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C-first · educator feedbackFoundation Digital Tech · T3 W23–24 · Teacher · Teacher / C first criteria

Full source

This is a fictional reported system account, not a learner trial. A grown-up used a keyboard Enter input on button VIEW ROAD PICTURE in an unnamed digital picture-show program on a laptop. The supplied rule was VIEW ROAD PICTURE→B. Display B's full text was “An invented road drawing; not a real route.” No other hardware detail, child choice, other button, travel or independent pupil operation is supplied.

Questions, criterion and next teaching

1. Question: What did the grown-up use to choose? What is the program for, and what did it show? Was that a real journey?

Source-specific criterion / next help: Keyboard Enter/input, picture-show software, invented road display B; no journey. This is source understanding, not the child's K01 encounter. Next: identify one familiar actual input/display separately if approved, or preserve paper planning.

2. Question: Make new marks or words for VIEW ROAD PICTURE. Tell or show their meaning.

Source-specific criterion / next help: Open explicit same road-drawing meaning; don't treat road icon as a universal navigation sign. Next: pair a made-up mark with full words and match its meaning.

3. Question: If a device we can use is ready and you want to, choose a useful thing to do with pretend words or pictures. Ask for help you want. Or plan it on paper.

Source-specific criterion / next help: Actual familiar system/purpose/child decisions/help/operator/visible result recorded if it occurred; adult action alone not independent pupil operation. Paper/directed plan valid participation but not actual software operation. Next: offer one comfortable encountered control only if wanted.

4. Question: What does this story leave out? If you really chose a part yourself, you can tell or show it privately, or pass.

Source-specific criterion / next help: Child/system name/material/other button/travel/reply absent; no inferred facts. Optional actual-choice recognition needs actual choice. Next: separate given reported adult action from not-given pupil action with an unrelated ordinary source.

Original grown-up component demands

1. From this account, identify an input, software purpose and reported display. What was not a real journey?

2. Give a complete keyed picture/symbol/word way to represent the road-drawing choice.

3. If an approved local system is actually available, choose one useful nonpersonal action with wanted help; record who operates and what is really encountered. Otherwise offer a paper plan and call it a plan.

4. Say/show one unknown in the supplied account; recognition of any genuine own selected idea is optional.

Before offering this selected story, check whole-account familiarity and offer wanted access or communication help. Capture the first response before teaching; passed, declined, unknown and unelicited remain distinct. Keep generic private notes with no child identifiers. Record who chose, who constructed or operated, literal help, and whether each action was actually performed or only planned. A paper plan or source answer does not establish a real software encounter. Any optional actual device action needs a suitable locally approved familiar system and wanted help; an adult records its actual input, software purpose, displayed output and operator separately. Recognition of a genuinely chosen own part is optional, private and can be declined; supplied fiction or generic sorting cannot establish it. Consult only the selected full staff feedback after capture.

Capture before teaching

Unencountered refers to this whole underlying account, not a filename or familiar generic component. Record original response and support first; declined/unelicited is not wrong. Optional actual child actions need an actual locally approved encounter and attributed operator. Generic sorting and supplied fictional ownership are not evidence of learner P01. These criteria are original and noncalibrated.

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