MicroBits

 

 

Using Micro-Bits – Algorithms

Computational thinking is used in most ICT lessons. One of the ways in which this is built into the scheme of work is by using microbits.

Students access a coding platform, then use code ‘bricks’ to give a microbit a set of instructions to complete.

In the above example the micro bit has been programmed to dispay a ‘tick’ and a ‘heart’.Depending on the input the user makes (when ‘A’ is pushed on the micro-bit a tick will be displayed; but when the user ‘shakes’ the micro-bit,a heart will be displayed).

Click to see example in action

Microbits boost engagement in lessons allowing students to experiment with a range of different algorithms and giving them the independence to create a variety of things.

Scratch and Stories

Scratch Junior

Scratch Junior is aimed at children between the ages of 5 and 7.

 

Scratch Junior from Victoria Falla on Vimeo.

Scratch

Scratch provides visual blocks, such as motion, looks, sound, pen, control and operators. Below is a small video demonstation made by a Yr7 student.

Year 7 – Pen Art

Getting started…

A basic demonstration of how ICT can be used in the classroom for younger children.

Instead of writing program codes, Scratch users create  programs by dragging and stacking  building blocks. Scratch enables the user to create media-rich content more easily. It does this by merging graphics, animation and audio. Scratch also helps the user to  focus on a variety of different skill sets,  from  programming languages to higher-order thinking skills such as problem-solving; this in turn helps with creative thinking and logical reasoning. Furthermore, the Scratch programme stimulates students to come up with creative solutions through play.

This is an example of how scratch is used in a Year 7 lesson

                  

 

                 

 

        

The video demonstation below brings this step-by-step process to life.

 

(For a full demonstration see ‘Pages‘ below)

 

 

Programming Robots

Beebot and Dash

We were taught how to programme robots by using the Dash App and the Dash robot. We were shown how to use a basic Algorithm (instructions).

Beebot

During this activity we were asked to programme the robot manually by pressing the command buttons upon the ‘bug’s’ back. This ‘algorithm’ was produced by measuring out how far the robot went in one step. For example, the robot was able to travel 15cm with one press of the button . Devising a scale  (1 step = 15cm) made creating a route for the robot to travel in more manageable. This is the simple algorithm we produced:

The video clip below demonstrates the algorithm in action:

Dash

By designing simple ‘Algorithms’ that contain variables, sequence and selection, including understanding of logical operations. We were shown how to use an App called Blockly, which enabled us to programme the robot using step-by-step instructions ‘blocks’ that allows the user to create a sequence (Algorithm) or change the sequence by ‘debugging’ (removing instruction).

We were asked to programme the robot to travel in a triangle. We worked out that in order to do this that we would need to include  and understand certain maths equations; at this point we were able to relate our programming sequence to algebra by likening some of the steps used. This emphasised the learning that is encouraged in a classroom environment, when children are asked to relate the topic in hand to everyday life situations.

 

Welcome to Victoria’s Blog

                                               

Firstly I am going to take a look at Internet Safety; this will involve looking at the advantages and disadvantages that children and young people face when they go ‘online’:

Online Safety Resources for Teachers

CEOP

The child Exploitation and Online Protection agency website offers many resources to support all of those who work with children, in keeping them safe online. This is done by using a holistic approach, where officers from the CEOP work collaboratively alongside online and technological industries, aiming to minimise the possibility of any future technology causing risk to children by way of sexual exploitation and/or sexual abuse . Education specialists work collboratively to ensure that all parents, carers and children are armed with all relative knowledge and skills.

Online Safety

The easiest way to keep people safe online is to educate them. It is important that children are aware that not everybody is who they say they are. Handy hints and tips for practitioners. Click here

Preventing Abuse

An interesting resource to help prevent Child Abuse.  Help your child understand what behaviour is appropriate when they’re online. For more information follow the link here

Internet Safety

Teaching children about the dangers of the cyber world. It is important to consider other people’s feelings when posting anything online. Children need to be aware of the long term effects a profile can have. For example, when creating a personal profile on a Website, personal information is requested: password, date of birth, address, telephone number and so on. This form of information sharing becomes a breeding ground for Identity theft, with  people (of all ages) being scammed daily. These scams are extremely sophisticated and appear legitimate, so it is vital that we teach our children and young people about identity management as early as possible. If you would like more information, please click here

Gaming

Need answers? Got something on your mind?

There are many free  gaming websites that offer educational games. Please click here

The Band Runner game is hosted within an informative website providing online safety for 8-10 year olds. For more information click here  

(picture courtesy of pixabay.com)