The results are in

le sport Image:clker.com

I wouldn’t even have considered trying the computational thinking approach to my Year 10 topic of Talking about Sport unless I was fairly certain it would succeed or , at least, sustain a level of competence in myself and my class which was credible. These are Year 10s going into Year 11. Calculated risk and intelligent trials are worth the effort and will improve performance and outcomes. Flying blind with no sight of the ground is not an option. As you can see from the last post I restructured the topic to ensure it met with the computational thinking elements. I am refreshing my own coding skills so I was more than acutely aware that every tiny bit matters and that it is not a sin to be working in the dark. I was also aware that when you take yourself up to higher level learning you have to copy. You have to look to who can do it and learn from them by leaning on them and their knowledge. Soon, your brain patterns the information and you can start doing things for yourself. The end part of my Sport topic was an assessment of a dialogue where one student was wildly enthusiastic about sport and the other one was very reluctant and negative. We built it up from vocabulary, to expressions, to specific sentence patterns for positives and negatives. We reinforced it all with online training. We listened to French people talking about sport and listened for what we could recognise. We did small exercises to practice one thing and put them on our blogs. We did tiny orals to get used to saying things. They then had to emulate a dialogue we could hear and see online. They changed it a bit and we listened to the original dialogue and then they had to do their version and record it. We then came to their having to do an authentic dialogue of their own. I had marked a dialogue of theirs at the beginning of term. They weren’t bad but they were a bit awkward and I could hear the students were not comfortable at this level of French even though they could understand it. I am now really glad I decided to go about the Talking about Sport dialogue in a computational thinking way. It has made a considerable difference. I was marking the sport dialogues yesterday. They had all handed them in. They sounded confident and competent. They sounded like they were relaxed and having fun. The dialogues were far more natural and their pronunciation was so much better. Working though a topic or lesson from a small thing to a bigger thing is not foreign to me because I have been using gaming principles for a couple of years now. The computational thinking approach has refined that further and is a logical next step to that methodology.

Computational Thinking for Educators

certificate of completionI have completed the Computational Thinking Course for Educators which was run by Google. I have done it over several weeks but it could have been completed quickly. I looked at all the different things to do with coding and applications, I have participated in the online comments and feedback and now I have finished the projects. None of this was arduous but what it did was made me think about things differently, shed some new light as to how I could approach teaching and students. My project was to use computational thinking to teach a topic of French. I have just done that and it has worked well. computational thinking. You can have a copy of it to look at if you like:Year 10 French, so that you can see how I have set a topic up in terms of computational thinking. It was an interesting project.Now that I have done that I have decided it’s a good way to allow teachers to develop in terms of performance standards – give them a tertiary challenge!

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