Posted in random ramblings, Teaching and Learning

Recording learning – how do I get this right?

I’ve been thinking a bit lately about how I/we/the system records learning. My thinking on this has been challenged a few times, and was kicked into gear way back in 2015 when I saw an amazing learning conversation around a thermos flask take place, that these students couldn’t write down but could explain very clearly, and link other ideas they had learned. (a reflection from the time is here )More recently, this has been playing on my mind as my yr 10’s have been completing a Science capability task.

Now Science capabilities can be a tricky thing when you get to the nitty gritty of them, but are also amazing simple too. I don’t feel our school has really got to grips with them yet (although we are certainly improving all the time), and we are certainly too focussed on the ‘paper trail’ evidence for assessing them. Which has got me back to thinking more explicitly about how I gather evidence for learning.

With this Science Capabilities task, the context was ocean acidification and how increasing the CO2 in the atmosphere increases the dissolved CO2 in the water, which decreases the pH/increases the acidity of the ocean. This then has an impact on creatures in the ocean with carbonate shells or exoskeletons. We investigated the impact of concentration on acids on the reaction rate for carbonates. Reaction rates really sits at NCEA Level one rather than yr 10, so we have tried to scaffold the prior learning and expectations around reaction rates for students final answers.

As part of the task, students where asked to design an experiment that gave them ‘quality data’ (reproducable, no overlaps etc). Students were given a range of material to try and design their method, as we had previously used gas displacement, a lime water test, amount of bubble produced by adding dish washing liquid etc. There was much fun as the bubbles produced from the highest concentration of acid shot out of the test tubes and all over the bench tops and floors. But this is where the really rick conversations started happening, as students realised that this method was the ‘most fun’, it did not produce the more reliable results. Then others discovered that if they used small volumes of acid, the lower concentrations stopped reacting before the amount of gas produced was detectable. Others found it difficult to distinguish between the two most concentrated acids because the times were very similar.

The learning conversation between the students and the students and myself over these 2-3 hours were amazing. It felt really good, I was excited to be in class, the students seemed to be enjoying it, and the frustrations and successes were palpable. Students were really gaining knowledge from the various practical tasks as they were trying to ascertain the best method for them to use. Students saw that they got ‘the same’ end result while using a different method to another group, and had conversation around which way might be better or worse. The conversations around the ‘why’ the reactions where proceeding that way were amazing.

And yet, while it was a valuable learning experience for me and the students, I feel a lot of that valuable learning was lost. How do I record those conversations that were had? How do I translate that into the students written work, or scaffold the questions better so they are encouraged to incorporate more of that learning into their answers?

Or, do I need to? Is it enough that those conversations took place, and they do not need to be included in the gathered data for reports and feedback?

And, how to I replicate those conversation in other settings?? How do I get students to see more explicitly that there is often more than one way to come to a similar answer, and that discovering the path is often much more exciting than getting to the end of it. How to I make sure more of the learning experiences I offer are open ended??

And how do I ensure I capture the ideas that students don’t write down??

 

 

 

Advertisements
Posted in random ramblings, Teaching and Learning

Modeling ‘microbes’

This year I ‘swapped’ classes to pick up a yr 7 class part way through the year. It has been an interesting challenge, for two reasons. 1) I have not taught yr 7 Science before, and 2) I found it ‘difficult’ to pick up a class when expectations and routines had already been set. It took a while before this class felt like ‘my class’, and that challenged me to think about the concept of ‘ownership’ of a class, and who should meet whos expectations.

Anyways, we have recently starting a topic on microbiology. After a typically energy filled monday lesson (For reasons I am still working on, when I have this class on a Monday they are such a different class to Tuesday. They take longer to settle, are disruptive, noisy, and just a bit off on a Monday compared to a Tuesday. I’m still working on the why, and trying to plan activities to make the most of it) I was a little apprehensive about how Tuesday would go – we were going to build some model bacteria based on what they had learned the day before.

And, to be honest, they blew me away. Absolutely blew me away. I had been convinced the lesson before had been a right off, and no-one had learned anything. But the class could tell be that a baceria had a cell wall, a cell membrane, some had flagella, some had a capsule, all the ‘stuff in the middle’ (DNA) and that funny c word (cytoplasm). So, despite the noise, and the seemingly off task carry on the day before, they had still mostly achieved the learning objectives around knowing what the parts of a bacteria were, and what they did.

And they made some fabulous model bacteria displaying these features, and as I went about the room we had some excellent discussions about what the different bits did.

 

bug 4.PNG
The girls that made this model not only listened the day before, but made different coloured sugar to bring to show the different layers….

 

So it was a really good reminder for me that, even though I know learning doesn’t need to be quiet or tidy, that in this case the students did really did learn while being noisy and slightly outrageous. And that many of them really enjoyed the chance to be creative and collaborative, rather than doing a work sheet or a computer animation. That even though I didn’t think they had listened, they had, and had taken on board the key points.

Well played yr 7, well played. Bring on bread mould this week.

Posted in Digital Technologies, Professional learning, Teaching and Learning

Making a Chemistry App with Thunkable

Half way last term, I got to accompany some students to a digigirlz event that was hosted by the fabulous Phillipa Dick At Balmacewen Intermediate. The girls where given a ‘challenge’ and then quickly showcased a variety of digital tools they could use to make a solution. One that grabbed my eye was Thunkable, a drag and drop ‘app’ builder. So while the students I was ‘looking’ after went to work, I sat and had a play with Thunkable and found it easy enough to use and quickly built a small prototype app for identifying ions in Chemistry (which is an internally assessed achievement standard for L2/yr 12 Chem that I have previously had a go with adding some computational thinking in around algorthims and scratch. ). The I got ridiculously busy, and didn’t think to much about Thunkable again until I got to this standard with my Chem class, and I gave them the challenge of building an app. Using thunkable was much more accessible for students who did not already have the coding experience of confidence to use scratch, and it also took less time.

I am SO impressed with the app that the students built. Below are some screen shots

Screenshot_20190808-102818.jpg
The welcome screen – which type of ion are you trying to identify?
Screenshot_20190808-102832.jpg
Based on that result, this is the possible ions – do this next (and fix the NaOH) formula

 

Screenshot_20190808-103004 (1).jpg
All of the final you got this ion have some cheesey pictures the students photo shopped themselves

 

Screenshot_20190808-102928.jpg

Screenshot_20190808-102943.jpg

 

Screenshot_20190808-103023.jpg
And, if you didn’t follow instructions……. for example pushing ‘no’ here
Screenshot_20190808-103117.jpg
you got ‘Rickrolled’

This work was completed in addition to the class work – about 5 girls worked on this app, almost completely independently of me. They said they really enjoyed doing something a bit different, and the other students in the class soon realised that while it was a bit more work, it was also some really good skills to learn, and rather fun being able to work together on a project like this.

This standard is changing for next year, and after toying with the computational aspect for a couple of iterations now I am feeling confident that I could incorporate the digital technologies aspect more completely into the unit of work, rather than having it as an optional add on. The new achievement standard specifications have a component where students need to describe why (or why not) an ion in a solution might be harmful (or useful) – so perhaps students could each research a different ion as part of the learning, and then combine this knowledge into the app….. still pondering how it might look, but excited for possibilities.

And so proud of the mahi my students did

Posted in coding, Digital Technologies, Professional learning, Teaching and Learning

Introducing forces and making mazes

This term I have picked up a Year 7 Science class (mostly due to timetabling changes) and we have started the term with a ‘Bikes and Trikes’ topic, which is essentially aiming to cover levers, simple machines and forces. I had this class once, which was mostly a let’s get to know each other a bit better (we did flipgrid introductions with mixed success, but it was a good way for me to figure out the more digital literate and confident students, and the students who can follow instructions more easily than others). After this, I walked through a colleagues class, and saw their students blowing ping pong balls around using straws, and thought to myself ‘I’m poaching that’ for lesson 2. It was an easy way to introduce the ideas of the lessons, which were

  1. A force is a push or a pull
  2. Forces can change an objects speed and direction (or velocity…. it is yr 7) or forces can change an objects shape

We wrote some notes (still a good settling activity, especially this brand new class I had meet once) and did a think, pair, share activity on any ‘forces’ they could think of. There were lots of star wars themed answers, and a few space themed ones to. We then watched some videos of rollercoasters etc…

And then I let them lose with ping pong balls and straws, and they had a ball. I set them a challenge of getting equal and opposing forces acting on the ball, so it stayed still. This proved a bit too challenging as many students just couldn’t resist blowing a big puff to knock the balls off the center.

I then thought about getting students to design mazes that they had to get their ball to travel along. This was much more successful at getting the idea that the direction of the force, as well as the size of the force is important. And I was amazed by the effort that went into some of the groups mazes, they tried and failed, and tried again, decided things were too easy or too hard and really got into it.

The groups of students who worked more collaboratively were able to get their ping pong balls to the ends faster than others, because they positioned themselves around the maze so each person had a different direction to direct the ball.

And if I had thought about it a little more, I ought to have put some computational thinking ideas in there – how many breathes/blows to get the ball to the end, what direction does the next breath need to be etc. How could you get the ball to the end of a maze with the least breaths possible? It would have been a useful little exercise similar to how I have seen sphero’s or bee bots used to get students designing instructions/algorithms to get a sphero out of a maze.

And for when I do this next time, I will think about how I can get the idea of direction change a little more explicit in the preparation for the maze, and how I can follow up (I left it too late and it was basically an oh crap, the bell is about to go, packing up now please…… so working on timing is obviously important too)

 

 

Posted in random ramblings, Teaching and Learning

Redox demo

So, a short and sweet post about one of my favourite low tech demonstrations for redox – I don’t even know what it is called, and I learned it from the fabulous Murray Vickers who was my associate teacher when I was a trainee teacher 10 (oh my goodness 10!!) years ago. It is a really nice demonstration as it shows not just the reaction occurring, but can be linked back to the composition of the air we breathe and the different amounts of gas.

All you need to do is get some steel wool, and put it in the bottom of a longish thinish tube. I used a gas jar this time, but a measuring cylinder also works well. You then need to put some water in the tube, so that when you upend it, and stand it in a container of water, there is still some water in the tube. The pictures below show it much better than me trying to write it out. But you need just a little bit of water in the tube. I put a line around where the water level was at the start

 

The gear was then left over the weekend, and as the oxygen was used up the water rose up the gas jar.

 

And as you can see, the water has stopped about 20% of the way up. Because Nitrogen makes up almost 80% of the ‘air’, and oxygen is just over 20%, the reaction will have stopped/slowed because there is no oxygen left to react with the Fe (iron) in the steal wool.

Often reactions with gases are hard to visualise – we also burned steal wool (makes great wee sparks) and you can’t really ‘see’ the oxygen being reacted. In this cause, you still can’t ‘see’ it, but you can see that something has happened to the gases.

Posted in Digital Technologies, random ramblings, Teaching and Learning

Putting some technology into our digital technologies module

Last year, Kevin and I taught a yr 7 digital technology module based around the digital technology curriculum. (If you like, you can read about our efforts here and here). Part way through last year we got a new Technology HoD, who has ‘encouraged’ us to include more from the technology curriculum, and we are reporting based on the technology curriculum rather than the progress outcomes like we did last year. This was a real challenge for me and took me a bit to get my head around – being a science teacher I knew the sci curriculum pretty well, and I have spent a lot of time working on being more familiar with the digit tech curriculum. But the technology curriculum was a whole new experience and initially I really struggled to get my head around it, especially ‘planning for practice’.

So, I went and tried to learn up. And slowly but surely I think I’m finding my way – a work in progress shall we say.

Planning for Practice

The CD for Tech (who is awesome, fyi, it has been good to be challenged and have crunchy conversations and to try new things) asked if we could ‘assess’ on planning for practice so across all the yr 7 and 8 modules they have a range (our modules are 6-7 weeks with 4 periods a week).

Screen Shot 2019-03-19 at 8.22.37 PM.png

And with a bit more detail, thanks to TKI

Screen Shot 2019-03-19 at 8.49.02 PM.png

I also used this resource from TKI which explains planning for practice in a bit more detail, and got some exemplars from TKI and from the other technology teachers in the school

Essentially, I figured out that Kevin and I already did some of this without making the learning explicit. To try and make it more explicit, I modified a TKI resource and asked the students to do a little more planning around the minecraft design than last year.

We got some nice examples of planning and work 🙂

 

But (there is always a but!!) there were a couple of things that hindered us this time. One was the students got SO excited building in Minecraft that they often forgot to record changes they had made, or progress they have made into their Onenote. We have a policy of if it isn’t in the Onenote it doesn’t exist, but in this case there has been some fabulous learning that didn’t get recording. So I am having a wee think over the next 2-3 weeks (before we get to this in the next module which starts on Thursday) of how else I could record this? There were such rich discussions occurring with the groups building collaboratively that I just didn’t capture…..

AND I need  to modify our template a little more. I hadn’t used one like this before for this purpose, and see now it doesn’t quite fit….And we also ended up running out of time to do this properly, we thought we had 6 full lessons and ended up with 4 (because schools have things come up!) so we will try to get a full 8 lessons for the next module

Fortunately, we also did some planning with algorithms and coding with the microbits so we can make a holistic judgement around students abilities to reach an outcome from their evidence portfolios. And we will tweak it for next time 😉

Technological systems

So, again to ensure that across all the junior modules, we adapted the module to cover inputs, transformations and outputs.

Screen Shot 2019-03-19 at 8.23.40 PM.png

And again some more details from TKI

Screen Shot 2019-03-19 at 9.16.10 PM

This was way easier to incorporate, given we had already been doing a lot of it without realising.

Through out the module we spent a little more time on inputs and outputs around the microbit, and when introduced the topic. We also included some questions in the ‘form’ we used for an assessment

 

Progress outcomes for digitech

We still also incorporated progress outcomes from the digitech curriculum around computational thinking. We covered data representation with binary and ASCII code. We walked through algorithms (love making toast) and did some coding. with hour of code and with the microbits. Kevin put some of this into the assessment as well so we had a bit more ‘hard data’ around whether the students understood the aspects of code in addition to their evidence portfolios. It wasn’t a memory test, students were encouraged to copy the code and test it to see what it did.

Screen Shot 2019-03-19 at 9.54.19 PM.png

What the students thought

We gave an end of module survey, and generally got positive feedback. Minecraft was a clear favourite with the students

Screen Shot 2019-03-19 at 9.57.07 PM

And it was really heartening to see that some students picked up on prototyping and multiple ways, although most felt they gained skills in simple coding and using office 365 (which is awesome, as these students are new to TC this year and getting them upskilled with office 365 is really awesome as an ‘offshoot’ of the module.)

Screen Shot 2019-03-19 at 9.57.16 PM.png

So overall I think it was a good first go. We do need to tweak the planning template, and I’d like to find a way to get students to design a success rubric (we ran out of time this time round). And I’ll keep working on building my own confidence and understanding of the technology curric.

Would love any ideas/feedback as we work through, or happy to talk it through if you are doing something different

Have fun

 

 

 

 

 

 

Posted in random ramblings, Teaching and Learning

Having a go with flipgrid to explain graphs

I have been a little bit slow to jump on the flipgrid wagon – I have used it a few times when I have been part of a project to give my response, and have had a look at other peoples flipgrid ‘grids’ when they have gathered responses. You can learn about flipgrid from the website https://flipgrid.com/. When I used it, I made a tab in my classes ‘team’, as the flipgrid app is one of the apps supported by Microsoft Teams. This meant students could use the app within the teams app on their phones, or some of them used the flipgrid app on their phones too. Both apps were quick to download, and while some had a few issues with the different between a microsoft account and an office 365 account, most were quickly logged in and found the app easy to use.

Screen Shot 2019-03-15 at 10.35.48 AM.png
There are loads of apps available to use within the teams environment, this is the apps I use most often

The tasks I asked my students to complete was around graphing. I have a competent class, and drawing lots of practice graphs was getting pretty dry pretty quickly. So I asked my students to make some videos explaining what a ‘good’ graph should have.

And they (mostly) did really well. Some students took some chalk outside and drew some graphs on the concrete to demonstrate the important points. Some just used some example graphs in their books they had previously drawn. Some drew new graphs, and one group drew a ‘bad’ graph on the white board to demonstrate what you should not do.

Screen Shot 2019-03-15 at 10.48.42 AM.png

It was a really nice way to check for any misconceptions, and while most students enjoyed the task (and some REALLY Loved it), all of them feedback that the talked about and thought about what they needed to do for graphing more than if I had just given them another practice graph. It also made for a really nice piece of work to share at our recent parent teacher evenings, just a 30-90 second snapshot of some of the work we have been doing.

So my class agreed that this was a ‘sometimes’ activity for everyone, and a few of the students asked if they could use it more often, as they found it really useful going back and looking at other peoples videos and seeing how they explain it. My next step will be to try it with my yr 8s, giving each group a different type of ‘cloud’ to explain, and hopefully we can get some cool cloud videos for the group to share.

Have fun

 

 

Posted in random ramblings, Teaching and Learning

Boiling water

Today I got a gentle reminder to look through my students eyes a little more often that I do. It was timely as all those classroom routines and tasks start to bog down all that beginning of the year energy.

On Tuesdays I have my delicious yr 13 Chemistry class, followed by my energetic yr 8 Science class. Yr 8 start the year looking at weather, and today I had planned to boil some water so they could learn, be reminded, or I could check that they could read a thermometer. It also gives a chance to practice drawing a graph. But really, in my eyes, boiling water is as dull as a dull thing, and I remarked to my yr 13 Chem class about how I wasn’t especially looking forward to yr 8’s and boiling water, pondering how else I could practice using thermometers. And one chap piped up with

‘I loved doing that in year 8’

I looked at him to see if he was being sarcastic, and he wasn’t. In response to my raised eyebrows he reminded me that back then Bunsen burners were super exciting, and it was new to him and he did really enjoy it. Lighting a match was fun, and they all used to fight over who got to.

I suppose it was also a timely reminder that just because you have done something before, it doesn’t mean you can’t do it again. Obviously there might be tweaks or changes you make, but making sure I make those changes for the correct reasons.

So, when the year 8’s filled the room as my yr 13’s left it, I had an increased spring in my step. We set up gear, lit matches and measured, and compared tap water with water with ice cubes. The students did love it, as they do every time. And I enjoyed it more than I might have, because I remembered to look through the eyes of a year 8 learning new skills rather than a 36 year old teacher who has done it before.

 

 

Posted in Digital Technologies, Professional learning, random ramblings, Teaching and Learning

Integrating digital technologies – computational thinking, designing digital outcomes, and Dichotomous keys

As my inquiry this year, I have been trying to explore ways to incorporate aspects on the digital technologies curriculum strand into ‘my’ classes in a meaningful way. I have had a play with my Level 2 chemistry class by focussing on pattern recognition and algorithms we were exploring solubility rules, and then also with some mystery skypes to work on students questioning ability. I have also had a play with some stop motion videos for polymers with my chem classes (trying to be brave and branch out into the designing digital outcomes strand rather than just the computational thinking strand of the digital technologies curriculum!! I am definitely less confident with this strand… and I am still working to find ways to incorporate programming specifically into my Science classes, my own knowledge of programming is still holding me back a little). My yr 8’s have had patchy lessons here and there as I tested out little activities trying to get my head round things. As I have grown more comfortable with the ideas, and the levels to pitch to different students, I am planning to incorporate a more learner centered approach with my yr 8 Science class for our plants topic. Specifically around incorporating computational thinking to pattern recognition, algorithms and plant identification, and then designing a digital outcome for the students final plant identification tool.

Almost every person who has ever done any science at school will remember seeing a dichotomous key – a flow chart with this or that answers that you works your way through to identify a species of plant or animal

Screen Shot 2018-09-27 at 9.17.37 AM.png
A dichotomous key for identifying sharks – thanks wikipedia 🙂   https://en.wikipedia.org/wiki/Shark

The key is dichotomous because it there are two choices, does the shark have this or that. So it is like a binary system, with only 2 options. Which is essentially how all computers work, because the only have the two possible options. To be able to draw a key like this, you need to have identified the patterns and traits that are unique to each species, and then order them in such a way so that each species can be identified.

In the past, I have focussed on ‘teaching’ my students how to interpret these keys rather than getting them to build their own. There is often a key in an end of topic test, and (being a bit brutal on myself) it was an easy way to get some students over the line.

This year, I’m allotting a bit more time and the plan is.

  1. spend some time learning how to identify plants.

Using the plants around us, the plants that we see at the Sinclair wetlands (we go on a great field trip there, spending the day ripping out gorse and planting trees and shrubs and watching all the bird life in the occasional moments the students are quiet enough to not scare them all away) and some online resources, I’m ‘hoping’ that students will learn more about the different features of the plants, and why these adaptations are important. An easy example would be deciduous compared to ever green trees – NZ natives do not lose their leaves in the winter compared to many introduced trees. Why might this be? Or why do our local sand dunes have different plants to the river bed a few metres up.

There will be a bit more direct instruction in this section. I watched with interest the debate over learner centric and teacher driven teaching and learning, and I think, like all things, you need to find a happy medium between the two. So we will go over what some adaptations are, ideas to look for, how environment impacts growth etc.

2. Look specifically for different patterns occurring with the various traits of the plants.

So, as we look at the adaptations, what do all the plants that have ‘spiky’ leaves have in common? Are they related or not? How can we tell the difference between the two different types of leaves and the plants they represent? How can we begin to group plants together based on similar patterns, traits etc.

If we get time, we might get into some abstraction. What adaptations would a plant living in this environment have? If the climate continues to change, what adaptations do you think the plants in different places might need to make. Could the plants do this fast enough?

3. How could we help some-one else identify the different plants? Making a dichotomous key.

So, designing a flow chart seems simple enough right. I’m hoping not. I’m thinking there will need to be some good leading questions, and some iteration involved to get the best possible outcomes. What yes no questions could we ask to identify 10 different plants that are common about the school? How could this be done in the least number of steps? How can we cut down on repeating questions? What is the best way to ask the questions clearly.

4. How do we present our keys?

I’m sure some of the students will want to do this in minecraft (they are minecraft crazy!!).  I might be brave and try doing a java based program with those that are keen. And those that are less confident I am thinking we might do some options with a powerpoint – using the hyperlink function to jump between slides to mimic bringing up the next question in the key. Or I am sure the students will have some other ideas about how they can present their work.

Screen Shot 2018-09-27 at 9.56.40 AM.png
The over view for digital outcomes for the NZ digital technology curriculum  http://elearning.tki.org.nz/Teaching/Curriculum-areas/Digital-Technologies-in-the-curriculum#js-tabcontainer-1-tab-4

 

So this ‘unit’ of work will hopefully tie in some of the learning I have done around the digitech curriculum, and allow me to more specifically focus on the designing digital outcomes strand. My holiday project is to modify the classes onenote so all the plant adaptation content is there, as well as spending some time on the digital design outcome strand to sure up my knowledge of this area.

And I will report back on how it goes in Term 4.

Have fun

 

 

 

Posted in Digital Technologies, random ramblings, Teaching and Learning

Integrating computational thinking – Mystery Skype.

When I first did a mystery skype with Kyle Calderwood, I remember thinking this is a great way to encourage students questioning skills as well as for them to learn about other people and places. The premise is that during a Mystery Skype, students will ask questions to locate where the other class or person is. You skype a class, ask some questions and figure out where they are. (Or you could figure out which element they are, or which historical figure…..) These questions have to be yes or no questions – for example where do you live is not an acceptable question, but do you live in the southern hemisphere is. When prepping students for mystery skypes, and supporting them during, I’ve tried to focus on what sorts of questions can narrow down answers and what information can you use to ask more useful questions. What I didn’t realise until recently was I essentially showing the students how to build an algorithm to narrow down a search term to find a specific piece of information. Which fits really nicely with the expectations of the curriculum.

Screen Shot 2018-08-03 at 12.22.45 PM.png
Computational thinking (as defined by the New Zealand Digital technologies curriculum) http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Technology/Learning-area-structure#collapsible2

A beauty of this is that the ‘algorithm’ or questions asked change depending on the circumstance. So, for example, I have ‘trained’ my students to ask are you in the northern hemisphere (yes/no) and it is between 12midnight and 12 noon, or after ‘noon’ so they can figure out a possible area (time zones are more important for the northern hemisphere calls when you are from NZ – most of the southern hemisphere except Australia is in night time during our school day). But then as you zoom in on a location, the questions have to match the area (eg are you south of this city, or this highway, or river), so no set of questions is ever quite the same. But you are still breaking down the questions, coming up with yes/no answers and using evidence to inform your next question.

It is also a really useful way to support students to use search features on their computers really well, as well as how to look a geographical features. Not only for where they are searching for, but where they are. In order to answer truthfully, kids need to know where places are in relation to them, and so learn more about their own place as well as learning about others.

So I thought I would try a mystery skype for our last digitech lesson as part of the current module. In preparation for todays call, I got my students to pair up, one with a laptop searching where the other class was, and one looking for us, to make sure we gave truthful answers for where we were based. We practiced yesterday by guessing where in the world Mrs Chisnall was thinking of (The new Optus Stadium in Perth… I am a cricket fan). It was a good chance to review algorithms, how to ask specific questions seeking the important information (eg are you in a park is a very vague question, as lots of things could be a park. But then a student asked do you have to pay to get in which was a helpful question around what to search for attractions in the area.)

And so even though todays call was a flop because of connection issues (I suspect our internet or firewall was to blame….) the students still did get something out of the practice we did, and I will definitely look to try again with the next digit tech module. And next time I do a mystery skype with a ‘general’ class, I will focus my prepping questions slightly more towards the thinking behind asking the questions, and how computational thinking and algorithms can be used to solve problems.