Day 124 · Ask, choose, seeFoundation Digital Tech · T3 W25–26 · Lessons / Day 124

Choose a small start

Try a tool for a finding job.

Complete source

Invented system account: a tablet runs an offline picture finder with CUPS and KITES choices. Jo chooses KITES with a permitted switch; the software displays a kite picture. Lee opens the application. No online search is reported.

Day

124

Where to begin

Begin with one neutrally described item/key and wanted access if choices are unfamiliar. Prior sessions are options, not guaranteed mastery; add items or a real system turn only where suitable.

Adult reasoning for the different source

Laptop hardware and viewer software serve displaying the drawing; the account supplies directed content choice, not independent pointer use.

A different complete source

Invented account: an offline viewer on a laptop displays a flower drawing when Ren chooses its flower control. A helper moves the pointer exactly as directed. No photograph is taken.

Materials

Broad scrap paper/cards and thick pencil or wanted faithful helper. Adult checks safe materials and approved device access. No small loose parts, cutting, food, purchase, printer, photo, account or outdoor visit required.

Next teaching

Demonstrate one neutral locally familiar control, invite a wanted supported try or rest, and record actual roles. Paper models stay paper; familiarity needs later actual opportunity if unavailable.

Notice

Actual system, purpose, child choice, operator/help and input/display outcome are recorded only when genuinely encountered.

Parent offer

Read the complete source above and offer the short child start. One card or one wanted direction is enough. Let the child choose their own job/key before using the worked reasoning. Use broad paper/drawing/usual communication or a faithful helper; devices are optional. If a real tool is used, name who chose and who operated, and keep only the result actually observed. Private/pass/rest/return are available. Keep a chosen own record if wanted, without identifiers or claims of progress from one task.

Choose a route

1. Id

   D124-R1

   Target

   Actual system, purpose, child choice, operator/help and input/display outcome are recorded only when genuinely encountered.

   Words

   On an approved working device, use the later reviewed finder through a wanted keyboard/pointer/switch route. Choose a key and inspect its actual display for the finding job.

2. Id

   D124-R2

   Target

   Actual system, purpose, child choice, operator/help and input/display outcome are recorded only when genuinely encountered.

   Words

   Build/draw a cardboard screen. Direct the given paper input and returned picture. This explores the model, not running software.

3. Id

   D124-R3

   Target

   Actual system, purpose, child choice, operator/help and input/display outcome are recorded only when genuinely encountered.

   Words

   Direct an agreeing adult’s actual input through usual communication. Name the child decision/adult operation separately; neutral observation/pass remains available.

Teaching steps

1. Title

   Choose a useful start

   Words

   Try a tool for a finding job. Offer one broad item and an explicit key first if needed. Invite an own idea before showing the adult model. Read the complete original fictional source in wanted short chunks. No independent reading, exact counting, speech, colour discrimination or mouse skill is required.

2. Title

   Model one meaningful link

   Words

   Complete source: Invented system account: a tablet runs an offline picture finder with CUPS and KITES choices. Jo chooses KITES with a permitted switch; the software displays a kite picture. Lee opens the application. No online search is reported. Adult worked reasoning after the child’s first idea: Tablet/switch are hardware; finder is software. Jo’s chosen input serves finding the kite; Lee’s opening action is separate. Show the intended item, representation, key or system job. Keep this ordinary model separate from every held source and any actual learner observation.

3. Title

   Use a different whole source together

   Words

   Complete different guided source: Invented account: an offline viewer on a laptop displays a flower drawing when Ren chooses its flower control. A helper moves the pointer exactly as directed. No photograph is taken. Invite a choice/explanation before feedback. Adult worked reasoning: Laptop hardware and viewer software serve displaying the drawing; the account supplies directed content choice, not independent pointer use. A drawing, direction, phrase or usual-communication choice can show the target. If unfamiliar, model one step and invite a wanted new attempt.

4. Title

   Choose a route with the same purpose

   Words

   Use one of the three complete routes below and switch whenever useful. A helper handles locally safe materials/equipment exactly as directed and reads neutrally. Record content help and actual operator. Paper and observation remain participation without becoming running software or independent child operation.

5. Title

   Make or direct an own contribution

   Words

   Child start: Try a tool for a finding job. Choose a harmless collection or use the full source. Keep actual own words/drawing/direction before feedback, with every own field initially blank. One entry or selected prompt may be enough. Rest, pass, private work and return are available; no public audience or identifiers are required.

6. Title

   Notice and respond with teaching

   Words

   Specific observation target: Actual system, purpose, child choice, operator/help and input/display outcome are recorded only when genuinely encountered. Specific next teaching: Demonstrate one neutral locally familiar control, invite a wanted supported try or rest, and record actual roles. Paper models stay paper; familiarity needs later actual opportunity if unavailable. Record source/date/first-or-revised contribution and actual help where appropriate. These are original formative observations, not QCAA bands, automatic learning gains or an annual certificate. Extra material is optional.

Time

Unpiloted flexible 15–25 minute offer, in short pieces. A 3–8 minute child start can be today’s whole task; no timer/speed criterion.

Title

Ask, choose, see

Week

25

Adult reasoning after an own attempt

Tablet/switch are hardware; finder is software. Jo’s chosen input serves finding the kite; Lee’s opening action is separate.