Classroom Strategies for LOGO

The aim of using LOGO is to provide pupils with the understanding and experience of using a simple programming language to create and transform 2D shapes by describing their properties in the form of a sequence of instructions specifying units of length and angles.

Examples of using LOGO:

  • move the screen turtle on a random journey using right angles
  • move the screen turtle on a pre-planned journey using right angles. Estimation skills can be developed by helping the turtle find its way out of a maze, directing the turtle to a variety of objects on screen, etc.
  • move the screen turtle in order to carry out a specific task, such as creating two or more squares to build up patterns. In this way symmetrical and tessellating patterns can be created, explored and investigated. Concepts such as a half right angle and further angle turns can be introduced
  • explore the properties of regular and irregular shapes through length and angle turns. Regular shapes such as squares, equilateral triangles, hexagons etc. can be created using repeat commands
  • develop procedures to produce a turtle picture consisting of a number of sub-procedures - eg. a robot
  • create more complex procedures involving numerous sub-procedures and repeat commands in order to produce spectacular patterns by rotating shapes through 360° turns - eg. creating a shape, turning the turtle 36° and repeating 10 times. Multiplication patterns can be investigated in this way
  • investigate ready-made complex procedures to create different effects, predict outcomes and ask questions of the type: "What would happen if…?"

The teacher needs to think very carefully about the reasons for using LOGO and also to decide on the most appropriate time to use it. LOGO should be planned to support mathematical themes or topics involving; number, distance, shape, angles, estimation and problem solving, or exploring a scene to support work in geography.

The most important aspect from the teacher's point of view is to decide on the desired learning outcomes and to plan the focused tasks/activities accordingly, taking into account varying pupil needs through differentiation. Consideration must also be given to any previous experience/knowledge of the pupils. The teacher must be clear at the very outset, of the learning objectives, (both subject supported and IT skills should be identified) as this is vital to enable assessment of pupil attainment. This, in turn, should be used to inform future short term planning as some children will need reinforcement while others extension activities.

The focus could be on any one or more of the areas listed above - eg. the exploration and investigation of shape and angles. The desired learning outcome could be that the pupils understand the concept of a regular shape having all sides the same length and all angles the same size (maths) and can use the Repeat command to create a regular shape (IT). An extension to this could be using a further Repeat command to rotate the shape through 360° creating a spectacular pattern. This could lead to an investigation of the type: "What would happen if…?" by changing the size of the sides, angles or number of Repeats in the rotation.

Depending on age, abilities and previous knowledge, the pupils will need to be shown how to use LOGO. This can be achieved through a series of demonstrations that illustrate the various aspects of the software, reinforcing to individuals as necessary.

This demonstration can be to:

  • the whole class, which would save on teaching time, or
  • a group of pupils who could then become pupil tutors

LOGO is effective when used collaboratively, so pupil groupings will need to be planned appropriately for the task in-hand. This will allow pupils to discuss, plan, and overcome problems that may occur. Care should be exercised when creating groups to ensure that every pupil has the opportunity to make a worthwhile contribution to the activity. Different tasks may mean different groupings - eg. groups of like ability, or a more able pupil may be used as a prompt for less able pupils (providing that they understand that they are there to help and not to complete the task).

When printing the completed work, the procedure should also be printed out so that it can be used by the pupils to evaluate their solution (there will often be more than one way of completing a task and there could be an investigation built around a variety of solutions). Printed work can be used for display, placed in pupil workbooks/files or used to stimulate further investigations.

Pupils can write about their investigations in a word processor and insert their pattern or shape into the text.

Tasks should be developed from prescribed to open-ended. This will offer support to pupils in the early stages of using LOGO, and lead to more challenging investigations by the more able pupils as they become more familiar with the program.

At all times the teacher must be vigilant and consider all safety aspects when pupils are working at the computer. It is important to ensure that:

  • there are no trailing cables either on the work surface, or on the floor beneath the computer trolley
  • pupils are comfortably seated at the computer - ie. the chairs are neither too low nor too high

Assessment of pupil's work should be in line with the school policy. When assessing collaborative work it is accepted that assessment can be carried out through:

  • questioning the pupils
  • a printout of pupil's work
  • saving pupils' files to disc
  • discussing outcomes with pupils - this should identify individual children's contribution to the activity

SEN and ICT
Teachers should be able to recognise the specific contribution that ICT can make to teaching pupils with special learning needs. Supporting children in mainstream classrooms is based upon the need to provide access to the curriculum in a manner appropriate to the pupil's needs and being able to identify where ICT can provide subject specific support.

The code of practice is a guide for schools LEAs about the practical help they can give to pupils with special educational needs. It recommends that schools identify children's needs and take action to meet those needs as early as possible.

A child has a special educational need if he has a learning difficulty which calls for special educational provision to be made for him or her. A child has a learning difficulty if he or she:

  • has a significantly greater difficulty in learning than the majority of children of the same age
  • has a disability which either prevents or hinders the child from making use of educational facilities of a kind provided for children of the same age in schools within the area of the LEA
  • is under five and falls within the definition of the two points above or would do if special educational provision was not made for the child

A child must not be regarded as having a learning difficulty solely because the language of the home is different from the language in which he or she will be taught.

Using ICT effectively:

  • be aware of the range of needs of the pupils you work with
  • be aware of targets that any child with Individual Education Plans (IEPs) have
  • differentiate ICT teaching to take account of these needs and targets
  • monitor any progress made
  • ensure that you are aware of the way that ICT can support and enrich pupil's learning
  • know how ICT supports the school SEN policy
  • check the existing software and peripherals that could be used during the support of the pupil
  • work with subject co-ordinators to ensure that individual schemes of work have differentiated ICT activities within
  • work with class teachers during the 'planning sessions' to ensure that ICT supports the IEPs

For pupils with learning difficulties, ICT can be a focus for language development activities. It can make writing more accessible, and enable and encourage children to practice skills. Using ICT offers a medium for differentiated activities and can make information more accessible.

Children with emotional and behavioral difficulties can find ICT motivating because it is not threatening or judgmental. It can offer a medium for differentiated activities that are more manageable and provide more satisfying outcomes.

Children with visual impairment may need help to make the most of their vision when using ICT. You should consider the position of the pupil in relation to the screen. Clarity of display is essential, as is the use of large fonts and possibly adjusting the colours. Where possible, use speech facility to provide speech feedback.

Children with hearing impairment where language is a major problem can benefit from the use of ICT. Where ICT is used for language activities symbol or picture enhanced text can bring meaning to text. Graphics can stimulate writing while access to whole words can help children to organise thoughts and aid expression.

Range of Tasks