Tinkering
Tinkering or trying things out can be play based, exploration when learning about something. It also provides a basis for making and exploring, often through trial and improvement. This list of resources provides a handy guide for teachers who would like to use tinkering as a basis for children's learning in computing. It also includes curriculum linked tinkering activities using Scratch and Kodu and ideas for using tinkering in D&T and engineering projects.
ScratchJr Tinkering
A Barefoot Computing introductory programming activity for lower-primary children learning computing. Using the iPad app Scratch Jr, children are given the opportunity to develop skills by tinkering with existing programs as well as creating their own. Children might be offered the chance to tinker with other basic visual languages to broaden their experience. The teaching notes link to the Barefoot Computing concept cards, which cover themes of computational thinking.
Scratch Tinkering Activity
This activity involves tinkering within the Scratch environment - initially using existing Scratch projects then moving on to the creation of new projects. Some directions to steer learning are included, as well as some questioning tips. The programming takes place within the online version of Scratch - no downloads are necessary.
Bee-Bots Tinkering: Exploring Using Bee-Bots
For lower-primary children with some understanding of algorithms, this Barefoot Computing activity uses a basic robot (BeeBot) to show how algorithms are executed as stored programs on digital devices. Simple sequences of instructions are given to the BeeBot to 'write' numbers. These algorithms are represented by sequences of arrows, mirroring the instructions available on the BeeBot keypad, and can be tested using 'fakebots' (paper robots).
Viking Raid
A wide range of Scratch commands and tools are used, for tinkering and for working towards specific outcomes in this activity where children create an animation of a Viking raid A Scratch file is provided for the children to build on, containing several sprites related to Vikings. A short example animation is also included, which is used in discussion of correct sequencing and movement. The task reinforces the use of co-ordinate systems and timing, and requires consideration of audience and production quality.
Kodu Tinkering
This activity introduces children to the Kodu games programming environment through tinkering. They are asked to experiment with an existing game code, and also to start from a blank screen. Guided questioning is used to ensure the tinkering is purposeful. The children are asked to share what they have found out and to evaluate their approach. Assessment opportunities are included, as are tips for differentiation. Teacher notes explain the approach taken to learning by tinkering.
Tinker Tailor Robot Pi
The Tinker Tailor Robot Pi project report shows how the partnering of teachers with engineers led to the creation of experiences for children’s learning infused with the ethos of tinkering. The report includes the background to the project and several case studies from schools.
Life lessons through tinkering
This short TED talk from Gever Tulley shows how children learn at his immersive Tinkering School. Though a different setting to the school environment, the ideas and principles behind it are useful when thinking about learning through tinkering.
Tinkercad
Tinkercad is a simple, online 3D design and 3D printing app for everyone.
Beetleblocks
Free software, that lets users create visual code for 3D design.
Tinkering for Learning
This report explores the ways primary school teachers can develop teaching approaches that lead to better and more engaging learning opportunities for would-be engineers. It has been developed with primary and Key Stage 3 teachers from schools across Greater Manchester and Cheshire in the UK. It builds upon the Royal Academy of Engineering’s Thinking like an engineer report1, which identified seven ‘Engineering Habits of Mind’ (EHoM): making things that work, problem-finding, creative problem-solving, visualising, adapting, improving and systems-thinking.