distance learning attempt 1 - george westgeorgewest.info/wp-content/uploads/2015/02/mod...mod001366...
TRANSCRIPT
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)
MOD001366 SID: 1136857
Work Based Major Project Table of Figures .................................................................................................................... 4
Introduction ........................................................................................................................... 5
Literature Review .................................................................................................................. 6
Introduction to logic ........................................................................................................... 6
Teaching Logic .................................................................................................................. 7
Learning types or styles ................................................................................................... 11
Methodology ....................................................................................................................... 13
Data Collection.................................................................................................................... 15
Ethical Considerations ........................................................................................................ 17
Account of Project ............................................................................................................... 19
Curriculum Documentation Review .................................................................................. 19
Data Collection from Staff ................................................................................................ 23
Coding Results ................................................................................................................ 29
Project Questions ............................................................................................................ 36
Preparation for Dissemination ......................................................................................... 38
Reflection on Dissemination ................................................................................................ 40
Dissemination Event ........................................................................................................ 40
Reflections on Comments................................................................................................ 42
Stitching .............................................................................................................................. 47
Research ......................................................................................................................... 47
Learning Outcomes ......................................................................................................... 47
Changes to the Plan ........................................................................................................ 49
References ......................................................................................................................... 51
Appendix 1 - Literature Review ........................................................................................... 59
Appendix 2 – Ethics Documents ......................................................................................... 60
Ethics Stage 1 Form ........................................................................................................ 60
Participant Information Sheet (PIS) ................................................................................. 67
Participant Consent Form (PCF) ...................................................................................... 68
MOD001366 SID: 1136857
Signed Letter from the Gatekeeper .................................................................................. 70
Project Plan ..................................................................................................................... 71
Approval from Faculty Ethics Review Panel (FERP) ........................................................ 72
Appendix 3 – Academic Literature Reviews ........................................................................ 74
Department for Education (DfE) Programme of Study ..................................................... 74
AQA GCSE Specification................................................................................................. 74
AQA A Level Specification ............................................................................................... 74
Appendix 4 – Data Collection Invitation ............................................................................... 75
Appendix 5 – Collected Data ............................................................................................... 76
Interview Data Coding ..................................................................................................... 76
Interview Data Coding ARCS Model ................................................................................ 81
Interview Data Coding SWOT Model ............................................................................... 85
Observation Data Collection ............................................................................................ 88
Observation Data Collection Coding ARCS Model .......................................................... 92
Observation Data Collection Coding SWOT Model .......................................................... 95
Data Collection Coding – Comment Analysis................................................................... 99
Appendix 6 – Invitation to Dissemination Event ................................................................. 111
Appendix 7 – Dissemination Documents ........................................................................... 112
WordPress™ Blog for Handout Content ........................................................................ 112
WordPress™ References .............................................................................................. 114
Appendix 8 - Extracts from Feedback ............................................................................... 117
Comment 1 .................................................................................................................... 117
Comment 2 .................................................................................................................... 118
Comment 3 .................................................................................................................... 119
Comment 4 .................................................................................................................... 119
Comment 5 .................................................................................................................... 120
Comment 6 .................................................................................................................... 121
Comment 7 .................................................................................................................... 122
MOD001366 SID: 1136857
Table of Figures
Figure 1, Slides from initial presentation, seen in Appendix 21 – Dissemination Documents14
Figure 2, Slides from initial presentation, seen in Appendix 7 – Dissemination Documents . 16
Figure 3, Slides from initial presentation, seen in Appendix 7 – Dissemination Documents . 18
Figure 4, Extract from Department for Education (DfE) Programme of Study, Appendix 3 –
Academic Literature Reviews .............................................................................................. 19
Figure 5, Coding extract – Full coding can be seen in Interview Data Coding, Appendix 5 –
Collected Data .................................................................................................................... 25
Figure 6, Coding extract from Observation Data Collection Coding ARCS Model, Appendix 5
– Collected Data ................................................................................................................. 26
Figure 7, Extract from Observation Data Collection Coding SWOT Model, Appendix 5 –
Collected Data .................................................................................................................... 28
Figure 8, Extract from Data Collection Coding – Comment Analysis, Appendix 5 – Collected
Data .................................................................................................................................... 29
Table 1, SWOT Analysis Full Data ...................................................................................... 30
Table 2, Interview SWOT Analysis ...................................................................................... 30
Table 3, Observation SWOT Analysis ................................................................................. 32
Table 4, ARCS Analysis Full Data ....................................................................................... 33
Table 5, Interview ARCS Analysis ....................................................................................... 33
Table 6, Observation ARCS Analysis .................................................................................. 35
Figure 9, Physical Drafting Process .................................................................................... 38
Figure 10, Result of Drafting Process .................................................................................. 38
MOD001366 SID: 1136857
Introduction
The Computing Curriculum has changed since the Department for Education updated it in
2012. More skills are being taught which relate to this, one type of skill relates to logic or
critical thinking. Due to my limited knowledge of the curriculum, and my eventual aim to
become a teacher, an evaluative study into teaching these skills will be useful.
Logic is a skill taught in many subject, not only within computing. Subjects such as Science,
Maths and Electronics provide a step process to reach an aim. These all teach skills in
different ways and still help to form an effective critical thinker. Activities including the Duke
of Edinburgh Award help with contextualising learning, using a map in a real environment is
a key use of logic skills.
This study aims to look at both the content of the curriculum and teaching methods. These
will be investigated using informal interviews with subject teachers, lesson observations and
comparative methods to investigate changes.
MOD001366 SID: 1136857
Literature Review
Introduction to logic
When used in relation to computing, logic has several different meanings. Initially there is a
link to computer logic, that of the actual device using its programming to perform a task.
There are other aspects of the computing curriculum that use this style of logic, including
sorting algorithms, Finite State Machines and Boolean algebra (Department for Education,
2014). All of these items are based on aspects of computer logic, to understand these
human logic needs to be applied.
Korkmaz (2012) shows that there is a key link between critical thinking and the skills needed
to understand and create computer based logic. The skills needed to actually design
algorithms involve very complex step processes and dependencies, therefore the ability to
think logically is key. These stem from how the computers interpret commands, using only
the instruction that they are given. Being able to think in this way shows that the person
possesses highly advanced thinking skills.
Korkmaz (2012) also shows the link between algorithm design and advanced mathematical
intelligence, these are closely linked to step processes. Solving mathematical equations is a
logic process. The key knowledge being used, in an advanced manner, to find the solution to
the problem.
Morsanyi, Devine, Nobes and Szucs (2013) show that transitive inference, a key type of
logical reasoning, is linked to achievements in Maths. They performed a study using a trial
on 34 children with different mathematical ability. The investigation shows links between this
performance, logical reasoning and the ability to use transitive inferences in discovering the
answers. They showed their preconceptions as to the results of the study as a means of
prediction. The tests included some statements that went against empirical truths, the
students being asked to work out which is a true statement from only the information
provided. This was to encourage the participants to rely on the reasoning in the moment, not
MOD001366 SID: 1136857
their real world experience. This is akin to the Governing Variables as Tam (2010) shows,
overcoming and identifying these meant that students could move beyond their assumed
knowledge.
The results that Morsanyi, Devine, Nobes and Szucs (2013) collected showed that verbal
reasoning was also important in the subjects tested. The purely mathematical reasoning will
not solve all problems. Due to the methods of testing language understanding plays a role in
comprehension. The students were given a question booklet and had a tester to read the
question. This would cover both the audio and visual learners within their groups (Mumford,
1986).
Teaching Logic
It is shown that problem solving, analytical thinking and reasoning are all able to be taught.
Robbins (2011) uses questioning methods to teach these skills. Learning ideas or
information just to repeat it later is not a good way for students to be taught, however can
provide a good knowledge base to build from.
Robbins (2011) shows that teaching students to actively question their environment is far
more valuable than just teaching basic information. He shows several ways problem solving
is ineffectively taught, such as; giving students open ended problems, showing worked
examples and group working. All of these exercises have their merits but none teach
problem solving, as one lacks feedback, one allows too much teacher led activity and only
uses one example.
Problem Solving
Although the aim for most teachers is to create good problems solvers the lack of knowledge
on how to create these effectively is a real issue. Robbins (2011) shows that real problem
solving involves identifying the issue itself. This is where the other methods are lacking as
they focus on solving an issue that has been presented. Robbins (2011) supports the same
theory as Morsanyi, Devine, Nobes and Szucs (2013). Their experiment has found verbal
MOD001366 SID: 1136857
stimuli is an important aspect within the problem solving methods. This could be in the initial
delivery of the problem, but Robbins (2011) shows how working through a problem verbally,
even only to oneself, can help the user to identify.
Bloom (1950) was an initial advocate of teaching problem solving, he shows the idea of the
active listener. Using an inner monologue the user can use a step process to identify and
solve problems that they encounter. This Dialectic Inquiry (DI) is used almost automatically,
but it can be encouraged and cultivated though active use. Whimbey and Lochhead (1991)
build on this idea within Cognitive Process Instruction. They show that if the participant can
grow the idea of verbalising the issue and also include aspects of active listening a useful
dialog can be started, one where the user can develop ideas and performance relating to
self-interaction.
Chanin (1985) describes this process as dialectical inquiry (DI) however states that the
approach can be limited, due to the basis of the participant’s knowledge or view. This
assumption could be directly linked to working on problems without identifying the Governing
Variables, as described by Tam (2010). Not identifying these values can lead to work being
completed with no result, as the initial assumptions.
This could be said to be similar to the ‘devil’s advocate’ (DA), with the active listener role
altering to make an opposing argument. This seems counterintuitive with one party trying to
find issues with what is proposed. However Cosier (1990) uses examples, such as collective
agreement in boardroom meetings, to show how important honest, negative, feedback is.
This can often help the problem solver to navigate false assumptions and enhance initial
analysis of ideas.
Chanin (1985) shows in order to create an effective individual both of these ideas need to be
used. Cosier (1990) argues both ideas use similar methods to reach their critiques of the
proposed plan, becoming identifiable as either a dialectical or devil’s advocate approach only
when voiced.
MOD001366 SID: 1136857
Another stage of the problem solving process that Robbins (2011) teaches is the need for
the initial problem to be identified. This is a key task that uses analytical thinking but can also
grow as the problem is further defined. This questioning ability is one that is underused in
the classroom, normally only to a check basic level understanding. It can be utilised to create
a student that questions and so learns far more than the passive student. Similar skills are
used to break a problem down into smaller problems. Morgan (1998) shows that people
become overwhelmed with the scale of the problem.
Robbins (2011) uses the techniques developed by Whimbey and Lochhead (1991) and so is
able to teach problem solving techniques. Initially all aspects of the process, the speaker and
listener, are assessed showing the aspects both negative and positive. The process is first
shown with two practitioners, one playing the problem solver and the other the active
listener. These roles are then condensed into one person, completing both sides of the
conversation. Robbins (2011) encourages vocalisation of ideas, so that the process can be
observed by the instructor. The process still take on a step process, with the problem going
through stages to define a solution effectively. After this process Robbins (2011) encourages
some individual experimentation, with reflection after the events, such as using reflection-on-
action, as shown by Schon (1991).
The methods used by Robbins (2011) are similar to the genre dialogue encouraged as part
of this degree, creating work in a different genre can allow a more natural method of
beginning this dialogue. Skills such as reflection (Tugui, 2011), action inquiry (Torbert,
2004) and Governing Variable identification (Tam, 2010) all develop questioning and
analysis skills within the participant. The degree seeks to solve a problem, especially within
this module, by using a step process of investigation, analysis and dialogue.
The skills described as problem solving can be directly linked to the skill of logic, within the
subject computing. Cultivating this skill should be a key aim within schools, shown by the
Department for Education (2012).
MOD001366 SID: 1136857
Classification
Micklo (1995) shows how teaching classification logic can be valuable. This style of logic is
similar to a sorting algorithm or Boolean algebra. Initially children use a sorting process to
identify items they know, given exercises in sorting they will categorise with simple graphical
terms, such as shape or colour. As they develop, and gain more understanding and context,
their logical abilities also increase. Now being able to use different attributes to sort items,
extending further to use acquired knowledge from experience.
As these skills develop children are able to identify like items, and further still, to rationalise
how some items are different. This could be shown with sorting pencils, initially by colour,
then on more complex attributes, such as if they need to be sharpened. This uses critical
thinking to rationalise how and why some objects differ from one another. Students are also
able to show items that hold multiple values, but are separated by one different
characteristic. This is the basis of Boolean algebra, using an AND, IF and a NOT. The
grouping shown earlier would form sub groups using these operators, with two attributes of
‘Blue’ and ‘Sharp’. Within the blue pile there would be two smaller piles using the logic
below:
Blue Pile 1 - Blue AND NOT Sharp
Blue Pile 2 - Blue AND Sharp
This seemingly simple identification can be expanded far outside of the classification of
objects, this is the basis for advanced logic and is derived from playing. The application of
logic links to a clearly designed process, which can be utilised in the larger process of
problem solving.
Game Based Learning
Sorting play is one area where game based learning links within logic, these are often
encouraged in young children as a method of mental development, (Micklo, 1995). Clemson
(2013) shows that games can teach many aspects within mathematics, such as probability
MOD001366 SID: 1136857
and pattern recognition, such as within dice games and dominoes. Clemson (2013) also
shows how games help develop other aspect of mental ability, including strategy, memory,
special awareness and abstract thinking processes.
Ying (2013) shows that game based learning fits within the ARCS model of motivation, as
described by Keller (2010). This model is a flexible approach to engaging students: gaining
the attention of students. Showing the relevance of the content. Helping the students feel
confident in their own ability to achieve. Actually achieving their own goal, which gives a
sense of satisfaction in learning. These key areas encourage student motivation, as this is a
key to learning.
Learning types or styles
Moran and Mallott (2004) show that there are several models that can be applied to learning,
these identify as centred on the student, being able to learn independently or having the
learning dependant on another person, be it teacher or another student. Other models link to
how the students views the tasks, this means that the involvement is dependent on the how
each task or item is presented to the student. The student will then subconsciously grade
how vital this is to assimilate into their learning and act appropriately on this information.
Lots of these ideas all link back to problem solving, with students who are deemed
successful at the tasks set being efficient problem solvers. The student who needs more
explanation could be struggling to fully understand the problem. Morsanyi, Devine, Nobes
and Szucs (2013) show that verbalising the problem can help some people with
comprehending the issue. The reliance on another person to help with learning could link
back to the first stages of Robbins (2011) problem solving methodology.
Initially authors on learning styles such as Boyatzis and Kolb (1995), Mumford (1986) and
Neisser (1972) were reviewed, as can be seen in Appendix 1 - Literature Review. However,
subsequent reading and review has shown these are now seen as discredited. These were
MOD001366 SID: 1136857
established with poor logic and categorisation skills, meaning students were pushed into
rigid cohorts.
Coffield, Moseley, Hall, and Ecclestone (2004) show that as well as the initial concept of the
cohorts, the methods of identifying the students who would fit these is similarly flawed.
Mumford (1986), and many other authors, based their work on the initial work of Kolb in the
beginning of the 1970s. This was viewed as finite by other authors, attempting to categorise
all learners into these styles by using closed questioning. This both sets limits on the
answers and can sometimes provide illogical answers, due to the constricted nature of the
questioning.
MOD001366 SID: 1136857
Methodology
Due to the changes that have been implemented within the school, to match the new
computing curriculum introduced by the Department for Education (2012), my project was
based on the computing curriculum. After considering methods that I have focused on
previously in past modules, such as Action Inquiry, I made the decision that a less active
research method would be suited. As there would be more opportunity to increase my own
knowledge whilst not creating unnecessary ethical risks.
There are many existing examples of evaluative research within education, Clarke (1999)
show the basic principle. They use the examples of both OFSTED and lesson observations
to show formal evaluation as a powerful tool.
The purpose of this type of evaluative study is to suggest ways to improve a school or
teaching. In line with the ideas of Shinkfield (1985), that evaluation must be used to improve
a situation, as opposed to prove something as other research does. The main reasoning
behind my research is to gain insight into methods of teaching and to research skills linked
to the computing curriculum. Both of these aims have a personal weighting to them, but my
aim is to showcase the practise that occurs with teaching methods in a way that breaks
barriers within the school. This is one reason behind the dissemination event.
Clarke (1999) shows that evaluation research is a means of checking the effectiveness of
situations, therefore my investigation will also show the effectiveness of teaching logic skills
throughout the school. Due to the change in curriculum this is a good excursive in quality
control, with the aim of sharing good practise between the different teachers within the
computing curriculum and further.
Two distinct types of evaluation, formative and summative, were initially developed by
Scriven (1967, 1980) they show that formative research is intended to support those aiming
to improve directly, providing feedback almost constantly and relying more on qualitative
MOD001366 SID: 1136857
data. Clarke and Dawson (1999) suggests that formative evaluation can be used with great
effect within schools.
Clarke (1999) shows that evaluators utilise several different methods in conducting their
research, drawing on reflective techniques and models such as Gibbs (1988) and Shumack
(2010). The skills that I have developed in these methods will be utilised in different areas of
the research.
Figure 1, Slides from initial presentation, seen in Appendix 7 – Dissemination Documents
MOD001366 SID: 1136857
Data Collection
There are many forms of data collection methods, Clarke (1999) gives several examples,
including questionnaires. These range in the detail of the required responses. Technology
has advanced meaning that questionnaires can be created and distributed in minutes, with
results being shown instantly.
Clarke (1999) shows that human interaction, when conducting these type of surveys, is
important as it informs the responses and can help with understanding the questions and
responses. This is a key part of qualitative data collection. Clarke (1999) also shows that as
a practitioner completes their full evaluation they collect all the information in a personal
vault, as well as using accepted methods of data coding such as open or closed questioning.
The full picture idea can be used in the evaluation.
I will initially review the DfE Computing curriculum to identify areas where logic or critical
thinking skills are used. This will inform the next stages of data collection as the items
identified will form the basis of the interviews, as a means of exemplifying the skills shown.
Clarke (1999) shows how valuable formal documents can be in order to demonstrate the
aims of the course, personally I have found that the documents produced for each module of
this course useful.
My active data collections methods will happen in two stages, initially an interview with
teachers will occur. These will be selected by using my knowledge of the curriculum content
for subjects and will include computing. As described by Dexter (1970) the interview will take
the form of a conversation with a specific purpose, to gain knowledge and examples of
teaching logic and curriculum items that are logic dependant. It will remain flexible so that
unexpected lines of questioning can be explored.
Then, if the teacher is in agreement, a lesson that contains the elements of teaching that I
am investigating will be observed. I would be employing systematic observation, as
described by Reiss (1971). My role within these lessons would be as a non-participant
MOD001366 SID: 1136857
observer, as Gold (1969) categorises. I would be observing the teaching methods used,
supporting the initial explanation from the teacher. Clarke (1999) shows that, due to an
observer being present, a teacher may adjust their normal behaviour and so alter the data
collected from observations. An observation could cause bias in the results, when the
observer becomes actively involved within the activities, this is the reason that I have
consciously decided to use the non-participant observer role.
Figure 2, Slides from initial presentation, seen in Appendix 7 – Dissemination Documents
MOD001366 SID: 1136857
Ethical Considerations
During the ethics application process several areas of concern presented themselves, these
were addressed initially in the form as required. These are addressed below and the
resolutions also shown within the planned presentation.
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.
The changes in the way I am viewed that may occur during and after the project should all
be positive. Any analysis that is conducted with the teaching and learning will be anonymous
and conducted in a constructive manner, using skills I have acquired from the peer review
process.
Permission has been gained from the headteacher. He has agreed to allow me to complete
this project after being briefed using the Ethics Stage 1 Form, the Participant Information
Sheet (PIS) and the Participant Consent Form (PCF). I have a Signed Letter from the
Gatekeeper to access to the staff for this project.
I will seek permission from the participants who will be part of the study utilising the PIS to
inform and the PCF to confirm their permission. 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.
Additional information can be found in Appendix 2 – Ethics Documents.
MOD001366 SID: 1136857
Figure 3, Slides from initial presentation, seen in Appendix 7 – Dissemination Documents
MOD001366 SID: 1136857
Account of Project
Curriculum Documentation Review
For the curriculum review section the plan only initially suggested reviewing the DfE
publications which were easily found on the “.gov” website. This was a very basic outline of
the aims of the curriculum, therefore it was necessary to expand the literature section of this
project.
Department for Education (DfE) Programme of Study
Both the Department for Education (2012) and the Department for Education (2014)
documents set the required learning for Computing, beginning at Key Stage 3 and
progressing to Key Stage 5.
Review Process
Having found the appropriate document within the site, the first step in the review process
was to thoroughly read the full document. The highlighting features within Adobe Reader ®
were used to record the logic skills. Then these sections were linked to authors discovered
at the beginning of the project. This was a useful method of assessing the needs of each
area of logic skills, within the programme of study.
Figure 4, Extract from Department for Education (DfE) Programme of Study, Appendix 3 – Academic Literature Reviews
AQA GCSE Specification
The same Review Process as the DfE was used within the AQA GCSE Specification, as it
was found to be very useful.
MOD001366 SID: 1136857
The ideas from the DfE (2012) are broken down into detailed sections, these are then
expanded with sub points to provide more context. This has given the level of detail that I
expected initially from the DfE.
See AQA GCSE Specification for the full data reviewed.
AQA Curriculum A Level
After reviewing the GCSE I felt it important to look at the A Level specification. This was not
included in the Department for Education (2012), as this only covered Key Stage 3 and 4. A
further document, Department for Education (2014), was reviewed to access the A Level or
Key Stage 5 content.
The Review Process was applied to this document too, highlighting the areas on logic skills
and linking these back to the authors discovered. This document highlighted the fact that
there was a split of my initial authors, between broad work on logic and those focused on
particular areas of logic application, such as computer programming or Boolean algebra. The
work on children developing classification skills by Micklo (1995) can be linked to
applications of a similar style, such as Boolean algebra and logic gates. Whereas the
general problem solving methods shown by many authors (Whimbey and Lochhead, 1991
and Robbins, 2011) is a much broader area of study.
See Appendix 3 – Academic Literature Reviews, AQA A Level Specification for the full data.
YouTube
Possibly the most varied resource, it allowed a mix of styles including traditional lectures and
conversation with professional teachers. These sources helped provide more context for
logic within the computing curriculum and in building an independent learner or thinker.
Google for Education
This video consists of an interview with a computing teacher, focusing on one area of the
curriculum: Boolean algebra.
MOD001366 SID: 1136857
They teach further than the curriculum demands, showing more complex symbols than in the
specification. The task that are set are also more complex than they need to be, so that the
students become used to more challenges.
This video was sourced as to view some good practise in teaching, however it directly
supported one observation. This allowed me to see some content before entering a
classroom, I was also able to focus more on the teaching process rather than becoming
absorbed in the new content (Burgess, 1984).
Code.org
This video provided the quote for the first slide of the presentation:
“Everybody in this country should learn how to program a computer…
because it teaches you how to think.” – Steve Jobs
This video reinforced the idea that learning to code, or studying computing, is not learning a
programming language. It is learning how to solve problems. Therefore it is important to
teach to all students, reinforcing the basic skills that are within us in order to produce critical
thinkers and problem solvers for all areas of life, not just in computing.
CriticalThinkingOrg
The most important idea to come out of this video was the quote, from a Critical Thinking
student:
“I don’t like this type of thinking, we don’t use it in any other classes.”
This shows how important teaching these skills is, that it should be used within lots of other
lessons and pushed more as a whole school process.
BroadcastExchange
This was piece taken from a news broadcast, so the purpose is not just to inform but could
also be said to entertain or cause shock.
“Computing teachers concerned their pupils know more than them.”
MOD001366 SID: 1136857
The experience and background are very different between most teachers and students.
CAS and Microsoft and DfE shows 2/3 of staff are worried about this.
Students are more digital literate due to experience with technology at home. Teaching the
skill of logic and problem solving is therefore key. Students may know more about
applications, through play, but teaching the skills means that they can use this technology
more easily and for a purpose.
MOD001366 SID: 1136857
Data Collection from Staff
Invitation
Having conferred with my manager, several staff members who I had not originally
considered, were muted. If there are members of staff who do not respond positively there
should still be enough data collected to complete the project. The invitation content can be
seen in Appendix 4 – Data Collection Invitation.
Interview
After a review of the initial semi structured approach it was shown that I was the novice in
the situation (Chivers, 2007). Therefore I should allow the interviewee more control of the
interview. Patton (1987) best describes this as the Informal Conversational Interview, this is
particularly useful when seeking information from users of a program. This approach allows
the interviewee to be far more open and relaxed in information transfer.
Guba and Linoln (1981) shows this collection will change, therefore not good for a large data
sample. However for this research flexibility is key and therefore it is best to approach it in
this way.
Data Coding
Robbins (2000) shows the basic searching methodology for coding collected information. A
large amount of time can be dedicated to the coding, which may not be used later in the
research. Instructional Assessment Resources (2011) show that this initial coding can
complement further to focused coding. Searching mechanisms can also provide some
contextual coding at a later time. This data is important to retain, as it allows for future
analysis should other themes be identified as being key.
Bernard and Ryan (n.d.) state that thematic analysis is completed through all stages of data
collection. However these themes can sometimes be drawn from the researcher’s bias,
including their governing values and past experience with the subject matter. These are
MOD001366 SID: 1136857
sometimes based on words used in documents, intent of paragraphs or blocks of text and
purpose of the responses.
Saldana (2003) shows some examples of coding on collected information, using different
methods. Many studies use more than one coder, to add a level of agreement and remove
some of this bias. However as this is a small project, with limited scope, it has been deemed
acceptable to use only one.
The data collection methods, for both the interview and observations, limit the opportunities
for open coding (Robbins, 2000). As I have been documenting the content of the meeting,
opposed to transcribing these, an initial level of coding has been applied (Bernard and Ryan,
n.d.).
As the Curriculum Documentation Review had shown a differentiation of the application of
logic and logic as a skill the collected data was coded for these themes. Along with these a
teaching related theme was created, when in the process of coding this data, as a large part
of the information related to this. A further classification was introduced, the Key Stages
within the school (3, 4 and 5).
MOD001366 SID: 1136857
Figure 5, Coding extract – Full coding can be seen in Interview Data Coding, Appendix 5 – Collected Data
This resulted in mostly blocks of text or paragraphs being selected, which confirmed the
initial analysis of basic open coding for the interview stage. The observation data could not
be approached in the same manner, as this concerns a smaller timescale so the themes
within the data have already been identified.
Observations
Two main lessons were identified, due to the lesson content and the placement in time.
These covered the edges of the levels taught at the school and covered different themes;
MOD001366 SID: 1136857
Application of Logic and Logic as a Skill. These two observations were with different
members of staff.
The supplemental observation was within a PE lesson. I happened to be in it to help with
setting some lighting up. I had not considered the practical elements of problem solving, only
having linked the teaching of logic to the more obvious subjects.
Data Coding – ARCS Model
The ARCS model of motivation is applied to generating a sustained learning situation. Keller
(2010) defines this as having 4 key sections: Attention, Relevance, Confidence and
Satisfaction. The result of the data collection, the field notes, were coded for these sections.
The planned lessons were more structured showing the staff had considered these aspects,
not necessarily formally. The part observation contained some of this model however it was
not planned and was only an introduction.
Figure 6, Coding extract from Observation Data Collection Coding ARCS Model, Appendix 5 – Collected Data
Data Coding – SWOT Coding
Houben (1999) shows the benefits of applying SWOT analysis, it uses both prior knowledge
and experiences, as well as data acquired, to review situations with four main themes;
MOD001366 SID: 1136857
Strengths, Weaknesses, Opportunities and Threats. These are often grouped into two pairs,
Strengths and Weaknesses falling into an internal analysis and Opportunities and Threats
situated externally.
Mindtools.com (n.d.) shows how this analysis tool is used, including examples of what is
meant by the titles. These are related to starting a new business, so need to be adjusted for
education. Balamuralikrishna and Dugger (1995) show that SWOT analysis is a key tool
used when considering a new programme of study. This should be rigorously applied, not
accepting vague statements, demanding accuracy. They show that the reverse process can
be applied (TOWS), which changes the priority of assessment. This could be more relevant
when considering curriculum changes as opposed to validating the current environment, as
the focus shifts to the external factors.
A SWOT analysis completed by an individual, as opposed to a panel, has a key flaw.
Balamuralikrishna and Dugger (1995) show that the person assessing will be influenced by
the topic and their mind-set, such as the differences that a pessimist and an opportunist
would highlight in situations. My analysis would include this, to a lesser effect as I am aware
of this issue and can actively monitor it as the process is applied. A similar effect was seen
when assessing the governing variables (Tam, 2010) in an earlier module of the degree.
The observation data was coded for each aspect of SWOT, with additional notes as to the
reasoning.
MOD001366 SID: 1136857
Figure 7, Extract from Observation Data Collection Coding SWOT Model, Appendix 5 – Collected Data
MOD001366 SID: 1136857
Coding Results
After the initial coding was completed for both the interview and observation data the
commentary was removed to an Excel document. This allowed me to filter and re-arrange
the information, based on the SWOT or ARCS analysis. I was able to group ideas, and so
summarised the information further.
Figure 8, Extract from Data Collection Coding – Comment Analysis, Appendix 5 – Collected Data
This enabled some numerical analysis to be performed, as I created tables based on the
initial coding (SWOT and ARCS), with the ‘tagged’ summary showing the frequency of
Identification of Interview
or Observation data.
Section of ARCS
model used.
Comment taken
from coded data.
Secondary
coding applied.
MOD001366 SID: 1136857
occurrence. This is only able to show a generalisation of the data collected, as it has been
through several layers of coding.
SWOT Analysis R
ow
Lab
els
Co
mm
un
icat
ion
Co
nfi
den
ce In
crea
sed
Usi
ng
Exam
ple
s in
Tea
chin
g
Gam
e B
ased
Le
arn
ing
Ind
epen
den
t Le
arn
ing
Dir
ect
Mo
tiva
tio
n Im
pro
vem
en
ts
Pro
ble
m S
olv
ing
Pra
ctis
e
Re
stri
ctin
g Le
arn
ing
Op
po
rtu
nit
ies
Segm
en
tin
g P
rob
lem
s
Teac
her
Re
late
d Is
sues
Tran
sfer
rin
g id
eas
Gra
nd
To
tal
O 1 1 7 1 3 1 7 2 10 33
S 8 5 3 5 1 15 37
T 3 1 7 1 1 1 2 16
W 1 1 3 3 3 1 1 13
Grand Total 5 1 17 6 3 14 16 4 3 2 28 99
Table 1, SWOT Analysis Full Data
Interview Data
Ro
w L
abel
s
Co
mm
un
icat
ion
Co
nfi
den
ce In
cre
ase
d
Exam
ple
s
Gam
e L
ear
nin
g
Mo
tiva
tio
n
Pro
ble
m S
olv
ing
Segm
en
tin
g
Teac
her
Tran
sfer
rin
g id
eas
Gra
nd
To
tal
O 1 1 6 1 5 1 6 21
S 5 3 2 3 1 9 23
T 2 7 1 1 11
W 1 2 1 1 5
Grand Total 3 1 11 4 10 11 2 2 16 60
Table 2, Interview SWOT Analysis
A key strength of the teaching includes using examples, shown by the Opportunity (‘O’) and
Strength (‘S’) column, this provides relevancy as students are able to use their own
experiences as a means of understanding new ideas (Keller, 2010). There are many
references to problem solving skills, these are highly recognised by teachers, showing that it
MOD001366 SID: 1136857
is an existing strength within the Computing curriculum as well as providing opportunities for
these skills to be developed. These skills are cultivated which builds directly on the logic
skills required by the DfE (2012) Programme of Study and can be used to support other
curriculum areas.
Gibbons (2002) shows scaffolding learning teaches new skills. Language teaching is linked
back to transferring ideas. This builds on past learning within new tasks and develops
student communication (Coltman, Petyaeva & Anghileri, 2010). The data in Table 2 shows
that this is a strength throughout the planned curriculum, within the Transferring Ideas
column. This is an example of the differences between espoused theory and theory-in-use,
as shown by O’Hare (1987).
Overall the planned curriculum has a range of Opportunities and Strengths, as shown by the
‘Grand Total’ column, with 21 instances of coded Opportunities and 23 instances of
Strengths. The data also holds some Treats and Weaknesses, which are linked to student
engagement, both communication and motivation are weaker areas within the coding.
Possible areas for expansion, that are already shown to increase motivation, include Game
Based Learning (Ying, 2013).
MOD001366 SID: 1136857
Observation Data
Ro
w L
abel
s
Co
mm
un
icat
ion
Exam
ple
s
Gam
e L
ear
nin
g
Ind
epen
den
ce
Mo
tiva
tio
n
Pro
ble
m S
olv
ing
Re
stri
ctin
g Le
arn
ing
Op
po
rtu
nit
ies
Segm
en
tin
g
Tran
sfer
rin
g id
eas
Gra
nd
To
tal
O 1 3 1 2 1 4 12
S 3 2 1 2 6 14
T 1 1 1 2 5
W 1 1 2 1 3 8
Grand Total 2 6 2 3 4 5 4 1 12 39
Table 3, Observation SWOT Analysis
Although there is less data held within this set the comparison is just, as similar data coding
has been applied.
Key strengths shown within the lessons that were observed include the use of examples.
This links back to the planned use within the interview data, showing close similarities
between the teachers’ espoused theory and theory-in-action (Savaya and Gardner, 2012).
Problem solving skills featured within both the strengths and opportunities sections of the
analysis, showing that although the data shows it is effectively taught it can still be improved
upon.
As with the interview data motivation is a weakness in practise. It has been decided that the
ARCS model terms will be applied to the initial data.
MOD001366 SID: 1136857
ARCS Analysis
Ro
w L
abel
s
Ch
ange
in s
tyle
of
teac
hin
g
Ch
oic
e
Co
mm
un
icat
ion
Co
mp
lexi
ty
Co
nfi
rmin
g Le
arn
ing
Exam
ple
s U
sed
Gam
e B
ased
Lea
rnin
g
Incl
usi
on
Mec
han
ism
Mo
tiva
tio
n
Pas
t le
arn
ing
Pro
ble
m S
olv
ing
Teac
her
Tran
sfer
rin
g Id
eas
Gra
nd
To
tal
A 9 2 1 5 3 3 2 1 2 28
C 2 1 2 4 2 2 3 4 1 8 29
R 1 1 5 1 2 9 19 38
S 1 4 7 2 1 2 17
Grand Total 9 3 1 7 2 11 12 2 13 4 15 2 31 112
Table 4, ARCS Analysis Full Data
Interview Data
Ro
w L
abel
s
Ch
ange
in s
tyle
of
teac
hin
g
Ch
oic
e
Co
mm
un
icat
ion
Co
mp
lexi
ty
Exam
ple
s U
sed
Gam
e B
ased
Lea
rnin
g
Mo
tiva
tio
n
Pas
t le
arn
ing
Pro
ble
m S
olv
ing
Teac
her
Tran
sfer
rin
g Id
eas
Gra
nd
To
tal
A 4 1 1 1 2 2 1 12
C 2 2 1 2 1 5 13
R 1 1 1 8 10 21
S 2 5 2 1 10
Grand Total 4 1 1 3 3 7 7 1 12 2 15 56
Table 5, Interview ARCS Analysis
MOD001366 SID: 1136857
Table 5 shows that a range of methods are used to gain the attention of the students. This is
important as it allows students with different personality traits to engage with lessons
effectively (Keller, 2010).
Csikzentmihalyi (1994) shows that it is important to use challenges within teaching, to
reduce the boredom that simple tasks can create, this is shown by using complexity within
the planned activities to engage students, shown in both Table 5 and Table 6 in the
‘Complexity’ column. They also show that this can have the opposite effect with some
learners, as challenging students can make them anxious. Therefore it is important to ensure
that students have the skills needed to meet the challenge before setting it. This is
something that can be helped by transferring simple ideas onto more complex models, which
is something that is used well in the curriculum.
Setting problems for students to solve is a key method of challenging students, whilst
encouraging the skill itself. Teaching this skill is a strength of the curriculum, which can be
seen in Table 1.
Game Based Learning is used within the curriculum to teach different aspects of logic, it has
already been shown to meet the ARCS model, as shown by Ying (2013). Used appropriately
it is a good method of engaging learners. Table 1 shows that this is a key strength within the
curriculum.
Table 5 shows that transferring ideas is an important method of providing relevance, not only
can simpler ideas be scaled to more complex models. This shows students that they already
complete aspects of computation thinking in their everyday routines, this can ensure
students fully grasp ideas and so act as a checking process.
The data from this analysis shows that communicating ideas, relating to the satisfaction
section of ARCS, is a weaker area. This could be down to the number of students within the
classes, as well as the styles of activities undertaken. Keller (2010) shows that it is important
MOD001366 SID: 1136857
to find a balance with providing feedback, an important aspect of the Satisfaction section, as
it can seem forced at times, meaning that it has low impact on the students.
Observation Data
Ro
w L
abel
s
Ch
ange
in s
tyle
of
teac
hin
g
Ch
oic
e
Co
mp
lexi
ty u
sed
to
en
gage
stu
den
ts
Co
nfi
rmin
g Le
arn
ing
Exam
ple
s U
sed
Gam
e B
ased
Lea
rnin
g
Incl
usi
on
Mec
han
ism
Mo
tiva
tio
n
Pas
t le
arn
ing
Pro
ble
m S
olv
ing
Tran
sfer
rin
g Id
eas
Gra
nd
To
tal
A 5 1 4 1 1 1 1 2 16
C 1 2 2 2 2 2 2 3 16
R 1 1 4 1 1 9 17
S 1 2 2 2 7
Grand Total 5 2 4 2 8 5 2 6 3 3 16 56
Table 6, Observation ARCS Analysis
The observation data (Table 6) closely models the interview data (Table 5) in form, showing
a close match between the espoused theory and theory-in-action (O’Hare, 1987). A possible
reason for this is one observation introducing the idea of computational thinking with the use
of physical learning alongside the computer games, this links with the Game Based Learning
and meets all of the ARCS model.
There are some areas that will obviously differ, due to the style of lessons observed. This is
linked back to the scale of the study, as only a small amount of information has been
collected when referring between the observation data and interview data.
A range of attention mechanisms are used in practise, which ensures that the students are
initially engaged with the content. Using a variety of attributes allows students to build
confidence with the introduced ideas. A key aspect of this includes building on previous
learning, as described by Gibbons (2002) as scaffolding learning.
MOD001366 SID: 1136857
Project Questions
Are logic skills being effectively taught within the school?
Table 1 shows that there are key strengths relating to the teaching of logic. They show a
range of ideas being implemented to support the teaching of logic as a skill, such as problem
solving techniques and computation thinking. These ideas form the basis for teaching further
ideas relating to the application of logic. This is generally taught at Key Stage 4 and beyond.
Key Stage 3 teaching establishes a good foundation.
These initial skills are acquired through a range of mediums, including game based learning
(Ying, 2013) and scaffolding teaching (Gibbons, 2002). As Table 4 shows, there are still
areas that can be supported by implementing a comprehensive ARCS approach (Keller,
2010).
Outside of computing and ICT there is little evidence of teaching logic. However logical
processes, such as inductive reasoning and mathematical processing, are encouraged
within the Science and Maths curriculum areas. Students may also practise logic as a skill in
other areas by trying to solve problems themselves. This is a key factor of an independent
learner, which may become more important within the school.
Teachers often practise problem solving skills within the classroom, as shown in the
supplemental observation. This automatic process could be highlighted to students as a
method of encouragement. This would also provide an opportunity for contextualised
learning to occur naturally.
How can the logic skills required be supported in computing and other areas of
teaching and learning?
Logic skills are established in Key Stage 3 ICT and are used throughout the rest of the
years. Beyond this use it appears, from the interviews, that other logic skills are not actively
promoted.
MOD001366 SID: 1136857
There are opportunities in the school to show students the ability in practise. The
supplemental observation showed this process happening, as means of a lesson filler at the
point of the problem occurring. Showing this process meets the ARCS points, including
showing the relevancy of the situation. This method of teaching logic skills relies upon the
staff member being able to reflect-in-action, in order to provide a commentary, and being
comfortable with sharing this. This process would prove the attention gaining mechanism
that the ARCS process demands. The biggest benefit to this exercise is that a real teaching
impact could be created out of a negative event. The same process is shown by Hall (2008)
with adapting situation for creating impact.
Instigating a structured programme to support logic skills, as part of a whole school process,
would support the computing curriculum by fostering the general ideas that are used in
computational thinking and logic. This would utilise the key strength that is present in the
computing teachers, the ability to recognise and transfer ideas from one area to another.
MOD001366 SID: 1136857
Preparation for Dissemination
Presentation
First run through of presentation took 55 minutes, need to reduce this time by 50%. I
streamlined the content in the notes section, whilst maintaining a copy of the information.
This will be using a physical copy of the document so that the whole process is laid out
(Reynolds, 2008).
Figure 9, Physical Drafting Process
Figure 10, Result of Drafting Process
MOD001366 SID: 1136857
Background information was collected into an introduction, as this information was needed to
begin the project in its entirety. This lead directly in to the ideas of the data collection
planned as well as the ethical considerations that were needed.
Hand outs
I have created a page on a WordPress™ site to store all the documents and references, I
used a class set of iPads™ to distribute these documents. I will also show the QR code at
the beginning of the presentation so that anyone who wishes can access it on their personal
devices. Further to this I will also provide a single paper hand out, that lists the web address
(and QR code) for future reference to the event.
Should there be an issue with these devices I will also have a ‘master’ copy of the
documents, so that I can photocopy.
Invitation to Staff
Email sent to collection of staff originally identified in the Review and Planning module,
including the ICT and Computing teaching staff, members of the Senior Leadership Team
and members of support staff, who deal with problem solving issues on a daily basis. Seen
in Appendix 6 – Invitation to Dissemination Event.
Some staff have replied questioning their invitation, this has mostly been the support staff in
the school. I had replied showing a little more of the intended content, including the direct
link to the problem solving content and their role. After this additional context they
understood a little more about the aim of the project, and the reason for the event.
MOD001366 SID: 1136857
Reflection on Dissemination
Dissemination Event
At the start of the event there was a slight delay, as not all the attendees had arrived. This
was due to some issues in lessons, the other teaching staff were sympathetic. One aspect
that proved engaging at this point was a visual prompt that I had planned for a later stage,
the Rubik’s Cube™. This meant that staff were able to test some of their own problem
solving skills whilst waiting for the last delegate.
I was confident that the technology was going to be working, I had checked the projector the
previous day and earlier in the day. I had also prepared the set of iPads™ to use, by
opening the hand out content page already, before my presentation. Some staff opened the
website on their own devices, initially making used of the QR code on the hand out.
When it came to giving the main section of the presentation I was nervous, despite having
practised giving the presentation several times. This was due to other staff being present, as
before I had only practised it with family members so was more familiar. I was conscious of
several traits highlighted by authors such as Reynolds (2008) and Hall (2008), including
fidgeting or rocking on the spot, playing with the remote tool and moving my eye contact too
quickly between the audience members. Despite being aware of this I could not control the
actions at the time, especially within the main section of content delivery. Staff shared with
me after their own issues with nerves, including physically shaking at times. Key staff
members also highlighted that they were more nervous speaking in front of their peers than
they were in front of students.
I was able to use the speaker notes to raise key points, however as I had recently changed
some sections of the presentation I found myself skipping forwards to check, then returning
to the previous slide as I had not covered all I wished. This was something I could have
avoided if I had allowed more time for rehearsal immediately before the event.
MOD001366 SID: 1136857
Once I reached the end of the presentations I invited some comments, initially staff were a
little apprehensive about putting forward their ideas, and this could be as I did not explain at
the start what was required of them. The structure was one aspect that was highlighted as a
weaker area within this process. Once one comment was made other staff were more
comfortable and began to ask questions about the different aspects of the project.
I was more comfortable at this point, as I felt as though there were more voices in this
discussion so the focus was slightly removed. Not only were members of staff able to ask
questions of me, but also began to partially question each other. This was a key aim from
the beginning of my project and one of the reasons that I had chosen an evaluative study as
the methodology.
The members of staff were keen to congratulate me on the presentation, many commented
further showing their nerves at the beginning of their teaching careers as well as showing
they still get nervous now.
Other members of staff within the faculty and further, who knew about the dissemination
event, were keen to enquire as to how it went. This meant I felt valued and included in the
school in a much broader way than only receiving the feedback from those in attendance.
MOD001366 SID: 1136857
Reflections on Comments
For a transcript of the comments that were captured on the voice recorder please see
Appendix 8 - Extracts from Feedback.
Structure
The initial comment, on the structure of the presentation, was constructive as several
different methods of creating a better presentation had been highlighted.
In terms of general presentation [structure it] is useful for the audience,
who are coming in cold, to understand [...] the point.
- From Appendix 8 - Extracts from Feedback, Comment 1
This is useful continuing, as I can expect to take on more speaking in new roles that appear
at the school, either within my role now or when looking at teaching in the future.
If the presentation was to be given several times, or even again to a similar audience, the
comments would have been actioned and the PowerPoint been edited. As this was the
dissemination event, and so a similar audience is unlikely, these have not been. This is
something that could be altered in the future towards the end of the course, should the time
be available.
The addition of the insider perspective was an aspect that I had not fully considered, due to
both my own position within the research and the prior knowledge of the ‘practise audience’
members, who had some knowledge of my research as it progressed. The latter aspect is
the area that I overlooked, as the members had been ‘drip fed’ some aspects about the topic
they were more knowledgeable than a ‘fresh’ audience would be.
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.
- From Appendix 8 - Extracts from Feedback, Comment 1.
MOD001366 SID: 1136857
Data Collection
The details on the data collection methods were also raised, as a clarification and request for
more detail. I recovered the points that I raised in the presentation, adding some more
context but leaving out information on the research and thinking behind the decision for that
style, so that the active parts were clearer.
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].
- From Appendix 8 - Extracts from Feedback, Comment 2.
Numerical values, of the number of observations and number of interviews conducted, were
also stated. However, I have since realised that the value of observations was stated
incorrectly, as it should have shown to be 2 observations with a supplemental, as opposed to
3. Further conversation of what was meant by the ‘supplemental’ term was given by another
member of the audience, which meant that this was clarified informally.
When discussing the interview data collection the initial invitation sample was questioned,
having explained this process I then added that a larger sample could have been used. This
is because I had limited knowledge of all the different applications of logic, as well as a
limited knowledge of the curriculum. For example, the logic behind languages had not
previously been considered, until all the data had been collected and coded. This led me to
investigate scaffolding learning, which has close links with all languages (Gibbons, 2002).
One reason that members of that department were invited to the dissemination event.
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
MOD001366 SID: 1136857
be more structured [when covering the points that other staff had raised].
- From Appendix 8 - Extracts from Feedback, Comment 2.
Ethics
The ethics were thoroughly considered when answering the questions, especially those on
the data collection. This was to ensure that all of the procedures that were put in place, such
as the anonymity of the participants, were not breeched. This meant that my answers were
delayed in a minor way, as I was thinking through the entire response before beginning the
conversation.
Further to this the ethics process was enquired about, linking back to the initial data sample.
This allowed me to reinforce the process, as well as to show one of the methods, the
anonymous nature of the collection, that the participant was afforded.
Further Questioning
A new style of question was introduced, allowing more expansion of my research. This
‘magic wand’ question allowed me the freedom that I had not given myself within the
presentation, to highlight the next steps that the research has shown.
Again, this required a considered response to ensure that the correct tone of answer was
given. The idea had been something that I intended to raise within the presentation, however
I had not ‘signposted’ this as to judge the best way to develop the point. I had, due to
nerves, not raised this within the presentation but had gained confidence in the question
sessions to raise it at this point.
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.
- From Appendix 8 - Extracts from Feedback, Comment 4.
MOD001366 SID: 1136857
The response created a conversation between the members of the audience, which allowed
an aim of the presentation to be completed: sharing good teaching practise within the staff.
This also increased my confidence levels, allowing a more natural method of dissemination. I
was more comfortable at this point.
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.
- From Appendix 8 - Extracts from Feedback, Comment 4.
Suggesting the almost conscious mechanism to show this process, creating a situation
where you can offer students the chance to solve the problem themselves. This removes the
chance of endangering student’s education by putting lessons in trouble, however this can
sometimes be seen by the students as a fake situation and so this may not fully engage.
This allowed some more of the details from the sources to be raised, such as the recent
news article
Teaching Problem Solving Skills
Staff also enquired about further research to support student’s development of problem
solving skills, especially for those with Special Educational Needs. The Robbins (2008)
method of teaching using Dialectic Inquiry was expanded upon at this point, but the member
MOD001366 SID: 1136857
of staff was looking for a handout or step system that could be given to students to cover
different problems and events.
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.
- From Appendix 8 - Extracts from Feedback, Comment 6.
At the time I did not know of any, partly because the focus was on becoming more
independent, however I told them I would look for more research or examples after the
event. I have yet to return any further research, but I intend to pursue it after this module is
complete. As the school is a different environment than most, a personalised information
sheet will need to be created, based on some of the research already completed. Aspects of
DI and DA could be incorporated into this as some generalised questions but it would also
include items such as ‘Ask your teacher about the problem’ and advice on how to use other
support mechanisms, especially for homework.
This focus on SEN students prompted further discussion between teaching staff of different
departments. This allowed for one of the key reasons for holding the event to be reinforced
further, sharing good practise between multiple departments.
General Staff Comments
All of the comments were intended to either clarify points or to provide constructive criticism
of the presentation. After the initial, structured comments the audience were discussing the
degree and the project. This allowed for some anecdotal data collection, from the other staff
members, to settle my nerves for future opportunities to present. This will ensure that I have
more confidence when presenting at the next opportunity. This would work towards an aim
or the ‘professional presenter’ Hall (2008) describes, which would improve my experiences
when considering future roles and progression.
MOD001366 SID: 1136857
Stitching
Research
The research scope was adjusted as the phrases used by the Department for Education
(2012) and Department for Education (2014) included ‘Problem Solving’, ‘Computational
Thinking’ and ‘Algorithmic Design’. These all utilise logic skills but in a different manner and
needed to be included within the project, in order to provide a differentiation between the
application and skill.
The data links to answer the research questions, allowing for direct support of themes
suggested. An assessment of the effectiveness used two methods, a SWOT analysis and
ARCS Motivation Model analysis. Although this provides a version of double layer coding it
was completed by one practitioner, so is limited to one person’s views, bias and governing
variables.
The timescales for data collection and dissemination were adjusted, by two weeks, due to
the delayed collection and the half term holiday. This extra delay allowed thematic coding to
be completed, which meant that the results were clearly shown, with numerical analysis not
only a noted document.
Learning Outcomes
Demonstrate a systematic understanding of the key concepts and knowledge relevant to the
field of the project focus.
I have referred back to the initial literature review, also adding to my knowledge by
expanding the ideas to support the coding practises. Logic research was explored, including
the teaching of these skills. These were fully utilised when presenting the findings of my
research at the dissemination event and when assessing data. The ideas regarding teaching
were useful when observing the lessons, until that point I had read only the research based
on Mumford (1986).
MOD001366 SID: 1136857
Demonstrate the ability to deploy ethically and accurately established techniques of analysis
and inquiry through the implementation of a complex work-based project.
I consciously referred to literature, specifically Clarke (1999). When changes occurred I have
returned to the Ethics Stage 1 Form initially submitted, this ensured that I considered the
new circumstances. Thankfully no large changes in the project occurred, meaning that no
changes to the ethical practises were needed.
My method of data collection could have been improved, had the analysis been fully
considered. This was due to the field notes already holding one level of open coding. Should
I conduct research in the future I will be aware of this, and so alter my practice.
Present information, ideas, problems, and solutions generated by the project through
dissemination of the major project report and findings to a critical audience.
The dissemination event was successful, allowing effective transfer of the project processes
and findings. The method of displaying this static information was also intended to collect the
results. However people were keen to give verbal feedback at the event. This was collected
by video camera and transcribed. Further comments and feedback after the event has been
noted in the Reflection on Dissemination section.
Reading on the dissemination process, from Reynolds (2008) and Hall (2008), helped to
settle my nerves. However I also realised that the audience were likely to be empathetic to
my situation, as many of them have had similar experiences. My aim will still remain to
achieve an ‘expert presenter’ level, which would be supported should I chose to become a
teacher, due to the practise that this would allow.
Evaluate the strengths and weaknesses of the major project through critical reflection and
the analysis of the systematically collected feedback from the dissemination audience.
The Reflection on Dissemination section shows many of my thoughts on dissemination and
the feedback given on the day, and after the event.
MOD001366 SID: 1136857
Changes to the Plan
Literature Review
Initially the review covered authors such as Mumford (1986), Boyatzis and Kolb (1995) and
Neisser (1972). Although their work on learning styles and teaching methods had been
widely used subsequent studies have shown that the basis for this has some issue (Coffield,
Moseley, Hall and Ecclestone, 2004). A review highlighted this and subsequently, other
authors have been reviewed and the literature review updated. Aspects of the data collection
and analysis had been based on this information, these were thoroughly checked to ensure
that the project was not unduly affected.
Ethics
The majority of the planning for the project was completed in a previous module, Review and
Planning. This allowed the freedom of time to complete the literature based sections of the
project, whilst awaiting ethical approval from the Faculty Research Ethics Panel. This meant
that I was delayed in starting my Data Collection from Staff. I was able to expand my
literature review, which was required due to the limited data in the Department for Education
publications.
Although the data collection was planned the data analysis was not, due to not knowing the
amount of data I would be collecting and staff uptake. The data was limited to 3 interviews
and 2 observations, although this is sufficient, it is a small data sample.
Coding
Several different tools were used for analysing data, initially Microsoft Word was used for the
journal. This was then coded, using the highlighting tool, to show which sections were
associated with the themes within my initial research. Further analysis was completed, by
using the comments section to show the features of the selected items. This was then
transferred into Microsoft Excel® in order to analyse numerically. Charts showing the
MOD001366 SID: 1136857
common themes were produced, this coding allowed me to fully answer the Project
Questions that were posed in the initial ethics application.
A limit of this coding was due to the collection, as I was already automatically coding the
notes not collecting a transcription of the conversation. This would be a major change in the
method of collection and should have been something that was initially considered.
Dissemination Event
Reynolds (2008) and Hall (2008) show that a presenter is likely to feel nervous, especially
when not regularly presenting. I was conscious about this and attempted to address it by
practising the presentation. This worked to an extent however I still felt nervous, due to the
audience and environment. I was assured that many members still experience nerves when
speaking to groups of students and peers. The small changes in body language, between
the main section and the question and answer section, were picked up by the audience as
well as myself. The comments showed that I was more confident and comfortable when in a
dialogue rather than when giving the presentation.
Future presentations would make use of this difference, allowing more dialogue where
possible to ensure that the audience would be included. This could be similar to how some
professional comedians interact with the audience, using interaction to both include the
audience and bring more than one ‘voice’ into the presentation (Hall, 2008).
MOD001366 SID: 1136857
References
Argyris, C., 1974. Theory in practice: increasing professional effectiveness. [e-book] Jossey-
Bass. Available through: Anglia Ruskin University Library website
<http://libweb.anglia.ac.uk> [Accessed 05 February 2015].
Balamuralikrishna, R. and Dugger, J. C., 1995. SWOT ANALYSIS: A MANAGEMENT TOOL
FOR INITIATING NEW PROGRAMS IN VOCATIONAL SCHOOLS. Journal of Vocational
and Technical Education. [e-journal] Volume 12, Number 1. Available through: Anglia Ruskin
University Library website <http://libweb.anglia.ac.uk> [Accessed 09 February 2015].
Berg, B.L., 2014. Qualitative research methods for the social sciences. [e-book] Eight
edition.. ed. Harlow, Essex : Pearson. Available through: Anglia Ruskin University Library
website <http://libweb.anglia.ac.uk> [Accessed 12 January 2015].
Bernard, H. R. and Ryan G. W., n.d. Ryan-Bernard Techniques to Identify Themes
Qualitative Data. [online] Available at:<http://www.analytictech.com/mb870/readings/ryan-
bernard_techniques_to_identify_themes_in.htm> [Accessed 02 February 2015].
Bloom, B. S., 1950. Problem-solving processes of college students: An exploratory
Investigation. Chicago, IL Supplemental Educational Monographs. The School Review and
The Elementary School Journal, 75. Chicago: The University of Chicago Press.
Bouchard, T.J., Barsaloux, J. and Drauden, G., 1974. Brainstorming procedure, group size,
and sex as determinants of the problem- solving effectiveness of groups and individuals.
Journal of Applied Psychology, [e-journal] 59 (2), pp.135-138. Available through: Anglia
Ruskin University Library website <http://libweb.anglia.ac.uk> [Accessed 05 January 2015].
Boyatzis, R.E. and Kolb, D.A., 1995. From learning styles to learning skills: the executive
skills profile. Journal of Managerial Psychology, [e-journal] 10 (5), pp.3. Available through:
Anglia Ruskin University Library website <http://libweb.anglia.ac.uk> [Accessed 12
December 2014].
MOD001366 SID: 1136857
BroadcastExchange, 2015. Computing teachers concerned their pupils know more than
them. [video online] Available at: <https://www.youtube.com/watch?v=aAhYvffc80U>
[Accessed 15 January 2015].
Burdett, A. and Bowen, D., 2013. BCS Glossary of Computing and ICT. [e-book] Swindon,
GBR: BCS Learning & Development Limited. Available through: ebrary
<http://site.ebrary.com/lib/anglia/docDetail.action?docID=10662629&ppg=1> [Accessed 08
January 2015].
Burgess, R.G., 1982. Field Research: A Sorucebook and Field Manual, London: George
Allen and Urwin.
Chanin, M.N. and Shapiro, H.J., 1985. Dialectical Inquiry in Strategic Planning: Extending
the Boundaries. The Academy of Management Review, [e-journal] 10 (4), pp.663-675.
Available through: Anglia Ruskin University Library website <http://libweb.anglia.ac.uk>
[Accessed 12 January 2015]
Chivers, B., 2007. A student's guide to presentations: making your presentation count. [e-
book] Los Angeles: Sage. Available through: Anglia Ruskin University Library website
<http://libweb.anglia.ac.uk> [Accessed 08 January 2015]
Clarke, A. 1999. Evaluation Research: an Introduction to Principles, Methods and Practice.
London: Sage.
Clemson, D., 2013. Mathematics in the Early Years. [e-book] Hoboken: Hoboken : Taylor
and Francis. Available through: Anglia Ruskin University Library website
<http://libweb.anglia.ac.uk> [Accessed 13 January 2015].
Code.org, 2013. What Most Schools Don’t Teach. [online video] Available at:
<https://www.youtube.com/watch?v=dU1xS07N-FA> [Accessed 08 January 2015]
Coffield, F., Moseley, D., Hall, E., and Ecclestone, K., 2004. Learning styles and pedagogy
in post-16 learning: A systematic and critical review. Learning and Skills Research Centre.
MOD001366 SID: 1136857
[pdf]. Available at:
<http://sxills.nl/lerenlerennu/bronnen/Learning%20styles%20by%20Coffield%20e.a..pdf>
[Accessed 18 December 2015].
Coltman, P., Petyaeva, D. and Anghileri, J., 2002. Scaffolding learning through meaningful
tasks and adult interaction. Early Years: An International Journal of Research and
Development, [e-journal] 22 (1), pp.39-49. Available through: google. [Accessed 08 February
2015].
Cosier, R.A. and Schwenk, C.R., 1990. Agreement and Thinking Alike: Ingredients for Poor
Decisions. The Executive, [e-journal] 4 (1), pp.69-74. Available through: Anglia Ruskin
University Library website <http://libweb.anglia.ac.uk> [Accessed 19 January 2015].
CriticalThinkingOrg, 2013. How to Teach Students To Seek The Logic of Things - Part 1.
[online video] Available at: <https://www.youtube.com/watch?v=NBmKjMQ7nHo> [Accessed
11 January 2015].
Csikszentmihalyi, M., 1994. Flow: The Psychology of Optimal Experience. New York: Harper
and Row. ISBN 0-06-092043-2. Available at: http://www.psy-flow.com/sites/psy-
flow/files/docs/flow.pdf [Accessed 13 January 2015].
Denney, D.R. and Denney, N.W., 1973. The use of classification for problem solving: A
comparison of middle and old age. Developmental psychology, [e-journal] 9 (2), pp.275-278.
Available through: Anglia Ruskin University Library website <http://libweb.anglia.ac.uk>
[Accessed 14 January 2015].
Department for Education, 2014, GCE AS and A level subject content for computer science.
[pdf] Available at: <https://www.gov.uk/government/publications/gce-as-and-a-level-for-
computer-science> [Accessed 12 January 2015]
MOD001366 SID: 1136857
Dexter, L.A., 1970. Elite and Secialized Interviewing, [e-book ] Evanston, IL: Northwestern
University. Available through: Anglia Ruskin University Library website
<http://libweb.anglia.ac.uk> [Accessed 21 January 2015]
Eli the Computer Guy, 2011. Troubleshooting Methodology. [video online] Available at:
<https://www.youtube.com/watch?v=PeOC16IxKwg> [Accessed 18 February 2015].
Gibbons, P., 2002. Scaffolding language, scaffolding learning: Teaching second language
learners in the mainstream classroom. [e-book] Heinemann Portsmouth, NH. Available
through: google. [Accessed 25 February 2015]
Gibbs G., 1988, Learning by doing: A guide to teaching and learning methods. Oxford
Further Education Unit, Oxford.
Gold, R.L., 1969. Roles in sociological field observations. Issues in Participant Observation:
A Text and Reader, pp. 30-8
Google for Education, 2013 The Trials and Tribulations of Teaching Boolean Algebra [online
video] Available at: <https://www.youtube.com/watch?v=7x0djAsNKDw> [Accessed 12
January 2015].
Guba, E.G. and Lincoln, Y.S., 1981, Effective Evaluation: Improving the Usefulness of
Evaluation: Results Through Responsive and Naturalistic Approaches, San Francisco:
Jossey-Bass.
Hall, R., 2008. Brilliant presentation what the best presenters know, do and say. [e-book]
2nd ed.. ed. Harlow: Pearson Prentice Hall Business. Available through: Anglia Ruskin
University Library website <http://libweb.anglia.ac.uk> [Accessed 21 October 2014]
Houben, G., Lenie, K. and Vanhoof, K., 1999. A knowledge-based SWOT-analysis system
as an instrument for strategic planning in small and medium sized enterprises. Decision
Support Systems, [e-journal] 26 (2), pp.125-135. Available through: ScienceDirect
MOD001366 SID: 1136857
<http://www.sciencedirect.com/science/article/pii/S016792369900024X>. [Accessed 24
February 2015].
Instructional Assessment Resources (IAR), 2011. Evaluate programs: Coding qualitative
data. [online] Available at:
<https://www.utexas.edu/academic/ctl/assessment/iar/programs/report/focus-
QualCode.php> [Accessed 13 February 2015].
Jones, M.D., 1998. The thinker's toolkit: fourteen powerful techniques for problem solving.
New York: Three Rivers Press.
Keller, J.M., 2010. Motivational Design for Learning and Performance: The ARCS Model
Approach. New York: Springer.
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 20 January 2014].
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 08 December 2014].
Mindtools.com. n.d. SWOT Analysis: Discover New Opportunities, Manage and Eliminate
Threats. [online] Available at: <http://www.mindtools.com/pages/article/newTMC_05.htm>
[Accessed 08 February 2015].
Moran, D.J. and Malott, R.W., 2004. Evidence-based educational methods. [e-book] San
Diego, Calif.: San Diego, Calif. : Elsevier Academic Press. Available through: Anglia Ruskin
University Library website <http://libweb.anglia.ac.uk> [Accessed 15 December 2014].
Morsanyi, K., Devine, A., Nobes, A. and Szucs, D., 2013. The Link between Logic,
Mathematics and Imagination: Evidence from Children with Developmental Dyscalculia and
MOD001366 SID: 1136857
Mathematically Gifted Children. Developmental Science, [e-journal] (4), pp.542-553.
Available through: Anglia Ruskin University Library website <http://libweb.anglia.ac.uk>
[Accessed 28 December 2014].
Mumford, A., 1986. The manual of learning styles. [e-book] 2nd. ed. Peter Honey. Available
through: Anglia Ruskin University Library website <http://libweb.anglia.ac.uk> [Accessed 04
December 2014].
Neisser, U., 1972. Imagery and Verbal Processes. Allan Paivio. Holt, Rinehart and Winston,
New York, 1971. xii, 596 pp., illus. $13. Science, [e-journal] 176 (4035), pp.628-630.
Available through: Anglia Ruskin University Library website <http://libweb.anglia.ac.uk>
[Accessed 02 January 2015].
O'Hare, M.M., 1987. Career decision-making models: espoused theory versus theory-in-use.
Journal of Counseling and Development, [e-journal] 65, pp.301. Available through: Anglia
Ruskin University Library website <http://libweb.anglia.ac.uk> [Accessed 21 February 2015].
Patton, M.Q., 1987. How to use qualitative Methods of Evaluation, Newbury Park, CA: Sage.
Reiss A.J., 1971. Systematic observation and natural phenomena, n H.L. Costner (ed.),
Sociological methodology, San Fancisco: Jossey-Bass
Reynolds, G., 2008. Presentation Zen: simple ideas on presentation design and delivery.
Berkeley, CA: New Riders.
Riener, C. and Willingham, D., 2010. The Myth of Learning Styles. Change Magazine, Sept-
Oct. [Online] Available at:
<http://www.changemag.org/Archives/Back%20Issues/September-October%202010/the-
myth-of-learning-full.html> [Accessed 04 January 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
MOD001366 SID: 1136857
Ruskin University Library website <http://libweb.anglia.ac.uk> [Accessed 17 December
2015].
Robson, C., 2000. Small-Scale Evaluation. [e-book] SAGE Publications, Ltd. Available
through: Anglia Ruskin University Library website <http://libweb.anglia.ac.uk> [Accessed 14
November 2014].
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 Library website
<http://libweb.anglia.ac.uk> [Accessed 13 January 2015].
Saldana, J., 2003. Longitudinal qualitative research: analysing change through time. [e-book]
Lanham, Md: Lanham, Md : Altamira.,. Available through: Anglia Ruskin University Library
website <http://libweb.anglia.ac.uk> [Accessed 27 February 2015].
Savaya, R. and Gardner, F., 2012. Critical Reflection to Identify Gaps between Espoused
Theory and Theory-in- Use. Social work, [e-journal] 57 (2), pp.145-154. Available through:
Anglia Ruskin University Library website <http://libweb.anglia.ac.uk> [Accessed 28 February
2015].
Schon, D. 1991. The Reflective Practitioner. How Professionals Think in Action. Jossey Barr,
San Francisco
Scriven, M., 1967. The Methodology of evaluation, in R.W. Tyler, R.M. Gange and M.
Scriven (eds), Perspectives of Curriculum Evaluation, Chicago: Rand McNally. Pp.39-83
Scriven, M., 1980. The Logic of Evaluation, Inverness, A: Edgepress
Semeniuk, Y., Brown, R.L., Riesch, S.K., Zywicki, M., Hopper, J. and Henriques, J.B., 2010.
The Strengthening Families Program 10-14: influence on parent and youth problem- solving
skill.(Report). Journal of psychiatric and mental health nursing, [e-journal] 17 (5), pp.392.
MOD001366 SID: 1136857
Available through: Anglia Ruskin University Library website <http://libweb.anglia.ac.uk>
[Accessed 08 December 2014].
Shumack, K., 2010. The Conversational Self: Structured Reflection Using Journal Writings.
Journal of Research Practice, [e-journal] 6 (2), pp.M17. Available through: Anglia Ruskin
University Library website <http://libweb.anglia.ac.uk> [Accessed 29 January 2015].
Tam, N. D., 2010. Variables governing emotion and decision-making: human objectivity
underlying its subjective perception. [e-book] London, United Kingdom: UNT Digital Library.
Available through: Anglia Ruskin University Library website <http://libweb.anglia.ac.uk>
[Accessed 31 October 2014].
Torbert, W.R. and Cook-Greuter, S.R., 2004. Introduction to Action Inquiry: the secret of
timely and transforming leadership. San Francisco CA: Berrett-Koehler Publishers.
Van Maanen, J., 1983. Qualitative Methodology, Beverly Hills, CA: Sage
Weiss, C.H., 1972. Evaluation Research, Englewood liffs, NJ: Prentice Hall.
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
research projects.
MOD001366 SID: 1136857
Section 1: RESEARCHER AND PROJECT DETAILS
Researcher details:
Name(s): George W A West
Department: Education
Faculty: Health, Social Care and Education
Anglia Ruskin email address: [email protected]
Status:
Undergraduate ✔ Taught Postgraduate
Postgraduate Research
Staff
If this is a student project:
SID: 1136857
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
✔Y
MOD001366 SID: 1136857
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.
MOD001366 SID: 1136857
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
Library website <http://libweb.anglia.ac.uk> [Accessed 2015].
MOD001366 SID: 1136857
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
MOD001366 SID: 1136857
Section 3: APPROVAL PROCESS
Prior to application:
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.
• No: DREP / FREP provides feedback to researcher outlining revisions required.
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.
• No: DREP / FREP provides feedback to researcher outlining revisions required.
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
MOD001366 SID: 1136857
Section 4: ETHICAL RISK (Risk category 2 projects only)
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.
MOD001366 SID: 1136857
Participant Consent Form (PCF)
Participant Consent Form
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
Signed: __________________________________ Date: _____________________
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
Error! Not a valid link.
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]
Copy to: Beverley Pasco Ian Tindal
MOD001366 SID: 1136857
Appendix 3 – Academic Literature Reviews
Department for Education (DfE) Programme of Study
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
MOD001366 SID: 1136857
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
MOD001366 SID: 1136857
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.
MOD001366 SID: 1136857
Interview Data Coding ARCS Model
Key 1 – Keller (2010) ARCS Model
Attention
Relevance
Confidence
Satisfaction
Interview 1 – KS3 Centred
MOD001366 SID: 1136857
Interview 2
MOD001366 SID: 1136857
MOD001366 SID: 1136857
Interview 3
MOD001366 SID: 1136857
Interview Data Coding SWOT Model
Key 2 – SWOT Analysis
Strengths
Weaknesses
Opportunities
Threats
Interview 1 – KS3 Centred
MOD001366 SID: 1136857
Interview 2
MOD001366 SID: 1136857
MOD001366 SID: 1136857
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
MOD001366 SID: 1136857
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
MOD001366 SID: 1136857
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.
MOD001366 SID: 1136857
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.
MOD001366 SID: 1136857
Observation Data Collection Coding ARCS Model
Key 1 – Keller (2010) ARCS Model
Attention
Relevance
Confidence
Satisfaction
Observation 1
MOD001366 SID: 1136857
Observation 2
MOD001366 SID: 1136857
Supplemental Observation
MOD001366 SID: 1136857
Observation Data Collection Coding SWOT Model
Key 2 – SWOT Analysis
Strengths
Weaknesses
Opportunities
Threats
Observation 1
MOD001366 SID: 1136857
MOD001366 SID: 1136857
Observation 2
MOD001366 SID: 1136857
Supplemental Observation
MOD001366 SID: 1136857
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
MOD001366 SID: 1136857
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
MOD001366 SID: 1136857
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
MOD001366 SID: 1136857
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
MOD001366 SID: 1136857
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
MOD001366 SID: 1136857
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
MOD001366 SID: 1136857
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
MOD001366 SID: 1136857
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
MOD001366 SID: 1136857
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
MOD001366 SID: 1136857
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
MOD001366 SID: 1136857
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
MOD001366 SID: 1136857
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
MOD001366 SID: 1136857
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,
MOD001366 SID: 1136857
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
MOD001366 SID: 1136857
MOD001366 SID: 1136857
WordPress™ References
MOD001366 SID: 1136857
MOD001366 SID: 1136857
MOD001366 SID: 1136857
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
MOD001366 SID: 1136857
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].
MOD001366 SID: 1136857
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].
MOD001366 SID: 1136857
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
MOD001366 SID: 1136857
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
MOD001366 SID: 1136857
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
process.