Getting started
Interdependent learning approach
Do you lead programming from the front of the class? With classic lesson plans, objectives and outcomes? Showing all the students at the same time how a "for loop" works? H ave you considered that a one-size-fits-all approach might not be getting the best from your students? When we lead learning from the front, not every student is following. Some are already lost and some never needed the explanation. Therefore, only a small number of students are benefitting from this approach. Wouldn't it be better if every student received the tuition and "live coding" examples when they are ready?
Welcome to Time2Code. The BEST way to learn to code because it's built upon all the leading pedagogies.
This scheme is designed for students to make progress at their own pace within a structured framework. With an interdependent approach, instead of the teacher leading the learning from the front of the class and dictating which programs students should all study at the same time, with Time2Code students can learn for themselves using videos and other resources; knowing when to ask for help and when to find solutions on their own. They ask for help when they need it, not getting instruction from the front when they don't. Asking their teacher to review their work before continuing to the next program, so there is always opportunity for extra teaching and Q&A, but it's at an individual student level instead.
With this approach, no student is held back, and no student is left behind. Those students who need less support can make greater progress while teachers support those students who need more help. This means that each student may be working on a different program to their peers. That's differentiation in action!
How to deliver this scheme
Simply share the GoCodeIt website (which hosts Time2Code content) with students and allow them to work through it. Everything they need is included. You don't need a paid-for plan. The content and pedagogy on the site is free. Paid plans just give you more classroom control such as setting assignments and collecting work in. It's a nice to have if you want it, but with our tried and tested approach, you don't need it. With Time2Code the goal is for the teacher to become a facilitator. Monitoring progress and delivering timely feedback.
Units / levels
- Show students how the course is structured into units (sometimes called levels):
- Select Start Unit 1.
- Show students that each unit contains programs to learn new techniques, practice programs (with their difficulty rated 1-3 stars) and assessment points.
- Students should always start with these three programs. Each program has a video that demonstrates the new programming keywords and concepts they will need to complete the exercises.
- Note the links at the top of the page: syntax guide and command words. Students will find these helpful when completing programs within the unit.
- Select Start for Hello World.
Learning programs
- Before attempting the challenge presented on the page, students should watch the video using the link highlighted on the screen shot below. Show students how to find this. They should always look for the green button for the video instrcutions.
- Note there are no PowerPoint presentations. Video provides the teaching. There are no objectives or outcomes because every student is working at their own pace at a different stage of the scheme interdependently.
- Show students the instructions for the learning program in the right pane: Try, Investigate, Make and Evaluate (TIME).
- Show students the code window in the left pane. This is where they write their code.
- Students should read the brief and then complete the program. The buttons at the top allow them to run, step and test their programs. The three tabs: Project, Output and Tests allow them to navigate the windows.
- Start all students at unit 1 and allow them to work on their own through the three learning programs. They should use headphones to watch the videos and be encouraged to look at these again if they get stuck later.
Practice programs
- Once students have complete all three practice programs, they are ready for differentiated challenges. These are headed, "Easier programs worth 1 star each", "Medium programs worth 2 stars each" and "Harder programs worth 3 stars each".
- Decide in advance of delivering the scheme how many stars you want students to achieve in a unit. Typically this would be four (for quick, but demanding progression) or six (for a more steady progression, but requires more lessons).
- Students do not need to complete every practice program, just enough to gain the number of stars you want them to achieve. See more details in the guide to differentiation.
- Allow students to self-select one, two or three star programs depending on how confident they feel.
- As students are working, the teacher provides support to individual students becoming a facilitator and assessor rather than the teacher.
- Try adopting a "three-before-me" approach to support. I.e. ask your neighbour for help, then ask a more confident student in the class for help, only then ask your teacher for help.
- Encourage students to use the syntax guide and command words to help them.
- A teacher support pack is available that includes flowcharts, Parson's and model solutions you can use for more scaffolding.
- Encourage students to tackle lower star programs if they are struggling and higher star programs if they can take more challenge.
- Importantly, foster an expectation of interdependent learning and a growth mindset.
- When students complete a program, review it with them using the oral feedback framework and mark it off on a tracking sheet before starting the next program.
- Allow students to tackle assessment point programs when they are ready.
Moving on
- Students should only continue to the next program and especially the next unit when they feel secure in the knowledge.
Maintaining pace
- Be mindful that an interdependent approach can lead to students falling behind the schedule or not completing the scheme. Set dated checkpoints for each set of three units as a minimum and monitor pace carefully.
- If you find you are running out of time, reduce the expectation from six to four, or four to three stars. It is important for GCSE examinations that students complete units 1-9 by the end of the course for Cambridge OCR and AQA or to unit 10 for Pearson Edexcel.
