Pedagogical Content Knowledge for Primary Programming

1. Subject matter content including four key programming concepts

1.1. have understood more about sequencing, repetition, variables and selection in different contexts

1.2. can use unplugged activities to help learners with their understanding of the above

2. Representations of ideas through analogies, metaphors, examples, demonstrations, rephrasing etc.

2.1. Making sure that there is enough demonstration before asking children to go and do

2.2. Use of diagrams , pictures and flow charts to help create algorithms as a step before doing the coding

3. Curricular knowledge including the content that is appropriate for learners and approaches to deliver this

3.1. make sure that children are able to make links between different curriculum areas - do they have sufficient knowledge in order to be able to complete the computing task?

4. Teaching experience including the knowledge of what will benefit learners I work with and effective classroom strategies

4.1. letting the children explain to others about what they are doing - but hands behind backs so that they have to talk it, rather than show it

4.2. using the different levels of abstraction will aid children - make sure that it is modelled first

5. Pedagogical knowledge including learning theories and taxonomies

5.1. better understood different learning theories e.g. Bloom's taxonomy and cognitive load theory and how this affects learners

5.2. increased knowledge of SOLO with regards to programming

5.3. examined the models and application of Use-Create-Modify and PRIMM

5.4. understood the differences between instructivist and constructivist, and more knowledge about when to use them either by themselves or in combination

5.5. reflected on my own practice within the classroom and identified learning styles and linked to learning theories

5.6. looked at how children can RAG their own work to help them better understand their own learning process

5.7. gained more understanding of the semantic wave

6. Knowledge of learners including managing cognitive load with appropriate scaffolding and avoiding learnt helplessness

6.1. ensuring children have prompt sheets (where appropriate) to help support of scaffold their learning

6.2. use the different levels of abstraction to help break down the task as a whole

6.3. encourage learners to think back and make links with what they have learned before