Seed Project 2019 - 2020
Lionell HORN, Fiona PERRY, Linda HO and Maria CHAU NET Section, CDI, EDB 16 February 2019
Project Code:
NT0319
Coding to Learn (C2L)
Enabling Primary Students to Experience a New
Approach to English Learning
How is coding related to
literacy instruction?
Key
Question
The Seed project, Coding to Learn – Enabling Primary Students to Experience a New Approach to English Learning (C2L), aims to explore ways to use coding as a means of motivating and supporting
primary students to learn English as a second language.
Description of C2L
Objective 1 To design integrated
learning activities which provide opportunities for students to develop and apply a range of language skills (6
language skills).
Objective 2
To create opportunities for students to be creators with use of technology not
only consumers, through the learning and teaching of coding as a new literacy
skill (GS and TE).
Objective 3 To facilitate the development of students’ 21stcentury
skills (6Cs).
Objective 4 To promote effective
assessment for learning strategies
among teachers (SOLO).
Objective 5
To evaluate the impact of coding as a language acquisition activity on the learning, teaching and assessment of English as a second language.
General Studies
English Language Education
Technology Education
Components of a C2L School-based
English Language Curriculum
What is
Computational Thinking?
Simulation
Problem
Decomposition Data
Collection Algorithms and
Procedures
Automation
Data Analysis
Abstraction
Data
Representation
Parallelisation
Visual Programming Language (VPL)
LEGO WeDo
VPL & Robotics
End Product
Animation Written Story .
ScratchJr
VPL
End Product
Robot Model Written Report .
School Sharing
Christina SUEN Joyce WONG Yolanda OKORO
Involved in C2L 2017/18 & 2018/19
HKUGA
Primary School
Seed Project Briefing Coding to Learn (C2L)
16
thFebruary, 2019
HKUGA Primary School
Joyce Wong, Yolanda Okoro and Christina Suen
O v e r v i e w
1. Welcome and Introduction
2. Why did we join the Seed Project?
3. What does the project look like in our school?
4. Benefits and Challenges
5. Q&A
• Direct Subsidy Scheme (DSS) Primary School in Chai Wan
• Primarily middle class students with strong family support
• Strong linguistics skills in speaking and listening
• Promotion of reading is our key focus
Introduction – About HKUGA Primary School
• Development of logical thinking through Coding
• Provision of an authentic avenue for integrating with other subjects
• Application of Character Strengths such as Curiosity, Teamwork and Love of Learning (as part of Positive Education)
• Enhancement of writing skills in organisation, cohesion, editing and proofreading in a focused and systematic manner
W h y d i d w e j o i n t h e C 2 L P r o j e c t ?
Past: 2017-18: P.3 started
2 units (narrative and information texts)
• Narrative: Writing a story
• Information: Making a Life Cycle
Coding via ScratchJr and LEGO WeDo Present: 2018-19: P.1 – P.4
What does the project look like in our school?
• Support from the NET Section (PDs, planning, sharing resources, Cluster Meeting)
• Co-planning with the team of P.3 teachers
• Re-writing the units to include ScratchJr and LEGO WeDo
• Trialing and supporting each other during lessons (Teaching Assistants and other P.3 teachers)
• Evaluation of achievement of objectives
• Revision of trialed materials and resources
• Moving forward (sharing with other YLs)
W h a t h a p p e n e d i n 2 0 1 7 - 1 8 ?
Teaching students to code using unplugged activities
Planning on paper with the help of Scratch Jr
Creating animation
Debugging
Drafting
Proofreading Revising and Editing [CARS and CUPS]
U s i n g S c r a t c h J r f o r N a r r a t i v e T e x t
1. Unplugged Coding
2. Plan
3. Learn
4. Create
1 2
3 4
5. Draft then CARS and CUPS
6. Publish and Share
Enhancing students’ speaking abilities through sharing
Students present their story at the end of the Process Writing Stage
They feel more confident to speak with support from the process they have gone through
More structure, content and
wider range of vocabulary
Teaching students the life cycle of a frog
Teaching students how to observe the changes from a tadpole to an adult frog
Programming and debugging of the model
Record the changes
Drafting the different life stages of a frog
Proofreading Revising and Editing [CARS and CUPS]
U s i n g L E G O W e D o w i t h I n f o r m a t i o n Te x t
R e a d i n g , O b s e r v i n g & J o t t i n g N o t e s
Programming (Motion & Sound) & Debugging
D r a f t i n g a L i f e C y c l e
• Group Project – Research and explore the life cycle of a different animal/insect’s life cycle
• Life Cycle Posters
E x t e n d i n g t h e L e a r n i n g
E v i d e n c e a n d E v a l u a t i o n
Development of logical thinking through Coding [ongoing]
Provision of an authentic avenue for integrating with other subjects
Application of Character Strengths such as Curiosity, Teamwork and Love of Learning (as part of Positive Education)
Enhancement of writing skills in organisation, cohesion, editing and
proofreading in a focused and systematic manner [ongoing]
“I am able to proofread my writing.”
31%
62%
6%1%
Strongly Agree Agree Disagree Strongly Disagree
P . 4 Q u e s t i o n n a i r e ( D e c 2 0 1 8 ]
Plus Minus Change
• Writing with fun
• Provide ss a structure
• Picture with the visual cues more to write, especially the weaker ones
• Write in paragraphs – better organisation
• Used more dialogue in their writing
• Enough time to plan, write and revise their story
• CARS and CUPS posters helpful
• Normal word limit not enough
• Widened reading scope
• Research skills
• Need more time for debugging
• Need more time for the unit
• Relook and revise current units to make more time for the unit
• Kids are working more collaboratively
• In depth discussions
• Students were speaking about the character and its movement
• Enhanced interactions with teacher
• Ideas got lost due to
limitations in the App
• Ss can draw their own background and characters
• Need development to get to more complex coding blocks
• New topic – Earthquake (P.4)
M o v i n g F o r w a r d
Thank you!
How is coding related to
literacy instruction?
Key
Question
School Commitment General
2 3 4
Plan
Allocate regular co- planning time for the
project
Evaluate
Support the collection of data on the students and teachers
Trial
Begin the tryout of the project
Share
Share with other schools their Seed project experience 1
C2L is a three-year Seed project
(started in the 2017/18 s.y.)
EPC LET NET ?
School Commitment
Project Teachers
Options for C2L Seed Project
Schools
Two levels of participation
Level 1
- attend professional development - implement the project
- share resources with other project schools - identify and share good practice
- contribute towards the project evaluation Level 2
- membership of learning community and network
Question 1 Question 2 Question 3 Question 4
Coding & ESL
To what extent has
coding helped second language students develop their language skills?
Consumers vs Creators
With the use of technology, how
have students become creators, rather than merely
consumers, of information?
21stCentury Skills
How has the teaching
and learning of coding supported the
development of students’ 21st century skills?
Assessment for/as
What changes were seen in the school- based assessment to
include assessment for and as learning
strategies?
Guiding Research Questions
Initial Evaluation Results
Coding
Initial Evaluation Results
Content
Initial Evaluation Results
Language and Style
Initial Evaluation Results
Organisation
Initial Evaluation Results
Writing Total
Initial Evaluation Results
Writing Number of Words
Initial Evaluation Results
Writing Corrections
Timeline
for Application
March to April 2019 Contact Schools
16 February 2019 Briefing
.
5 March 2019 Deadline for Application June 2019
Notification to Schools July 2019
Preparation for C2L
Project Proposal
Education Bureau Circular Memorandum No. 5/2019
Project Title:
Coding to Learn – Enabling Primary Students to Experience a New Approach to English Learning (C2L)
Project Code: NT0319
Name of CDI Section: Native-speaking English Teacher Section Seed Project: Appendix C
Deadline for application: 5 March 2019
Posting Your Proposal
Please send to the following address:
Human Resources Management Unit of EDB 4/F, East Wing
Central Government Offices
2 Tim Mei Avenue, Tamar, Hong Kong
(Application for Staff Interflow Schemes 2019))
Advisory Teacher Fiona PERRY
Email: fionaperry@edb.gov.hk Tel: 3549 8307
Advisory Teacher Linda HO
Email: lindaklho@edb.gov.hk Tel: 3549 8319
Advisory Teacher Maria CHAU
Email: fmchau@edb.gov.hk Tel: 3549 8303
Q & A – Professional Matters
Project Manager Lionell HORN
Email: lghorn@edb.gov.hk Tel: 3549 8306
