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

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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

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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

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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

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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.

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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

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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

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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.

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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).

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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

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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

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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.

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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

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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

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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

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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

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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.

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Figure 3, Slides from initial presentation, seen in Appendix 7 – Dissemination Documents

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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.

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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.

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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.”

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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.

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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

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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).

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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;

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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;

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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.

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Figure 7, Extract from Observation Data Collection Coding SWOT Model, Appendix 5 – Collected Data

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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.

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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

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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

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O 1 1 6 1 5 1 6 21

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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

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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).

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Observation Data

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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.

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ARCS Analysis

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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

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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

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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

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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

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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.

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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.

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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.

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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

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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.

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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.

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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.

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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.

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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

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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.

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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

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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.

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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).

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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.

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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

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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).

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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.

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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.

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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: George.West@student.anglia.ac.uk

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

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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.

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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].

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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 matt.bristow@anglia.ac.uk

✔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 FST-Biologicalsafety.GMO@anglia.ac.uk (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

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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

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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

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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. gwest@highcliffeschool.com 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.

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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

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Signed Letter from the Gatekeeper

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Project Plan

Error! Not a valid link.

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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.

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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: jeffrey.grierson@anglia.ac.uk

Copy to: Beverley Pasco Ian Tindal

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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’

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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,

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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.).

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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).

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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

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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

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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.

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Interview Data Coding ARCS Model

Key 1 – Keller (2010) ARCS Model

Attention

Relevance

Confidence

Satisfaction

Interview 1 – KS3 Centred

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Interview 2

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Interview 3

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Interview Data Coding SWOT Model

Key 2 – SWOT Analysis

Strengths

Weaknesses

Opportunities

Threats

Interview 1 – KS3 Centred

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Interview 2

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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

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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

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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.

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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.

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Observation Data Collection Coding ARCS Model

Key 1 – Keller (2010) ARCS Model

Attention

Relevance

Confidence

Satisfaction

Observation 1

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Observation 2

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Supplemental Observation

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Observation Data Collection Coding SWOT Model

Key 2 – SWOT Analysis

Strengths

Weaknesses

Opportunities

Threats

Observation 1

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Observation 2

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Supplemental Observation

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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,

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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

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WordPress™ References

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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

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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].

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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].

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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

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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

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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.