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    PRIMM Replit May 2022

    Uploaded by

    Ben Hodson
    Teams for Education presented on PRIMM, an approach to structuring programming lessons. PRIMM focuses on having students predict, run, investigate, modify, and make programs. It aims to reduce cognitive load by having students read and discuss code before writing it themselves. The approach uses existing starter programs and gradually shifts ownership to the students. Questions and tasks target different levels of a program from text to structure to execution.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd

    PRIMM Replit May 2022

    Uploaded by

    Ben Hodson
    17 views27 pages
    Teams for Education presented on PRIMM, an approach to structuring programming lessons. PRIMM focuses on having students predict, run, investigate, modify, and make programs. It aims to reduce cognitive load by having students read and discuss code before writing it themselves. The approach uses existing starter programs and gradually shifts ownership to the students. Questions and tasks target different levels of a program from text to structure to execution.

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    Teams for Education presented on PRIMM, an approach to structuring programming lessons. PRIMM focuses on having students predict, run, investigate, modify, and make programs. It aims to reduce cognitive load by having students read and discuss code before writing it themselves. The approach uses existing starter programs and gradually shifts ownership to the students. Questions and tasks target different levels of a program from text to structure to execution.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    17 views27 pages

    PRIMM Replit May 2022

    Uploaded by

    Ben Hodson
    Teams for Education presented on PRIMM, an approach to structuring programming lessons. PRIMM focuses on having students predict, run, investigate, modify, and make programs. It aims to reduce cognitive load by having students read and discuss code before writing it themselves. The approach uses existing starter programs and gradually shifts ownership to the students. Questions and tasks target different levels of a program from text to structure to execution.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 27

    Teams for Education

    Register your attendance


    at the link in the chat
    to get your certificate
    and free resources
    Teams for Education

    Andy Colley David Morgan


    @MrAColley @LessonHacker
    Teams for Education

    PRIMM
    AGENDA
    1. Why PRIMM?
    2. What is PRIMM?
    3. Building a PRIMM focused Project
    @MrAColley @LessonHacker
    4. PRIMM on the Curriculum Hub
    Learning to Program is Hard!
    Hobbyists Employees Students
    Motivated Paid One lesson a week for 8 weeks.
    Large class
    Invest own time Trained by experts Teacher still on a learning curve?
    One subject amongst many
    Own choice Have an end goal Goal is far in the future
    Why is Learning to Code so Hard?

    Even just one line of code can contain


    lots of concepts to be unpicked and High cognitive load
    understood

    myAge = int(input("Please tell me your age..."))


    There are (at least) three levels of abstraction
    when coding

    Understanding the problem to be solved.

    myAge = int(input("Please tell me your age..."))


    There are (at least) three levels of abstraction
    when coding

    Understanding the problem to be solved.

    How to decompose this into an algorithm based on computational thinking.

    myAge = int(input("Please tell me


    myAge ← INPUT your age..."))
    There are (at least) three levels of abstraction
    when coding

    Understanding the problem to be solved.

    How to decompose this into an algorithm based on computational thinking.

    How this translates into your particular syntax.

    myAge = int(input("Please tell me your age..."))


    I want the user to myAge ← INPUT
    tell the program how old they are.
    Decomposition based on Computational Thinking
    Problem: look at a list of numbers and find the highest one.
    numbers = [42, 1337, 404, 255, 0101]

    Algorithm
    1. Store the first item in the list into
    a ‘highest’ variable
    Human Steps 2. Inspect the next item in the list.
    3. If it’s higher, replace the number
    1. Look at the list in the highest variable
    2. Find the highest number 4. Repeat for every item in the list
    Worked Examples & Backward Fading

    Fully worked to introduce Fully worked for Partially worked for students Cued start for student Completed independently
    the method or ideas reinforcement to finish off completion

    PREDICT & RUN INVESTIGATE MODIFY MAKE

    NOT MY CODE PARTLY MY ALL MY


    CODE CODE
    What is PRIMM?
    P Predict

    R Run

    I Investigate

    M Modify

    M Make
    PRIMM is a way of structuring programming
    lessons that focuses on:

    Reading code before Working Reducing cognitive


    you write code collaboratively to load
    talk about programs by unpacking and
    understanding what
    program code is doing

    Using existing Gradually taking


    starter programs that ownership of
    the learner is not programs when
    responsible for (if they don’t
    work!) ready
    What is Predict?
    P Predict

    R Run

    I Investigate

    M Modify

    M Make
    What mistakes and misconceptions could
    students make when writing selection code?
    POSSIBLE
    MISCONCEPTIONS &
    MISTAKES
    ● Not using consistent case for
    variable names.
    ● Missing speech marks/brackets
    ● Capitalising statements - Print, If
    etc.
    ● Missing colons at end of lines 3 & 6
    ● Not indenting lines 4 and 6
    ● Inputting ‘computing’ instead of
    ‘Computing’ when running the
    program - chance to probe for
    understanding here.
    ● Confusing/conflating = and ==
    ● Assuming conditions always check
    whether two pieces of data are the
    same.
    What is PRIMM?
    P Predict

    R Run

    I Investigate

    M Modify

    M Make
    Macro Structure What input would produce the
    output ‘Correct!’?

    Relationships

    Blocks What line does selection start on? Which line runs after line 3 when the
    input is ‘Music’?

    Atoms What is the condition in the code? What is the purpose of line 1 in
    the code?

    Text Surface Program Execution Function

    Architecture/Structure Relevance/Intention
    Macro Structure

    Relationships

    Blocks

    Atoms

    Text Surface Program Execution Function

    Architecture/Structure Relevance/Intention
    Investigate: Example Questions & Activities

    What would happen What would happen Ask students to draw


    if these two lines were if the input to the on the program to
    the other way round? identify
    program was 𝒙?
    constructs

    Draw the flow of Identify the scope of Identify the purpose


    control on the a variable of a single statement
    programs
    e.g. show which line will be
    executed when a loop ends
    P Predict
    Make sure the tasks are based around
    the skill you’re trying to teach R Run

    Or revisit existing skills and extend


    I Investigate
    Important: Are they learning what
    you want them to learn? M Modify

    M Make
    P Predict
    Ability level of task:
    ● Parson’s Problem: Rearrange the code
    ● Vary it by complexity of the task: One R Run
    skill vs combining sets of skills
    ● Vary it by complexity of task: Simpler
    instructions for more complex tasks I Investigate
    Variation theory: How many ways can you
    write a program to achieve the same result? M Modify

    M Make
    LIVE
    BUILD
    @LearningDust
    [email protected]
    Teams for Education

    PRIMM
    Thanks for attending

    Don’t forget to sign in with


    the link in the chat to
    @MrAColley @LessonHacker
    receive your certification
    and the resources

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