The RoboSteamSen project (2023-1-ES01-KA220-SCH-000155379) is co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA).

Pair Programming

Typology
Methodological
Resource description
Pair Programming is a pedagogical strategy used in learning programming, which can be used autonomously or in an articulated way, with a strategy in other methodologies of learning.
Pair programming is organized around two Programmers who program by sharing a single computer or device. One of the elements of the pair assumes the role of “driver” and is responsible for the task of programming, the other assumes the role of “navigator” and is responsible for analyzing the
program, looking for possible flaws and thinking about the next steps.
Sample of use in education with students with IDD
The use of pair programming as a pedagogical strategy has been referred to by some authors as an efficient method for learning programming, promoting active and collaborative learning, helping students to overcome frustration when faced with challenging problems and increases students' self-confidence and their interest in programming.
https://www.khanacademy.org/khan-for-educators/resources/teacher-essentials/teaching-computing/a/pair-programming-in-the-classroom
https://www.codio.com/blog/the-benefits-of-pair-programming-in-cs-education
https://www.etr.org/default/assets/File/projects/Pair%20Programming%20Toolkit_FINAL%207_30_19.pdf
https://blog.teachcomputing.org/engaging-learners-through-pari-programming/
https://files.eric.ed.gov/fulltext/EJ856931.pdf
Difficulties to which it could be applied
Executive Functioning and Flexibility, Learning and Cognitive Challenges
  • Sharing a common focus
  • Unability to stick to tedious tasks
  • Time management
  • Organization and planning of tasks and activities
Social Communication Challenges
  • Understanding facial expressions or body language
  • Interaction with peers
  • Cooperative Interaction
Repetitive Behaviors and Restricted Interests, Specialized Skills and Talents
  • Memory and attention to detail
  • Intense focus
Learning and Cognitive Challenges
  • Cognitive Abilities
Executive Functioning and Flexibility, Repetitive Behaviors and Restricted Interests
  • Mental rigidity, need to follow routines
  • Impulsiveness
Emotional Regulation
  • Anxiety
  • Regulating Emotions
Executive Functioning and Flexibility
  • Seeing things from different perspectives
  • Careless mistakes in schoolwork
Emotional Regulation, Social Communication Challenges
  • Problems initiating and maintaining conversations
  • Pragmatic language skills
  • Making/Keeping friends
  • Expressing Feelings
  • Eye contact during conversations
Learning Objetives
  • Learning competences
  • Regulating impulsivity
  • Promote self-management
  • Organization of time
  • Listening competences
  • Learning Technology concepts
  • Learning Science concepts
  • Learning Maths concepts
  • Learning Engineering concepts
  • Cognitive and Behavioral Flexibility
  • Improving Social Communication Skills
  • Improving metacognition (learning to learn)
  • Improving knowledge application
  • Improving Attention and focus
  • Executive functions
  • Enhancing Language Skills
  • Engage in abstract thinking and Symbolic Though
  • Distinguising Meaningful contents