Girls Can Code BBC3 Inspiring Coding and Digital Technology in Young People
There is an inspiring two-part series running on BBC3 at the moment called “Girls Can Code“. If you missed the first episode last night on Monday 14th September 2015, watch it on catch up.
Although the programme is about a group of girls learning code, the learning points are just as relevant to both male and female and in all subjects.
The programme reveals a lot of important lessons for educators. Here’s a few I noted:
- The importance of embedding the use of technology for educational purposes and developing digital literacy skills.
- Developing key competencies in students including building confidence, influencing their peers, communication skills and personal development
- Providing insights for students to have access to real-life work opportunities and real-life on the job training with involvement from Employers.
- Enabling learning within teams. Encouraging the development of Communities of Practice and building collaborative working and engagement into lessons. Allow students to share information, knowledge, ideas and learning experiences freely with each other.
- Providing opportunities for analysing and problem-solving to generate new directions and reshape ideas and make decisions.
- The importance of providing a variety of ways for students to learn and to support students to learn at their own pace. Enable students to use a number of different skills to achieve the same goal, so they get a sense of achievement and feel they are contributing specific skills and skills that are valued.
- To stretch students to achieve, but to a limit that is reachable, otherwise if too far a target is set, then failure leads to frustration.
- Allow task identity which is defined as the degree to which the job requires completion of the whole and identifiable task – doing a job from beginning to end with a visible outcome.
- Providing projects that teach resilience and enable students to cope with changing situations, so they have to think and adjust behaviour.
- Provide opportunities for informal learning, opportunity for students to fail and learn and time for students to reflect, chat, share and learn.
- Create task significance – help students to understand the significance and impact of what they are doing and how this feeds into their long term goals. Students should receive regular feedback to show how their learning is contributing to their main goals and local term career and professional development. It is important to help every student to realise the full significance of what they are doing.
- The importance of providing constructive feedback for students to learn from. Feedback is often neglected, but praise and recognition for good work are very important for motivation.
- Construct autonomy into learning so students are provided with substantial freedom, independence and discretion in scheduling their work and in determining the procedures to be used in carrying it out. Allow them a variety of ways to complete a task, for example, does their work all have to presented the same way or could it be a video or audio clip, a visual presentation such as a mind map or poster.
- Providing One-to-One Coaching and Mentoring from people in the industry, as well as, teaching staff.
- Helping students to build a wider network.