants? ✔Y
22 Raise any other ethical concerns not covered in this checklist? ✔N
1. Researcher / student / project tutor completes ethics training. 2. Lead researcher / student completes Stage 1 Research Ethics Application form in
consultation with co-researchers / project tutor.
Prior to application: 3. Researcher / student / project tutor completes ethics training. 4. Lead researcher / student completes Stage 1 Research Ethics Application form in
consultation with co-researchers / project tutor.
NO answered to all questions (Risk category 1)
NO answered to all questions (Risk category 1)
(STAGE 1 APPROVAL) NO answered to question 1-13 YES answered to any question 14-22 (Risk Category 2)
(STAGE 1 APPROVAL) NO answered to question 1-13 YES answered to any question 14-22 (Risk Category 2)
(STAGE 2 APPROVAL) Yes answered to any question 3-13 (Risk Category 3B)
(STAGE 2 APPROVAL) Yes answered to any question 3-13
Research can proceed. Send this completed form to your relevant DREP for their records.
Research can proceed. Send this completed form to your relevant DREP for their records.
i) Complete Section 4 of this form. ii) ii) Produce Participant Information
Sheet (PIS) and Participant Consent Form (PCF) if applicable.
iii) Submit this form and PIS/ PCF where applicable to your Faculty DREP (where available) or Faculty FREP. Two members of the DREP/FREP will review the application and report to the panel, who will consider whether the ethical risks have been managed appropriately.
• Yes : DREP / FREP inform research team of approval and forward forms to FREP for recording.
The panel may recommend that the project is upgraded to Category 3 - please see below for procedure.
iii) Complete Section 4 of this form. iv) ii) Produce Participant Information
Sheet (PIS) and Participant Consent Form (PCF) if applicable.
iii) Submit this form and PIS/ PCF where applicable to your Faculty DREP (where available) or Faculty FREP. Two members of the DREP/FREP will review the application and report to the panel, who will consider whether the ethical risks have been managed appropriately.
• Yes : DREP / FREP inform research team of approval and forward forms to FREP for recording.
The panel may recommend that the project is upgraded to Category 3 - please see below for procedure.
Complete this form and the Stage 2 Research Ethics Application form and submit to your FREP. FREP will review the application and approve the application when they are satisfied that all ethical issues have been dealt with appropriately.
Yes answered to question 1 and / or 2 (Risk Category 3A)
Yes answered to question 1 and / or 2 (Risk Category 3A)
Submit this completed form to your FREP to inform them of your intention to apply to an external review panel for your project. For NHS (NRES) applications, the FREP Chair would normally act as sponsor / co-sponsor for your application. The outcome notification from the external review panel should be forwarded to FREP for recording.
Submit this completed form to your FREP to inform them of your intention to apply to an external review panel for your project. For NHS (NRES) applications, the FREP Chair would normally act as sponsor / co-sponsor for your application. The outcome notification from the external
Management of Ethical Risk (Q14-22) For each question 14-22 ticked ‘yes’, please outline how you will manage the ethical risk posed by your study.
Q. 15 – All data collected will be anonymised by the use of generic titles (e.g. teacher). The information collected will only be shared with the organisation and within Anglia Ruskin. The staff at the school will have consented to be part of the research and sharing this information will be part of this informed consent. Q. 16 – The changes mentioned should all be positive in the way I am viewed. Any analysis that is conducted with the teaching and learning will be anonymous and conducted in a constructive manner, using skill I have acquired from the peer review process. Q. 17 – I have gained permission from the headteacher. He has agreed to allow me to complete this project after being briefed as to the plan. I have gained a signed letter of consent to allow me to access to the staff involved in this project. Q. 21 – I will seek permission from the participants who will be part of the study. I will have contact with pupils aged 11-19, as part of the proposed lesson observations but already hold a CRB/DBS check, as I am part of the school and regularly have contact, however no data will be collected from pupils.
Section 5: Declaration
*Student/Staff Declaration By sending this form from My Anglia e-mail account I confirm that I will undertake this project as detailed above. I understand that I must abide by the terms of this approval and that I may not substantially amend the project without further approval.
**Supervisor Declaration By sending this form from My Anglia e-mail account I confirm that I will undertake to supervise this project as detailed above.
*Students to forward completed form to their Dissertation Supervisor/Supervisor.
** Dissertation Supervisor/Supervisor to forward the completed form to the relevant ethics
committee.
Date: August 2014
V 5.2
MOD001366 SID: 1136857
Participant Information Sheet (PIS)
The Research Project: An evaluative study of teaching logic skills within the computing
curriculum.
This project is intended to increase my own skills and knowledge, especially with regard to different teaching techniques and the content of the Computing curriculum. It may also prove useful as a means of sharing good practise between teaching staff who are welcome to attend the dissemination event (at the end of my research), date to be confirmed. As part of the project I would like to observe logic skills being taught, as well as gaining some insight on how these skills are taught within your subject in conversation. Therefore having more than one type of data collection in the project. I am the sole contact in this investigation, the information collected will be anonymised and only shared at the dissemination event (a requirement of the course) and within The University1. This project is not funded. Should you want any more information I can be contacted by using the email address below. [email protected] Your Participation in the Research Project
Due to your subject area I would like to include you within my project, to expand the data available. I appreciate that you are very busy, and so please feel free to not take me up on this. If you wish to only be involved in one part of the data collection (only an informal interview style conversation and not an observation) that is also very helpful. As part of the formal agreement to take part in this research there is a withdrawal section, which can be completed within 4 weeks of interview. Please complete the section of the Participant Consent Form (PCF) and return it to me. Should you agree to proceed as part of the project a PCF will need to be completed, which shows that you have agreed to take part and therefore understand what is required. The conversation section of the data collection will investigate the methods that you use to teach logic skills (or critical thinking) within your subject. Then if an appropriate lesson can be identified which includes these skills a lesson observation will take place, to view these strategies in action. Any data collected through these would be pertaining to the teaching of these skills, methods used and the effectiveness of these from the perspective of the teacher. Any information collected will remain anonymous, no information will be passed on to any other member of the school community2. The information will be used within the presentation, anonymously, and be submitted as part of the final project. You will be invited to the dissemination event, date to be announced, which will present all the projects findings and how I have arrived at these. There may be opportunities for collecting ideas on teaching logic skills from different curriculum areas within the school, which you may find beneficial. You will be given a copy of this to keep, together with a copy of your consent form Supervisor: <name and contact details removed>
1 The University” includes Anglia Ruskin University and its partner colleges 2 Excluding Child Protection related information, should it be required.
Th Name of Participant: Title of the project: An evaluative study of teaching logic skills within the computing curriculum. Main investigator and contact details: <Name and contact details removed> Supervisor and contact details: <Name and contact details removed> 1. I agree to take part in the above research. I have read the Participant Information Sheet for the
study. I understand what my role will be in this research, and all my questions have been answered to my satisfaction.
2. I understand that I am free to withdraw from the research at any time, for any reason and without
prejudice.
3. I have been informed that the confidentiality of the information I provide will be safeguarded. 4. I am free to ask any questions at any time before and during the study. 5. I have been provided with a copy of this form and the Participant Information Sheet. Data Protection: I agree to the University3 processing personal data which I have supplied. I agree to
the processing of such data for any purposes connected with the Research Project as outlined to me*
Name of participant (print)………………………….Signed………………..….Date………………
YOU WILL BE GIVEN A COPY OF THIS FORM TO KEEP
-------------------------------------------------------------------------------------------------------------------------- If you wish to withdraw from the research, please complete the form below and return to the main investigator named above.
Title of Project: An evaluative study of teaching logic skills within the computing curriculum. I WISH TO WITHDRAW FROM THIS STUDY
3 “The University” includes Anglia Ruskin University and its partner colleges
MOD001366 SID: 1136857
MOD001366 SID: 1136857
Signed Letter from the Gatekeeper
MOD001366 SID: 1136857
Project Plan
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MOD001366 SID: 1136857
Approval from Faculty Ethics Review Panel (FERP)
15th January 2015 George West Dear George
Principle Investigator
George West
FREP-DREP number
ESC/DREP/14/099
Project Title
An evaluative study of teaching logic skills within the computing curriculum
I am pleased to inform you that your ethics application has been approved by the Faculty Research Ethics Panel (FREP) under the terms of Anglia Ruskin University’s Research Ethics Policy (Dated 23/6/14, Version 1). Ethical approval is given for a period of 1 year from the 15th January 2015. Please note the following minor issue and discuss with your supervisor prior to starting our data collection:
Name and contact of supervisors are needed on the PIS and consent forms
Participant Information sheet needs re-writing. The first paragraph is badly written and inappropriate in a PIS. This could be considered coercive in terms of participation.
“I want to conduct this project is to increase my own skills and knowledge, both using the logic skills that I am initially investigating as well as to research further into teaching techniques and the Computing curriculum. This will help with carer progression including my application for teacher training in the future.”
Withdrawal need to be within a specified time frame, e.g. 4 weeks after interview.
It is your responsibility to ensure that you comply with Anglia Ruskin University’s Research Ethics Policy and the Code of Practice for Applying for Ethical Approval at Anglia Ruskin University, including the following.
The procedure for submitting substantial amendments to the committee, should there be any changes to your research. You cannot implement these amendments until you have received approval from DREP for them.
The procedure for reporting adverse events and incidents.
MOD001366 SID: 1136857
The Data Protection Act (1998) and any other legislation relevant to your research. You must also ensure that you are aware of any emerging legislation relating to your research and make any changes to your study (which you will need to obtain ethical approval for) to comply with this.
Obtaining any further ethical approval required from the organisation or country (if not carrying out research in the UK) where you will be carrying the research out. Please ensure that you send the DREP copies of this documentation if required, prior to starting your research.
Any laws of the country where you are carrying the research and obtaining any other approvals or permissions that are required.
Any professional codes of conduct relating to research or requirements from your funding body (please note that for externally funded research, a Project Risk Assessment must have been carried out prior to starting the research).
Completing a Risk Assessment (Health and Safety) if required and updating this annually or if any aspects of your study change which affect this.
Notifying the DREP Secretary when your study has ended. Please also note that your research may be subject to random monitoring. Should you have any queries, please do not hesitate to contact me. May I wish you the best of luck with your research. Yours sincerely,
Professor Jeffrey Grierson (Chair) For the Education & Social Care Department Research Ethics Panel (DREP) T: 0845 196 5322 E: [email protected]
Please see the external document ‘MOD001366_1136857_Appendix 3 - Department for
Education (DfE) Programme of Study.pdf’.
AQA GCSE Specification
Please see the external document MOD001366_1136857_ ‘Appendix 3 - AQA GCSE
Specification.pdf’.
AQA A Level Specification
Please see the external document ‘MOD001366_1136857_Appendix 3 - AQA A Level
Specification.pdf’
MOD001366 SID: 1136857
Appendix 4 – Data Collection Invitation
Hi,
As you may be aware I am currently studying a degree, through the Anglia
Ruskin University. In this final year I need to complete a project based
around an aspect of my work. Due to my interest in teaching in the future I
have decided to focus on a skill within the Computing curriculum: Logic.
This was chosen not only as it is a key skill within computing but that it
also that it plays a part in many aspects of the wider school. This could be
through all stages of the school, as it is focusing on the teaching methods
not the students.
Being involved in this project would consist of an initial conversation of
teaching methods/experience in relation to logic skills. After this, should a
suitable lesson be identified, I would appreciate being in a lesson to see
these methods (and general methods) which would only be used to
support this project. It is worth stressing at this point that, due to University
Ethics Regulations, all data collection must be kept anonymous.
Attached are two documents, a Participant Information Sheet (PIS) which
outlines the proposed collection methods and a Participant Consent Form
(PCF) to complete, if you wish to be involved.
There is a ‘Dissemination event’ planned for the week beginning the 9th
February. This is a requirement of the course, as shown all data will
remain anonymous throughout the project, including this event.
If you have any questions about this please feel free to contact me. There
is absolutely no need to be involved, should you have any doubts. If you
should want to be involved now (and complete the PCF) you can withdraw
your consent at a later point.
Many thanks for your time,
MOD001366 SID: 1136857
Appendix 5 – Collected Data
Interview Data Coding
Set 1
Bold – Application of Logic
Italic – Logic as a Skill
Underlined – Teaching related
Set 2
Key Stage 3
Key Stage 4
Key Stage 5
No Highlighted – Not related to Key Stage
Interview 1 – KS3 Centred
Introduced in KS3 with real world example, such as using blindfolded maze navigation as a
class with only forwards/back/left/right instructions, going round the room giving instruction.
This ensures that there is whole class involvement, although it can be very big gaps in
participation if in large groups. This is reinforced using games such as LightBot, where
students control a character on screen with the same process. <Lesson identified>
Games are taken further with several forming different modules in the KS3 ICT
Curriculum. Kodu allows students to create their own games, from very simple ones
to quite complex. It uses a simple to navigate conditional menu to promote practical
logic:
When X is THIS do Y (THIS is an action or condition, such as touching, bumps,
scored, etc.).
MOD001366 SID: 1136857
Other ideas, such as algorithm design, are shown in smaller examples. These use everyday
tasks, such as getting ready for school or making hot drinks, to show students they already
use these in their daily tasks without realising. The ability of students was said to be very
clear when completing these task.
Scratch is another game based tool, this takes the graphical interface and pulls it
back one step. It uses different objects for different sections of the codes, to begin to
break down the problems. Similar to kodu as it aims to create games in order to teach
how problems are solved.
Python is also a module, though this didn’t have very much experience. The teacher relied
heavily on the resources provided by the other members of staff.
ICT GCSE has minimal links to logic, it is more about creating products that are outlined.
There is an aspect of searching (in Access) which needs some logical application skills
(AND/OR).
Interview 2
Skills in KS3 are taught using examples of problem solving, such as with event driven logic
with game creation. IF this THEN that…
Physical/vocal learning, such as with the ‘boxhead’ (blindfolded maze) but further into
showing algorithm design. This is only linked to simple processes, such as making a cup of
tea. The steps are shown as if describing to an alien. The member of staff normally played
this role, with the class suggesting steps. Staff would cause issues if the instructions were
not clear/overly clear, in order to show the way computers interpreted instructions. This
would often result in humour from the member of staff, as a means of encouraging the
students to become involved. This could also be part of the devil’s advocate (DA) method of
teaching logic/problem solving (in order to poke holes in the instructions).
MOD001366 SID: 1136857
Scratch is good as it introduces different blocks of code that begins to introduce
different parts of code to solve different problems. This also introduces basic ‘FOR’
and ‘WHILE’ loops, as a means of efficient coding.
Python introduces the ideas of ‘NOT’ in programs. It again, moves further away from
the graphical interface, toward text based coding.
KS4 computing brings different skills from KS3 (FOR, WHILE, IF, NOT) together in the
beginnings of coding/problem solving. Problems are introduced and students
encouraged to create a solution using normal English. This is then taken further
towards psudocode, which uses coding ideas (FOR, WHILE, NOT, IF, ELSE…)
alongside conditions whilst still allowing ‘normal’ English for the conditions. Again,
this is stepped back to Programinate, an application that allows a ‘flowchart’ design
to be implemented from this Psudocode. As this is created students can see the text
based code (in several coding languages) being generated in another window.
Reinforcing the transfer from graphical based tools to text based tools. This is encouraged
with set tasks or application needed to be created, such as login method or ‘Hello World’
style coding.
Problem solving is actively encouraged at this point, students often have a natural ability to
‘debug’ existing code. This is actively and passively encouraged, through task set with errors
and students helping peers who are stuck. Often students are picked as ‘student
teachers/helpers’, normally the higher ability students who will move around the class
solving issues. This is encouraged by Code.Org showing team work is often key when
solving problems. This also encourages those students who may already have finished their
tasks, but still allows them to practise worthwhile skills.
For some of the applications of logic, such as Boolean algebra, a combination of
examples and worked questions are used to show how to solve the problems. This
starts at a ‘real’ English example and works through the logic to use the symbols in
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place of the language. This starts with simple examples, and proceeds to more
complex systems in order to build experience and confidence. Tasks are then set for
the students to complete, both in the lesson and at home. <Lesson Identified>
COMP4 (1/4 of A Level) is a course work based application creation task. The students must
find a client to create an application for, these are problems that need solving or finding
better solutions for. Initially there is an identification process, both whole problem (with
regard to the specification criteria/write up) and with beginning to solve the issues, by
breaking them down into stages.
Remote Coffee Ordering App
1. Identify a location/table
a. SOLVED: QR Code on table (also opens app).
2. Submit order
a. Options given to customer.
3. Order shown to Barrister (with locaton).
a. Creating a new view/screen to show this.
4. Barrister marking as complete.
a. Function added for response.
Server Monitoring App
1. Sending information from Server
2. Receiving information from server
3. Storing information (and ‘norms’) from server
4. Checking sent information against ‘norms’.
Initially A Level can be difficult to teach, as some students have studied Computing at
GCSE, so they have a better basis to learn the more complex methods.
Logic skills are used in subjects such as physics and maths, in a similar way to the
application of logic in Computing (Boolean algebra, etc.). These subjects use more
traditional teaching methods, such as the explanation and example process, leading on to
set tasks to assess applied logic skills.
Logic features in whole school ideas, such as independent learning. This uses a broader
idea of problem solving to show how student should be able to resolve issues with their
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work. This features within a broader range of skills used to describe the attributes of a good
independent learner.
Suggested ideas of links between problem solving skills and conflict resolution, this perhaps
also links in with the low ability and students becoming disruptive in lessons when they can’t
complete some stages of problem solving (such as understanding/identifying the tasks).
Suggestion of further investigation into the links between these and the maturity of the
student.
Interview 3
KS4 uses smaller tasks to build up towards a full project in their year 11. Students are given
a brief of a project, which is able to be split into smaller parts. This allows students to put into
practise some of the skills they had learnt over the year. The documentation is important, as
it is meant to show the process of decomposition (breaking problems down) to solve each
step of the processes. This teaches good practise, such as implementing sub-routines in
order to create efficient code.
KS5 problem solving/logic key with COMP4 (as shown with interview 2), most of the
problems students face with completing this project is not the coding side (actual problem
solving/applied logic skills) but the rationalisation that is asked of them in the documentation.
Due to mix of students having studied KS4 Computing they are already practising problem
solving and basic logic skills. The first lessons in Year 12 cover the basic principles of
computational thinking, including decomposition of tasks (sub dividing into smaller
problems/stages). Examples are used to show how several skills are linked back to this idea
of solving the problems.
This allows those who have not studied the GCSE to get a basis of the logical approach.
Students who had completed the GCSE could also benefit from this overview, to reaffirm the
skills. Students who were more advanced could act as support for the other students in the
class.
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Interview Data Coding ARCS Model
Key 1 – Keller (2010) ARCS Model
Attention
Relevance
Confidence
Satisfaction
Interview 1 – KS3 Centred
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Interview 2
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Interview 3
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Interview Data Coding SWOT Model
Key 2 – SWOT Analysis
Strengths
Weaknesses
Opportunities
Threats
Interview 1 – KS3 Centred
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Interview 2
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Interview 3
Observation Data Collection
Observation 1
Lesson observed was a Year 12 computing class, with the introduction of Boolean algebra.
Students had been introduced to the different operators (AND, OR, NOT) before this lesson
and so had a good understanding of how these worked.
The teacher first introduced the ideas on the initial hand-out page, showing several
statements, in a natural English manner. Using some real world examples to show how the
different statements (P/Q/R) can have true or false attributes (introducing the NOT idea).
These were then introduced with a connective of AND to show how they interact.
This was then transferred to a shorthand, reducing the statements to single words, then
further to single letters. This allowed the ideas of conversational English to transfer into
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algebraic notation. In a similar way the different symbols were introduced, starting in
conversation then showing how each is represented. Several notation styles were
introduced, using a chart/table/key to keep track of these.
English/notated examples explained and written. Initially notated expressions are shown,
with the answers being requested in English. The reverse process is then initiated, several
English phrases posed. Once these had established the process the students were asked to
spend some time working through the paper examples, however they were not told that they
needed to complete this individually. This created an environment that included sharing the
work, however there was also some off-topic conversation.
After the simple algebra was introduced and embedded, the focus moved on to introduce
more complex examples. This introduced some simplification methods, such as DeMorgan’s
theorems (in hand-outs). A similar process was shown with rationalising more complex
examples. Further to this ‘truth tables’ were introduced as a means of working out why some
of the rules work. This also introduced a logical means of working, showing step processes
and error checking behaviours. Most of the different methods were not overly explained in
the lesson (I was later told that this was going to be the topic of further lessons in more
depth).
The basic idea of an exclusive OR (XOR) was introduced, using both English and showing
the truth table layout. The students were set the challenge of working out how this was
created (using NOT, AND, OR). After a short time several hints were added to the work.
The description process prompted an introduction on how to use the different symbols to
map out the operator. This seemed like a natural progression within the lesson, with
students suggesting the changes in topic to meet the needs.
Throughout the lesson other areas of the school/other subjects that use the same or similar
methods were referenced, this provided a good background to information. Other resources
that were available to the students, were pointed out to show further context. The real world
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situations were explained as to show that it may not make sense or be linked in a direct
manner. This shifts the focus from linked to real situation to theoretical application. A
significant amount of time was then devoted to the ideas in practise, with examples from
different past exams and some examples from the previously mentioned resources.
Observation 2
Boxhead/LightBot
The lesson observed was a Year 7 ICT class, with the introduction of a new module. The
lesson introduced the idea of different methods of controlling characters.
Initially the teacher explains some reasoning behind control, showing that computers can’t
understand normal instructions as people do, this used some examples in real world
situations. Students are given some basic words including:
• Forward X
• [Turn] Right/Left X
• Stop (used as a safety mechanism)
They are also told that they are able to use numerical values, such as number of paces (for
forward) and degrees for the turning. The teacher also puts a ‘safety’ mechanism in, as both
the ‘stop’ command and a small team of students to work around the ‘box head’. The
students are then asked for a volunteer to take the first turn, who leaves the room.
They then ask for the room to be cleared so that there is an open space in the centre, a path
or maze is set up by some students (initially simply). The student is brought in without seeing
the path, the other students (apart from those in the safety team) are given the opportunity to
give commands to the ‘player’. As students begin to understand the ideas more complex
maps are created.
Students introduced to several web games (including LightBot) which uses the same control
principles, this time the students need to work all the controls out before the ‘game’ starts.
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This shows forward planning skills in the ability to step through the controls. Teacher
introduced the example on screen, putting the control mechanisms to get the game to fail (in
a way the students could stumble too) and introduced a method of solving that problem, by
assessing which parts of the instruction went wrong. This shows some methods/processes
of debugging.
Students set the game light bot, as this has several layers of complexity, this took up the rest
of the lesson. Students who had completed all the levels were give other styles of games,
such as moving a crane to pick up a box, to show how the commands can be expanded with
the logic process remaining the same.
Next lesson simple subroutines (to solve the higher level light bot games) would be
introduced, to build on the learning from this lesson.
Supplemental Observation
I happened to be in a PE lesson, due to setting up a scaffold tower to sort some lights for the
stage production. The teacher had not been informed that this would be happening, and so
entered the room with significantly reduced space.
As part of their adapting the lesson they introduced the idea of problem solving within
sporting situations. This was prompted by the unexpected change in their normal area, so
was incredibly relevant. Students were asked for examples in their experience, as well as
the teachers giving examples of their experiences.
Together these provided some contextualised learning to happen.
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Observation Data Collection Coding ARCS Model
Key 1 – Keller (2010) ARCS Model
Attention
Relevance
Confidence
Satisfaction
Observation 1
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Observation 2
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Supplemental Observation
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Observation Data Collection Coding SWOT Model
Key 2 – SWOT Analysis
Strengths
Weaknesses
Opportunities
Threats
Observation 1
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Observation 2
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Supplemental Observation
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Data Collection Coding – Comment Analysis
ARCS Analysis
Int/Obs ARCS Comment Reduction
Int A New method of working (within ICT) gains the interest of students as it is unusual.
Change in style of teaching
Int A Activities that students complete and are used to are used as means of introducing higher thinking skills.
Change in style of teaching
Int A Unusual style of lesson gains attention.
Change in style of teaching
Int A Humour (in small amounts) is shown as a method of retaining the class’s attention throughout the lesson.
Change in style of teaching
Int A Students are able to choose their own subject for project, often a task is chosen due to personal knowledge of it or the client. Choice
Int A Rationalising their decisions and documenting them appropriately is shown as key in the marking process. Communication
Int C
Increasing complexity level allows students to understand, through accessing simpler ideas and expanding.
Complexity used to engage students
Int C
‘Normal’ English to notated form allows application of the process before complex symbols are introduced. Expanding complexity allows students to establish the process (with the simpler exercises) before moving on.
Complexity used to engage students
Int A
The complexity of new ideas could be a reason for retaining students focus. As well as the group working methods.
Complexity used to engage students
Int A Group examples can show method in clear manner. Examples Used
Int A Examples are relevant to KS5, as they are in KS3. However more complex processes may be shown. Examples Used
Int R Activities that the students complete on a daily process used as a mechanism to introduce new thinking. Examples Used
Int A Game based learning shown to achieve attention from students.
Game Based Learning
Int A Game based learning with new tools.
Game Based Learning
Int C Using skills built with Kodu in new environment, as a mean of gradually removing dependence on graphical interfaces.
Game Based Learning
Int C This uses games to introduce sub-routines and decomposition of tasks in a simple manner.
Game Based Learning
Int R
The style of these blocks allows students to understand how they work in general. (as these surround the code which they use, which can be applied to text based code).
Game Based Learning
Int S Students receive immediate feedback of ideas on processes.
Game Based Learning
Int S
Students able to see how their manipulation of the graphical interface effects the text, allowing further introduction to the text method of working.
Game Based Learning
Int R This allows students, who may not be as confident or used to applying these skills, to refresh themselves on the process. Motivation
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Int/Obs ARCS Comment Reduction
Int S Class completed activity can provide whole group achievements, as well as individual accomplishments. Motivation
Int S
As level of working is clear staff are able to feedback to students, providing both possible improvements on their work as well as giving positive comments. Motivation
Int S
Both the student’s types have satisfaction, stuck students are able to progress (through the help of other students) and these helpers are able to show their debugging skills and resolve issues. Motivation
Int S
Practise questions allow personal feedback as to the students understanding. This can be in a discrete manner (if problems occur). Motivation
Int S
Students are able to help with the teaching in the class will get satisfaction from this affirmation of skills, as well as become more confident (both in the skill and in lessons.). Motivation
Int A New style of tool should bring the students attention to the lesson. Motivation
Int C
Students with a good background to the topics covered will be in a better position to understand the higher levels of thinking within these. Past learning
Int C
Students would be more able to complete activities individually, as they would be better equipped to tackle the problems that arose.
Problem Solving
Int C
Allows the students who had not had the experience with problem solving to gain a basic overview of the process, and why this is important in the Computing Curriculum.
Problem Solving
Int R Introduction to ideas of Computational thinking, by breaking up the problem.
Problem Solving
Int R Links further to all problem solving or event driven activities.
Problem Solving
Int R Further application creation links logic processes such as sub-routines and step processes in one exercise.
Problem Solving
Int R Students can use the skills acquired through decomposition of problems and text based coding knowledge.
Problem Solving
Int R Learning throughout their schooling can be applied to the project.
Problem Solving
Int R
New processes may be introduced, this means that students learning computing will be shown to have high problem solving skills. If a whole school initiative is started around problem solving it would complement the teaching within computing/ICT.
Problem Solving
Int R
Skills developed within problem solving, such as reflection-in-action (Schon, 1991) may help to defuse situations, due to students being able to see the situation objectively.
Problem Solving
Int R Affirms that these skills will be needed in future, as they are introduced at the beginning of the course.
Problem Solving
Int S
Students who are unable to identify the problem, a key part of PS, may become frustrated and refuse to spend more time dealing with the issue.
Problem Solving
Int S Students able to create effective/efficient solutions to problems. Problem Solving
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Int/Obs ARCS Comment Reduction
Int S Less experience with a tool means that staff may struggle to support a breadth of learning, requiring it to be very controlled. Teacher
Int C
Unsure staff may call upon higher achieving students to act as ‘student teachers/helpers’ as a method of class control. This helps those students struggling to move forwards, whilst providing other students with confidence in debugging code. Teacher
Int C
Allowing students to see that they already complete the tasks being asked of them without thinking about them. (Reflection-on-action, Schon (1991)).
Transferring Ideas
Int C Using familiar ideas/processes in new ways.
Transferring Ideas
Int C
Introduction in ‘normal’ English allows confidence to build in the logic process, before transferring to the new style of notation (psudocode).
Transferring Ideas
Int C Students can use the skills acquired through decomposition of problems and text based coding knowledge.
Transferring Ideas
Int C Students able to use prior learning in new situations. Transferring Ideas
Int R Learning completed in physical activity used within next learning process to show relevant.
Transferring Ideas
Int R Linked learning shown to be relevant (similar to the control principles).
Transferring Ideas
Int R Builds on previous learning in same style to advance thinking process.
Transferring Ideas
Int R Previous learning could be applied within the lesson, this process would become established with the style of immediate feedback.
Transferring Ideas
Int R Key idea identified to build on previous ‘IF’ learning.
Transferring Ideas
Int R Previous learning continued into next level of study.
Transferring Ideas
Int R
Logic process created using recently acquired skills in a graphical way, linking back to the KS3 method of learning. Whilst maintaining the text based processes alongside.
Transferring Ideas
Int R Learning completed in other areas of the school can be applied to Computing, especially with maths.
Transferring Ideas
Int R Previous learning builds up to this project, so enables students to see how the learning is applied in real world situations.
Transferring Ideas
Int R Building skills from KS4>5, however due to the only recent addition of KS4 computing this is yet to be seen in practise.
Transferring Ideas
Obs A Specific examples used to show usefulness and relevance. Change in style of teaching
Obs A Change to the normal method of instruction engages students. Change in style of teaching
Obs A New style of method for subject. Open spaces used within lessons such as PE and Drama.
Change in style of teaching
Obs A Unusual teacher fills expert role. Get attention of students. Change in style of teaching
Obs A Students aware of change to norm. Change in style of teaching
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Int/Obs ARCS Comment Reduction
Obs A Focus moved a little of topic here, ‘inquiry arousal’ not maintained at student lead sections. Choice
Obs R Allowing the choice of how to complete their work (individually or in pairs or groups). Choice
Obs A Perceptual arousal – new style events gain interest.
Complexity used to engage students
Obs A Complexity as a means of keeping interest.
Complexity used to engage students
Obs A Complex ideas introduced to stimulate inquiry.
Complexity used to engage students
Obs A Inquiry process established to show problems and student keen to learn of
Complexity used to engage students
Obs C Practise allows students to confirm their skills. Successful application encourages future practise and confirms learning.
Confirming Learning
Obs R Confirming their current learning. Confirming Learning
Obs R Truth tables introduced as a highly relevant method to assess the algebra. Examples Used
Obs A Using specific examples to show processes. Examples Used
Obs C Idea is introduces as a means of showing students the principles and that they can easily understand them. Examples Used
Obs C Students asked for relevant examples in their experience, learner has control for this section. Examples Used
Obs R Introducing the idea of modelling a situation. Examples Used
Obs R Presenting the worth of the introduced ideas. Examples Used
Obs R Linked to realist examples rationalising reason for learning. Examples Used
Obs S Teacher examples used to support and legitimise the student submitted ones. Examples Used
Obs A Generally games are discouraged, new method keep interest. Game Based Learning
Obs C As students move through levels confidence is built using pass/fail feedback.
Game Based Learning
Obs C New challenges able to be addressed to improve confidence levels of those who may not have succeeded initially.
Game Based Learning
Obs S Each challenge is met with instant feedback. When successful students feel encouraged to take next level as challenge.
Game Based Learning
Obs S Completing the entire game provides satisfaction. Game Based Learning
Obs C Safety mechanism used to encourage students, so they are more comfortable when volunteering.
Inclusion Mechanism
Obs C Students more engaged as they created the challenge. Inclusion Mechanism
Obs A Introduction of next learning activities start interest in next learning steps.
Transferring Ideas
Obs C This sets clear objectives of what is expected from the students. Motivation
Obs R Presenting the reason/worth for the learning. Motivation
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Int/Obs ARCS Comment Reduction
Obs S Students can see that they are able to complete the initial tasks with this subject. Motivation
Obs S Students encouraged as part of the process. Motivation
Obs A Active participation encouraged with whole class questioning. Motivation
Obs C
This encouraged some of the students who may have been struggling, however may discourage some students from completing the work on their own (without the help). Motivation
Obs A This allows a link to past learning, confirming the relevance of this. Past learning
Obs C Confidence is built as each maze is completed. Past learning
Obs C Confidence is built at each success, with skills being encouraged. Past learning
Obs C Student derived process in learning, knowing what is needed to continue their learning.
Problem Solving
Obs C If students come into issues they know how to proceed to resolve these.
Problem Solving
Obs R Relevant issues raised, including methods for dealing with problems.
Problem Solving
Obs A New methods of completing the English phrasing. Transferring Ideas
Obs C Converting to shorthand/letters in a group allows the principles to be visually transferred, showing that the students can complete it.
Transferring Ideas
Obs C Built upon existing and recently gained knowledge. Transferring Ideas
Obs R Showing how complex phrases can move towards the simpler ones already covered.
Transferring Ideas
Obs R Learning completed earlier in that lesson utilised to encourage logical working processes.
Transferring Ideas
Obs R Using past learning applied to next level thinking. Transferring Ideas
Obs R New learning linked back to past learning. Transferring Ideas
Obs R Experience linked to other possible areas of study. Transferring Ideas
Obs R Students see how initial teaching (lecture) works in a real environment.
Transferring Ideas
Obs R Shows how ‘box head’ learning works on completely logical avatar.
Transferring Ideas
Obs R Relevancy to further learning confirmed. Transferring Ideas
Obs R Linked to experiences within the subject/further. Transferring Ideas
Obs S Reinforcement of the ideas. Transferring Ideas
Obs S Moving from real to theoretical confirms learning. Transferring Ideas
Obs C This provided the students with a good basis for moving on with the topic, as well as giving a confident starting point.
Transferring Ideas
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SWOT Analysis
Int/Obs SWOT Comment Reduction
Int O Allows use of communication skills to explain ideas clearly. Communication
Int T
PS might be brilliant, but if the student doesn’t have the communication skills this impacts grade. Communication
Int T
Student may have created a solution to the problem, but unable to communicate this effectively. Communication
Int O Method of building confidence within this process. Confidence Increased
Int O Physical learning directly applied in theory. Examples
Int O
Learning in unexpected situations, reflection-on-action (Schon, 1991) allows realisation of processes. Examples
Int O
Allows students reference to how to describe. Used in children’s television as a method for introduction to new ideas. Examples
Int O Drama created to maintain interest/demonstrate ideas. Examples
Int O Example based teaching keeps the processes at a level that new students can understand. Examples
Int S Showing real world examples allows contextualised learning to occur. Examples
Int S New skill linking back to real world examples that student’s experience. Examples
Int S
Gradual process of reduction in graphical controls allow the text-controlled ideas to begin. Examples
Int S Example based teaching with reference to student’s experience. Examples
Int S Example based teaching keeps the processes at a level that new students can understand. Examples
Int O
Process could be expanded to include non-coding related items to give more context. However is used to support current learning. Examples
Int O Advanced processes introduced in simple graphical ‘building block’ styles. Game Learning
Int S
Game based learning shown as good method of motivation and teaches computational logic well. Game Learning
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Int/Obs SWOT Comment Reduction
Int S
Easily navigated controls allow students to focus on solving their problem, not trying to find correct tool. Game Learning
Int S Tool used encourages student to use advanced computational thinking processes. Game Learning
Int S Humour shown as key method to keeping student’s motivated (ARCS). Motivation
Int S
Introducing key skills to new students at the beginning to show the importance of the tasks. Motivation
Int T
If all of the class take turns this could result in some ‘switching off’, if a random/hand up method used some students may not become involved. Could work better to introduce as an idea and then split into smaller groups. Motivation
Int T
Python is a text based editor, moving straight there might discourage some students. Motivation
Int T
These students may feel pressured into these roles, possibly discouraging them from completing further work to the best of their ability. Motivation
Int T
Students could struggle without any processes in place (at home) to help, such as peer assistance and teacher assistance. Motivation
Int T Possible problem if they cannot identify an appropriate client. Motivation
Int T Not only disrupts their learning but could interrupt other too. Motivation
Int T Could become disinterested as already possess good skills. Motivation
Int W
Although recapping work could be good students (who completed GCSE) may find it too simple/may benefit from more practise on other areas of the curriculum. Motivation
Int O
Students completing both roles on their own would meet the Robbins (2011) method of teaching problem solving as well as DI/DA approaches. Problem Solving
Int O
When students naturally create these roles they should not be discouraged (apart from in testing/assessment processes). Problem Solving
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Int/Obs SWOT Comment Reduction
Int O Creating better solution enables more tasks to be found by students. Problem Solving
Int O PS possibly not considered as coping strategy before. Problem Solving
Int O
Students allowed the time and support to be able to solve problems on their own, with some support where needed. Problem Solving
Int S
Application of skills developed over KS4/5 to real world problem. Effective initial identification is key to solving the problems posed. Problem Solving
Int S
Computing students may be better equipped to learn independently, due to skills cultivated through KS4/5. Problem Solving
Int S
Application of Robbins (2011) DI/DA problem solving approaches could be seen in this activity. Problem Solving
Int T
Possibly better to encourage paired/group work, so that students able to see both sides. Links to DA approach. Problem Solving
Int W
Although ability assessed, informally, no sanctions in place to support these students develop skills. Problem Solving
Int W
Possibly less focus on this in curriculum, as PS is more a more complex idea to understand. Problem Solving
Int O
Beginning to introduce ideas of decomposition of tasks to create sub-routines. (A Level skill) Segmenting
Int S
Method of decomposition shown to students within their own learning. Relevancy of process. Segmenting
Int T
Unfamiliarity with the program/application means staff are not confident when teaching this. (BroadcastExchange, 2015). Teacher
Int W
Reliance on resource alone restricts further learning opportunities, as students have different abilities this may also restrict access to module for some. Teacher
Int O Further use of decomposition of tasks (A Level skill) reinforcing prior learning. Transferring ideas
Int O Shows good transferring program, uses graphical and text based coding. Transferring ideas
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Int/Obs SWOT Comment Reduction
Int O
Task based approach introduces new ideas in staged manner, also building upon prior work on decomposition and sub-routines. Transferring ideas
Int O
Potential for cross curricular Continued Professional Development (CPD), even if just with school. Transferring ideas
Int O Possibility of teaching this on a whole school level could improve skills within computing. Transferring ideas
Int O Creating sub-routines builds on prior learning, through KS4 and KS3. Transferring ideas
Int S
New/different activities engage students, linking back to past experiences for learning opportunities. Transferring ideas
Int S Using prior learning in next stages. Transferring ideas
Int S
Pusdocode a good ‘middle ground’ to introduce between ‘normal’ English explanation and language based coding. Transferring ideas
Int S Prior experience (of graphics based coding) used to introduce new ideas. Transferring ideas
Int S Slow transfer does not discourage students. Transferring ideas
Int S Idea introduced to show relevancy to whole coding process. Transferring ideas
Int S
This approach introduces students to the process, as well as showing it applied in a suitable situation. Transferring ideas
Int S
Provides students with a method of communicating their ideas naturally, before introducing the notation. Transferring ideas
Int S
Repeating skill acquisition in new level thinking is not a negative process, it could show new angles/ideas that may not have seen before. Transferring ideas
Int W Key idea introduced alongside new tool, possibly better to introduce one at a time. Transferring ideas
Obs T
This possibly invites some problems, as the method of working had not be explicitly stated. Communication
Obs W
Simple chart drawn on board, this was reactive however could have been done before hand for reference. Communication
Obs O A key skill that could have been highlighted verbally within the lesson. Examples
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Int/Obs SWOT Comment Reduction
Obs S Error checking methods and new methodology introduced with examples. Examples
Obs S Further subject resources used to support learning. Examples
Obs S Establishing reason for learning by providing context. Examples
Obs T
Not all students may have had the chance to complete real world problem solving, this might mean they feel isolated or removed from the lesson. Examples
Obs W
Perhaps a missed opportunity, this would be a logical step, explaining the tools being used and how they work. Examples
Obs S
Students encouraged to create their environment, this is echoed later in the creating their games. Game Learning
Obs S
Game based learning activities shown as a key way of implementing ARCS model of motivation. Game Learning
Obs O
Students automatically set to working in their preferred style (Individually/Pairs/Groups). Independence
Obs O Student lead learning has more impact Independence
Obs O
Students could have used more time to establish these controls on their own/with a little prompting. Independence
Obs S
Students used the gained skills to apply to the next level of thinking, this was a challenge of the lesson. Motivation
Obs W Lower focus levels meant that students may not achieve potential. Motivation
Obs W
Introduced too soon in the lesson, very short time for student to apply newly introduced skills. Meant that some of the students (more advanced) were able to instantly solve the issue, instead of spending more time to work it out themselves. Motivation
Obs O
Although initially seen as a negative this can produce some brilliant learning opportunities. Many staff have commented on this sentiment. Problem Solving
Obs O Subject not a normal topic, could be implemented as a theme. Problem Solving
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Int/Obs SWOT Comment Reduction
Obs S
No issues were raised with the change in plan, staff member accepted and moved forward with resolving. Problem Solving
Obs S Unusual in most lessons, especially ‘core’ PE. Problem Solving
Obs W
Safety processes could be established by whole class consensus. Only adding to by staff if needed. Problem Solving
Obs T
Student now not part of the active process, playing part of the computer restricts learning. Restricting Learning Opportunities
Obs W
Students in ‘safety team’ not part of initial process, swapped further into the lesson for others. Restricting Learning Opportunities
Obs W
This idea is not introduced initially, though is a logical process from the initial idea. This could have been introduced earlier. Restricting Learning Opportunities
Obs W
Possibly should have left the student to fail initially, to work out the solutions on their own. This may have solidified the skills that were introduced. Restricting Learning Opportunities
Obs O Can see how these are created, using a logical process. Segmenting
Obs O
This provides examples of good methodologies and practises to take forwards, beyond computing to the other areas of study. Transferring ideas
Obs O
Application of these skills is a good way of checking understanding (of previous learning) whilst moving the lesson forwards to fresh ideas. Transferring ideas
Obs O
Moves the inference of the learning beyond the single subject, proves the relevancy of the learning. Transferring ideas
Obs O
Students able to understand notated processes from realising their past experiences link to the application of Boolean algebra. Transferring ideas
Obs S Building on past learning, making this relevant. Transferring ideas
Obs S Using existing knowledge/experience linking to new ideas. Transferring ideas
Obs S
Introduction to simple idea give the confidence needed to tackle larger new ideas. Transferring ideas
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Int/Obs SWOT Comment Reduction
Obs S Uses the ideas introduced earlier in the lesson to explain next level of working. Transferring ideas
Obs S Previous learning (in other subjects) referenced too. Transferring ideas
Obs S Initial learning expanded to show further applications. Transferring ideas
Obs T
Possibly should have been introduced before XOR challenge, would provide better method of embedding learning. Transferring ideas
Obs T
Students not able to take part in the learning process initially. Though the teams are rotated at a later point. Transferring ideas
Obs O Opportunity available for introducing with impact? Motivation
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Appendix 6 – Invitation to Dissemination Event
Subject: Invitation to Event - Thursday 26th Feb at 3:15
Hello,
As many of you may know I have been completing an online degree "Learning,
Technology and Research" through the Anglia Ruskin University. Part of this is a
Major Project relating to a work topic, along with an event showing this project.
Therefore I would like to invite you to the dissemination event for the project 'An
evaluation study of teaching logic skills within the computing curriculum.' this would
introduce the degree as well as chart the project processes.
It would mean a lot if you could attend the event on Thursday 26th February in IT5
from 3:15, for around 30-40 minutes. The feedback from this event plays a part in the
assessment of the project.
Please let me know if you can attend.
Many thanks,
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Appendix 7 – Dissemination Documents
The PowerPoint used in the dissemination event can be found in the attached files, titled
‘MOD001366_1136857_Appendix 7 - Presentation.pdf’. This includes the main slide and
associated notes.
WordPress™ Blog for Handout Content
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WordPress™ References
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Appendix 8 - Extracts from Feedback
Throughout the extracts the audience will be identified by using the ‘A’, with a number to
identify the different participants. The presenter will be referred to as ‘P’ to form a
conversational structure.
Comment 1
A1: In terms of presentation […] I felt that it isn’t quite clear what the
purpose of the session has been. […] it might be useful to state this
upfront so that it is clear to the audience what their involvement is and
what you [presenter] are expecting to get out of it.
P: That’s something that I hadn’t considered, [the purpose] is presenting
the findings and it’s a way of sharing what I have done over the last few
months and years.
A1: That defiantly came across in the way it’s been presented is ‘this is
what I’ve done’ which is what that I have taken from it. It also shows that
you have found some interesting things on the way.
In terms of general presentation [structure] is useful for the audience, who
are coming in cold, to understand what the point of the session is.
I tend to think in bullet points, so it would be helpful to have [items such
as]:
objectives,
why [topic was] chosen,
main focus,
problems,
limitations
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A summary at the start would have been good to allow staff to see how the
results were achieved.
The comments were mostly based around the structure, but I can see all
the work and effort that has been put in.
P: That makes complete sense, it’s probably something that I hadn’t
considered being ‘within’ it [the presentation/research].
Comment 2
A2: You mentioned that you collected some data, but didn’t [go into much
detail] on it.
P: The data was the interview, with staff, as a conversational style
interview. And […] a couple of observations, 3 main observations and a
‘supplemental’ observation. Which is the term used for the smaller
[observation] where I happened to be [in the lesson].
A3: The sort of thing that if you were popping in and spot something [you
could include].
P: Yes, and actually that one was really good to see.
A4: In terms of initial [interview] data collection how many sources were
there.
P: There were 4 members of staff that I spoke to at the interview style
[stage], who all built on each other’s interview [information]. So there were
areas where I had the prior knowledge, as I had been in the previous
interview, and had the conversation [about that small topic] before. So I
was able to be more structured [when covering the points that other staff
had raised].
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A3: So that decision making process, as to who you were going to
interview in the first place, must have been very involved.
P: It initially started […] with all of the IT and Computing team, but then
[the invitation] went further to the physics and maths [departments] which
were the areas that I looked at and [saw] logic skills within the curriculum,
[..] from broadly knowing what the curriculum was based around.
Comment 3
A4: Are those [as identified in Comment 3] the people that had completed
the ethical considerations [applied to], and completed the ethics sections.
P: They [are the people] who initially signed the PCF, and the rest of the
[formal] ethical consideration (such the ethics forms) is to support them,
such as [ensuring] their anonymity and ethical wellbeing.
Comment 4
A5: Probably not a fair question, but as you have been thinking about
computational thinking, logic and problem solving skills. If you had a magic
wand what would be the one thing you would get staff to change or to think
about themselves.
P: Because I was in the lesson where it happened [supplemental
observation], when there are problems or issues [in lessons] it would be
good to share this with students. To allow [the students] to see the
processes behind [resolving the issue/problem], to show the staff reflection
and problem solving skills. But I know that this is difficult for staff to
complete, within the lessons and takes a lot of confidence from the staff [to
share with the students].
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A5: But perhaps for staff to stop for a moment and think ‘there is an issue,
but is this a learning opportunity for student’.
P: That identification at the time, within the lesson, […] meets a lot of the
ARCS model of motivation.
A5: I think you’re right, because that does take confidence from the
member of staff.
A3: Completely [agree], especially if something is going badly.
A5: The management or the school’s ethos has to be that it is ok to share
[these problems] and it’s not going to come tumbling down on [staff] if [the
problems] are worked through. To demonstrate [problem solving]
ourselves.
A3: [The ethos] would encourage more risk taking in the classroom, which
would make for a more lively learning environment.
Comment 5
A5: When you’re teaching, especially with computing, one of the first
things that you can do is admit that you are stuck, as there are people
around the room who will suddenly see another way of doing ‘it’.
Sometimes you end up with 12 different ways of all doing the same thing,
and actually getting stuck is sometime great [for learning].
P: That’s something that one of the sources, from YouTube picked up,
basically saying that some computing teachers are getting worried as
student know more than them. They [students] may know more about the
coding, but [...] the staff member’s job is to teach the skills behind [the
coding knowledge]. Which is a lot of what the computing curriculum and
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resources are designed to support. Actually finding the problems but
allowing the students, who might know more of a certain language, to have
the opportunity to resolve it.
A3: As you [as a teacher] are bringing more knowledge to the table,
linguists and mathematicians, people with different skills are going to
approach the problems in different ways.
P: That broad range of [inputs] is good to create a rounded individual.
A5: Being confident in your subject knowledge, but confident to a point in
which you know you can solve that problem, but you might not be the only
person in the classroom to solve it.
A3: [Such as] aspects of collaborative learning.
Comment 6
A6: In your research did you come across any activities to help students,
to teach them the problem solving skills in the first place. I understand the
problem solving [is link to] independent learning, by showing that you can
work out how to do it. Was there any activities for any subject could say,
plug a question into with almost like a flow diagram that took them through
steps. As a starting point for student.
P: There wasn’t anything as structured as that but the DI is a lot of how
problem solving is taught, particularly at a higher level. But it’s the
introduction of a dialogue between two people, so introducing the idea
between a member of staff and student. Then it transfers to two students,
to have an actual conversation. Then transferred to one person, to develop
the analytical skills and listening / questioning role. At this stage the
student is voicing it aloud, going through the process to the member of
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staff. Then that process is more structured in their own ‘inner monologue’.
That’s the process that was introduced.
A6: that’s good, but thinking with an SEN hat on, some of our students
don’t have those skills or wouldn’t even know where to start, things like
that would be quite good to help. Even if they had a laminated sheet that
they took around with them to every class, with the classic option (ask the
teacher…). But that’s interesting, thank you.
P: I can have a look further, for different authors, to see if there is anything
like [what you described].
Comment 7
A5: There probably is, as it’s very interesting that, especially with SEN
students, that sometimes there are [those] who completely get
programming and can completely see the logic behind it. They can
program to their hearts content but can’t apply that.
A3: It’s very similar, in terms of the logic, in German. The grammar, the
structures and the way that you apply it. Other languages (French,
Spanish and Italian) are a bit more fluid and you can adapt. But German is
quite rigid, in terms of the logic that you are using. I have noticed that
same situation.
P: I guess that is linking back towards the step processes and how that is
applied, there are some students who are better at identifying with that