Design Toolkit Participant Registration

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This form is for teachers who would like to apply to participate in our research programme in which we are developing a design toolkit for teachers who teach programming in primary classrooms.

In order to work out which part of the research programme you will be most suited to take part in, please complete this 15-minute survey.

Based on your answers we will then either
1. Ask you if we can visit you at your school to interview you about the design toolkit (Group 1)
OR
2 Ask you if you would like to take part in an online introduction to the toolkit and to complete a survey about it. (Group 2)

The face to face interview for each teacher in Group 1 is expected to take around two and a half hours. During the interview, you will try the toolkit, reviewing how it has been applied to an example resource and then you will use the toolkit to review a lesson plan of your own. We will also capture your ideas on how the toolkit can be improved.

The online introduction and follow up survey for each teacher in Group 2 will take around the same amount of time and you will also review the toolkit's use on a sample resource and apply it to your own lesson plan and then you will note down your ideas for improving the toolkit.

This work is being undertaken because pupils across England are now required to study computing from the start of their primary education, including solving problems by creating programming projects. This study introduces design concepts to help teachers review their use of design in programming projects. We are looking for teachers to review these and the toolkit to improve it. We are particularly keen to incorporate ideas from teachers who are already using design in their teaching.

All data from this survey will be anonymised, meaning that individuals cannot be identified from the data gathered and evidence presented.

Emails will be separated from your answers when the data is analysed and will not be part of the analysis. We will not share your email address with anyone. Data will be stored on password-protected computers or in locked containers.

Please email the principal researcher Jane Waite (j.l.waite@qmul.ac.uk) if you need more information.

If you have any questions or concerns about the manner in which the study was conducted please, in the first instance, contact the researcher responsible for the study, j.l.waite@qmul.ac.uk. If this is unsuccessful, or not appropriate, please contact the Secretary at the Queen Mary Ethics of Research Committee, Room W104, Queens’ Building, Mile End Campus, Mile End Road, London, E1 4NS or research-ethics@qmul.ac.uk. If you have any questions relating to data protection, please contact Data Protection Officer, Queens’ Building, Mile End Road, London, E1 4NS or data-protection@qmul.ac.uk

The ethics approval number for this research is QMREC2311a

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1a What is your name *

1b What is your email address? *

2a.Describe what you think design is in terms of a primary programming activity *

2b Describe what you think an algorithm is in terms of a primary programming activity *

3 Please tell us about your training on using design in primary programming? *

I have had no training on design in teaching programming

Program design was NOT covered in my initial teacher training

Program design WAS covered in my initial teacher training

I attended Diving Deep into Primary Programming with Jane Waite

I attended the BCS certificate Scratch Course with Jane Waite

I have attended other program design workships with Jane Waite

I have attended a face to face NCCE Primary Programming & Algorithms Course which included design

I have completed an online course which included program design

I have taught myself about program design by reading books, using resources on the job

I have completed a GCSE computing qualification or similar in which program design was covered

I have completed an A level or similar computing qualification in which program design was covered

I have completed a Degree or above qualification in which program design was covered

Other:

Required

4 When teaching programming, do you require your pupils to consider or use a design at some point? By design, we mean a plan of what the program is intended to do. A program design could be physically acted out, verbal, written or drawn, informal or formal. *

1 Always

2 Usually

3 Sometimes

4 Rarely

5 Never

5 Based on your recent practice of teaching programming, did you expect pupils to... *

1 Always

2 Usually

3 Sometimes

4 Rarely

5 Never

record their design in some format e.g. in paper based journal, online, as a recorded verbal description?

create a design before they start coding?

create a design at some point, but not straight way?

annotate their design with useful code snippets?

refer to their design when coding?

tick off what they have done so far on their design?

change their design once they have started coding?

mark things that did not work on their design?

note on their design their confidence to implement it as code? (Ragging)

evaluate their design as they go along?

evaluate their design when they have finished coding?

use their design when debugging?

1 Always

2 Usually

3 Sometimes

4 Rarely

5 Never

record their design in some format e.g. in paper based journal, online, as a recorded verbal description?

create a design before they start coding?

create a design at some point, but not straight way?

annotate their design with useful code snippets?

refer to their design when coding?

tick off what they have done so far on their design?

change their design once they have started coding?

mark things that did not work on their design?

note on their design their confidence to implement it as code? (Ragging)

evaluate their design as they go along?

evaluate their design when they have finished coding?

use their design when debugging?

6 For programming activities, do you *

1 Always

2 Usually

3 Sometimes

4 Rarely

5 Never

mark the designs created by pupils?

keep designs created by pupils?

use a design as a contract to support pupils as they are pair programming?

use designs to differentiate work?

use the designs created by pupils to work out what to teach next?

demonstrate to pupils (model) the creation of designs?

demonstrate to pupils (model) the use of designs?

demonstrate to pupils (model) the evaluation of designs?

ask pupils to refer back to old designs?

pass designs on to the next class teacher?

1 Always

2 Usually

3 Sometimes

4 Rarely

5 Never

mark the designs created by pupils?

keep designs created by pupils?

use a design as a contract to support pupils as they are pair programming?

use designs to differentiate work?

use the designs created by pupils to work out what to teach next?

demonstrate to pupils (model) the creation of designs?

demonstrate to pupils (model) the use of designs?

demonstrate to pupils (model) the evaluation of designs?

ask pupils to refer back to old designs?

pass designs on to the next class teacher?

7 Have you always used program design like this? If not, for how long have you been using design in this way? Was any change in your use of design related to a particular training event, a resource used, a discussion you had or article you read etc? *

8 In what other ways do you use designs when teaching programming? For example, sharing designs when taking part in coding competitions, including design in programming homework activities. *

9 Do you think design in programming projects is useful? *

1 Extremely useful

2 Very useful

3 Quite useful

4 A little useful

5 Not at all useful

10 Who do you create resources (including lesson planning) on design and programming for? *

For myself

For my school

For a group of schools (e.g. a federation, local authority)

For a published scheme of work

Other:

Required

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