Reflection on Unit 3:

 

 Strategies for Teaching Coding

Unit 3 has been one of the most eye-opening and transformative parts of this module. Before this unit, I had a very simple idea of what “teaching coding” looked like, show the steps, give instructions, let students try, and correct their errors. But through the various strategies we explored in class, I learned that teaching coding is not just about writing lines of code. It is about designing meaningful learning experiences that build confidence, curiosity, and creativity in students.

For this unit, our class was divided into seven groups, each assigned a unique teaching strategy: Lab-Based Learning, Problem-Based Learning, Live Coding, Project-Based Learning, Pair Programming, PRIMM, and Web Tutorial. Watching each presentation felt like being transported into seven different classrooms, each with its own energy, teaching approach, and style of student engagement. Even though all groups shared the same goal to teach coding the way they approached it was so different and inspiring. There were four strategies that personally impacted me and broadened my understanding of what ICT education can look like.

Pair Programming: Learning Together, Growing Together

One of the strategies that genuinely touched me was Pair Programming. There was something very heart-warming and authentic about watching two people working on the same task together, sharing responsibilities and ideas. The “driver” takes control of the keyboard while the “navigator” thinks aloud, guides, and analyzes. The dynamic felt very balanced and supportive.

This strategy reminded me of how valuable collaboration is, especially in subjects like coding where students often get stuck or lose confidence. In a real classroom, I can imagine using pair programming to teach Scratch or basic Python. The driver can focus on applying the coding blocks, while the navigator oversees the logic and flow.

What I admire most about this method is how it builds connection between learners. Students who may feel shy or struggle alone suddenly find comfort in sharing the journey. It reduces fear of mistakes because they face challenges together. For me, pair programming highlighted the emotional side of learning how support, friendship, and teamwork can make even the most difficult topics enjoyable.

Problem-Based Learning (PBL): Learning With Purpose

PBL resonated deeply with me since it was the strategy demonstrated by my own group. We chose the theme Cyberbullying and designed a lesson where some students analyzed a real-life scenario while others created posters showing positive coping strategies. Our classroom instantly transformed into a space full of discussion, creativity, and active participation.

This experience showed me the beauty of PBL:
learning begins with a real problem that students can relate to.

What I loved most was how students naturally took ownership of the task. They weren’t memorizing definitions they were thinking, questioning, analyzing, and designing solutions. PBL made learning emotional and meaningful. It helped us connect ICT with real-world challenges that students face every day.

During the process, I found myself imagining how powerful PBL would be in my future classroom. I want to design lessons where students explore digital citizenship, online safety, or data privacy through real cases. PBL made me realize that teaching ICT can go far beyond software skills it can develop empathy, critical thinking, and responsible digital behavior.

Project-Based Learning: Turning Knowledge Into Creation

Project-Based Learning was another strategy that truly impressed me. The idea of letting students create something meaningful using their skills felt both empowering and inspiring. During the group presentation, I could clearly see how ICT concepts can be transformed into projects that reflect students’ knowledge, creativity, and personal experiences.

PBL made me visualize my own classroom where students design websites on health awareness, create infographics about digital well-being, or produce short videos about cyber safety. It made me realize that projects give students a sense of pride and achievement something they can show and say, “I made this.”

What I loved most is that PBL celebrates the process, not just the final product. Students brainstorm, research, design, test, improve, and finally share their creation. This journey teaches patience, responsibility, teamwork, and problem-solving skills that matter beyond the classroom.

In the future, I hope to end each unit with a small project showcase where students present their work and reflect on what they learned. PBL helped me see teaching as a creative and collaborative experience, not just a lesson delivery.

PRIMM: The Strategy That Changed How I See Coding Lessons

Among all strategies, PRIMM (Predict, Run, Investigate, Modify, Make) completely transformed my vision of coding education. It breaks learning into meaningful stages that guide students gradually from understanding to creation.

PRIMM taught me something important:
students learn best when they can explore, experiment, and figure things out step by step.

For example, if I were teaching a digital quiz in PowerPoint, I could ask students to predict what a button will do before running it. Then investigate why certain actions happen, modify the slides to improve the flow, and finally make their own interactive quiz.

This approach keeps curiosity alive. Students do not just memorize steps they understand why things work. PRIMM makes coding feel like a journey of discovery. That is exactly the kind of classroom environment I wish to create.

My Overall Growth and Vision After Unit 3

Unit 3 did more than teach me methods it reshaped the teacher I want to become. It made me realize that in coding, students do not learn by watching alone they learn by doing, discussing, experimenting, and solving problems.

I learned that:

• students become more confident when they create things, not just follow steps

• collaboration makes learning richer and less stressful

• giving students ownership over tasks increases motivation

• real-life situations make ICT meaningful

• curiosity is the foundation of coding

As I prepare for SITP next year, I feel more excited than nervous. This unit has given me a clear picture of the classroom I want:
a place full of energy, exploration, mistakes, discussions, creativity, and teamwork.

I want to be a teacher who helps students believe that coding is not scary that it’s something they can enjoy, play with, and use to express ideas.

Unit 3 gave me more than strategies.
It gave me purpose.
And it reminded me why I chose to become a teacher.