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A Code-a-pillar robot

Semantic wave for young learners

In this step you are going to represent a learning sequence as a semantic wave. The sequence uses both guided exploration and a targeted task to scaffold learners, helping them to develop an understanding of sequence in programming. They will use their knowledge to plan a way for Code-a-Pillar to manoeuvre around an obstacle course.

Code-a-Pillars have segments that can be added to the head. Each segment will make the Code-a-Pillar act in a particular way. When more than one segment is added, the Code-a-Pillar will move from its starting position to finish in a different place, depending on the segments that have been used.

Download the PDF attached to this step that describes the steps in a learning sequence. There are three tasks provided to scaffold you so that you are ready to represent this learning sequence as a semantic wave.

  1. Read through the learning sequence and consider where instructivist or constructivist approaches are used.

  2. Add labels to indicate:

    • The level of Bloom’s taxonomy learners will be using at different points, and/or

    • The learning outcomes at different points, along with the stage of SOLO you think they correspond to

Use your thinking from previous steps in the course and the notes you have made to draw the sequence as a semantic wave. Label the different parts of the wave. Take a photo of the semantic wave, upload it to an online service such as imgur or Google Drive, and share a link to it in the comments section below.

Look for the similarities and differences between your depiction of the learning sequence as a semantic wave and those of other participants in the course. There are no right and wrong answers. However, if yours is very different to those of others, you may want to go back and think through the way you have represented the learning.

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This article is from the free online course:

Programming Pedagogy in Primary Schools: Developing Computing Teaching

Raspberry Pi Foundation