2. Managing cognitive load through scaffolding and avoiding learned helplessness
2.1. I have removed more 'extraneous' concepts that are not the focus of learning, but still often required for a program to work, by hiding them in functions or other strategies.
2.2. When time permits, during a task, if someone says "i don't know', I make sure that I ask questions that elicit how far they really are from understanding, and then providing appropriate hints/guidance to help them make progress from there.
3. Teaching experience
4. Subject matter content
4.1. I am thinking more now about the order in which to add one of the four key programming concepts, as well as how to combine these in a way that works for pupil progression
5. Pedagogical knowledge
5.1. I have started to plan lessons and units in terms of a semantic wave
5.2. I have started applying PRIMM wherever possible in relevant lessons
5.3. I am more aware of when I am asking the students to undertake an instructivist v constructivist task. I have tried to increase the constructivist approach through guided exploration
6. Representations of ideas
6.1. I have tried to plan for student questions/misunderstandings around variables, functions, inputs by having an unplugged analogy ready to help explain it.
