Resource
Material for the IT PGCE:
Logo and on-screen control |
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The learning objectives for this session are that by the end of it you should:
In this session, you meet the only programming language most children will use up to the age of 16 - Logo. This language was originally developed by Papert at MIT and is used in both primary and secondary schools. Today's exercise has three aims: to introduce you to the use of Logo as a way of developing the 'control' aspect of IT capability; to develop your personal expertise in the use of Logo; and to illustrate one form of differentiation. It will take one morning at the Institute followed by a day of directed study time, during which you will write four sets of procedures of increasing complexity and a lesson plan to teach this aspect of IT to KS3. This is a link to the index of the sets of procedures and this is a link to the index of lesson plans. |
At the Institute
You are to write
four sets of procedures to draw the shape below each set achieves
the same result but by increasingly sophisticated means.
While completing this task, you should make a careful note of the difficulties and misconceptions you faced. At 9:30 there will be an introduction to Logo and groups will be allocated. Each group will then have until 12:30 to write the four sets of procedures. At 12:30 there will be a discussion of the task and the difficulties you faced in completing it. During the directed study day, you should write a plan for a lesson to teach this aspect of IT to KS3 (use the lesson planning pro-forma) in which you plan for differentiation by task. The lesson planning activity builds on the session of the previous week. The use of Logo to teach the 'Control' section of the IT NC is further developed in the 'Developing ideas 2' session. |
Misconceptions are not the same as mistakes. A mistake is where for example one types in the number 0 instead of the letter O, (e.g. writing 0FF rather than OFF) while a misconception is where something is misunderstood - or understood in a different way to the one intended. Very often a misconception will be understood intuitively - that is, it will follow from an unstated belief about 'the way the world is' rather than being the product of well thought through reasoning. Some common misconceptions in this area which have been held by both BTs and pupils are:
See also the misconceptions section of the 'Constructing a computer-controlled model' page. You should have a look at the lesson plans and student worksheets for a unit of five lessons planned and taught by Elizabeth Doyle. Elizabeth has also produced a booklet (a zipped file) and a scheme of work for Logo in Year 8.
In this session, you look at one way to differentiate by task. This example is interesting because the product as seen on the screen or page is the same whatever set of procedures is used to make it - but in another important sense the outcome is very different when different kinds of procedure are used. When you write lesson plans, you need to think how to allocate different tasks to different groups thinking about questions such as: Do the pupils all start the same with some tasks as extensions? Are different groups set different tasks from the outset? Are different tasks introduced infomally as you go round the class? How will you build on the variety of tasks in the following lessons? Other Resources You should look at the following units of the DfEE schemes of work: Key Stage 2: unit 2D, Routes; unit 4E, Modelling effects on screen; Key Stage 3: unit 6, 'Control - input, process and output'. There are many books and articles written about pupils' use of Logo. The classic starter is Seymour Papert's 'Mindstorms' (Institute library reference Mim Loz PAP). The Institute's maths department is a world leader in researching the use of Logo in the teaching of mathematics so there are over 70 books and dissertations in the library which you can find by searching on 'Logo'.
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This page is maintained
by Tim Brosnan. Please send any comments to: t.brosnan@ioe.ac.uk Last updated on 14th June 2001 . |
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