The original purpose of this book was a wire frame for a computer science text book which I intend to write. However, whilst working as a supply teacher I realised that I needed a quick reference tool which would present the key facts about different components of computer science without having to edit or copy and paste between different documents. To that end this book is structured to allow quick access to key components of computer science and the core facts are presented in bullet points, allowing Amazon/ Google book to double as presentational software. This approach also ensures that I can access this book from behind the firewall of the school (see index).
About the author
The author (Dan) has spent many years working within the computer technology and education sectors. Dan has studied at Manchester Metropolitan University, Staffordshire University, Liverpool University and the Open University cover subjects like Computing, Business, Risk Management, Sport Science, Psychology and Education. He also holds joint copyright for his work on predicting the completeness of film manuscripts along with other authorships.
This article is based on a presentation to Mr N Hackett (SLT, Learning and Behaviour) and the Enquiry Based Learning (EBL) steering committee at Birches Head High School in support of their creation and implementation of a new EBL curriculum. The purpose of the presentation was to establish a baseline model which the committee tweaked to reflect the schools needs during the transition to student-centred learning.
Learning takes place in two ways, inductively and deductively
Inductively (we define as insight through accessing media (reading and listening))
Deductively (we define as insight through experimentation (testing and data gathering))
We aim for EBL to be mainly a deductive process
We recognise that EBL in real-terms will be a scaled blend of both
Subjects like RE and History will offer a greater inductive focus
STEM subjects will offer a greater deductive focus
Learning through discovery requires:
Acceptance of failure (intrinsically and extrinsically)
A planning process
A testing process
A review process
When I drafted this model I made some assumptions:
There must be a physical product at the end of the enquiry (student achievement)
Level assessment is based on the physical product
Not all learners are ready for enquiry based learning (differentiation)
Some learners will feel unsupported
Some learners will believe that learning is a transfer of knowledge and skills
Enquiry can be of any length
Learning falls below the non-observable line
Demonstration of learning is above the non-observable line
The Big Question
Central to enquiry based learning is the big question. The big question tells the learner what they need to investigate (discover).
Based on the big question the learners create a list of key questions which form the basis of the enquiry. By finding the answers to all these questions, the learner will answer the big question. A example of differentiation would be to provide a list of ten key questions and ask the learner to pick five. To help the students to structure their thinking I propose the following framework.
Question One) This is my question
What do I know
What don’t I know
I don’t know….
What am I looking for
I need to know ….
Where will I find the answer
Wikipedia, Google, Youtube
The Learning Process
How and what do we assess during this stage of confusion and discovery
Is it possible to assess attainment level at this stage
How will the student and the teacher measure attainment
Reviews of success and/ or attainment progress
Curriculum or Assessing Pupils Progress (APP) … i.e.
3 Communicating information
Recognise common layouts and how these help the intended audience
Most of the webpages which I have investigated use the three box layout, some used the four box layout.
Use and explain why you have used the right layout on your product
This book started life as a department review of frontline working practices. We wanted to capture good practice which we could ensure continued as we developed our intervention program. To that end this book is written for those people who implement and manage intervention within school. It provides practical advice and examples which cover all elements of intervention from its structure and organisation within the school, the day-to-day working practices of the frontline workers, to the tracking and monitoring of students and proving intervention impact.