Page 21 - The Ontario Curriculum Grades 10 to 12 Computer Studies - Revised (2008)

Teachers who are planning a program in computer studies must take into account consid- erations in a number of important areas, including those discussed below.
INSTRUCTIONAL APPROACHES
Students learn best when they are engaged in learning in a variety of ways. Computer studies courses lend themselves to a wide range of approaches in that they require stu- dents to discuss issues, solve problems, plan solutions, participate in the development
of solutions, conduct research, think critically, and work cooperatively. When students are engaged in active and experiential learning, they tend to retain knowledge for longer periods and to develop, acquire, and integrate key skills more completely.
Teachers need to model the skills they expect students to learn. For example, teach-
ers should model ethical behaviour in the acquisition and use of software. They should model good program design and good coding practices in the examples and assignments they provide to students. However, in the end, students learn these skills through prac- tice, so sufficient time to solve problems and code solutions must be provided.
Students in a computer studies class typically demonstrate diversity in the ways they learn best. It is important, therefore, that students have opportunities to learn in a vari- ety of ways – individually, cooperatively, independently, with teacher direction, through hands-on experience, and through examples followed by practice. In computer studies, students are required to learn concepts, skills, procedures, and processes. They develop competence in these various areas with the aid of instructional and learning strategies that are suited to the particular type of learning. The approaches and strategies used
in the classroom to help students meet the expectations of this curriculum should vary according to both the type of learning and the individual needs of the students.
Some of the teaching and learning strategies that are suitable to material taught in com- puter studies employ scaffolding. Scaffolding is an instructional approach that involves breaking down tasks so that students can concentrate on specific, manageable objectives and gradually build understanding and skill, with the aid of modelling by the teacher and ample opportunity for practice. Scaffolding provides students with a supportive structure within which to learn.
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SOME CONSIDERATIONS FOR PROGRAM PLANNING