Week 5 Prep

The Poetry of Programming

  • Code is the language of the next generation.
  • Computers are not boring , mechanical or magic, but things that can be tinkered with and manipulated.
  • Little girls do  not know that they re not supposed to like computers, they are able to concentrate, be exact and ask amazing questions.
  • We have built layers and layers of abstraction in computers, between man and the machine, so that now we have no idea how computers work.
  • Computers are not magic or complicated, it all just happened really fast.
  • Knitting is following a series of symbolic commands that includes loops inside of them, french irregular verbs helped learn pattern recognition skills, the exact language between maths and english has been found in coding.
  • Unless we give students tools to build, we are only raising consumers, not creators.
  • Breaking down the language into real world examples, Ruby the 6yr old repeats, follows algorithms by baking, and uses while and until commands in play.
  • This is the last generation that will remember the computer as a ‘glowing box’.
  • Students need to think they can be a part of the change, making technology help our life.
  • Embrace the possibilities and limitations of the technological world.
  • Coding allows you to build your own world with its own rules, paradigm and practices, create something out of nothing with the pure power logic.


The Growth Mindset

  • Used to think intelligence was fixed, now we know intelligence can be fostered.
  • Attitude influences the capacity to learn.
  • Claxton – exercising our learning muscle.
  • Implications for learning:
    • Language we use with the learners, e.g. labels we use in the staffroom, with our learners do we use ‘work’ or ‘learning’. Work is fixed an finite,
    • Classroom walls – do we show work in progress or the end product, what is seen as important, learning is a messy journey
    • Not Yet – use the phrase ‘yet’ at the end of any negative statement.
    • Role of Praise – do we praise effort and persistence, which is important, rather that intelligence which is a fixed mindset.
    • Role of failure – it is ok to fail, First Attempt In Learning, have figured out a way it hasn’t worked. Something to work at and improve in. How does giving grades fit in this? Reflect on next learning steps, learning evident.
    • Do we need talented programmes? – Is streaming important, GATE, Special Needs. Move to inclusive education – how do these fit in a growth mindset.
    • Teachers Role Modelling – are we modelling the power of not yet, comfortable of our own failure. how do we adopt the power of growth mindset in our classrooms.

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