CSTA Day 2 AM- Code.org K-5 courses.

Josh Caldwell from code.,org, Kiki Prottsman (Kiki vs IT) and Evelyn Zayas

tweet at @teachCode, #CodeorgPD

The complete Course 1-3 curriculum book is located here:https://code.org/curriculum/docs/k-5/complete.pdf

Course 1 – non-readers
Course 2 – readers
( https://docs.google.com/document/d/1ztZYKsDpM-365DCyZ0Wr_1WyOCNMqZ91n_mtVmzZQmA/edit )

You will find helpful links located here:https://goo.gl/8Sq7lF

“fall seven times, stand up eight” (Japanese proverb) – Failure is essential.

Could run entire an entire course with just the unplugged lessons.

<<video on persistence>>
Need to emphasise that this will be frustrating and this is good, and how to get out of it is important

eg new video game, eventually die/fail/back to start. Get disappointed, sense of failure. Would it be any fun if there was no challenge and failure – boring?

Responses to “it’s too hard”:
– innovate
– ask a friend
– try something new

Self-worth comes after hardest moments.

Emotional forecasting is important.

Video games are MADE TO BE WON, this is not obvious in school. Expectation is that you can, so it’s not clear to students why they can’t succeed..

Ditch the uniformity and let kids try to solve. Eg pipecleaner flag, coloured cups,
try three, try three, try me. Emphasise each “try” is an opportunity to learn and you don’t want to steal or waste one.

Emotional rainbow

Activity: TLO Teacher Learner Observer

Algorithms

Program your neighbour’s Automated Reaction Machine (arm) VIDEO

Graph Paper Programming activity and analyse from Year 3 mindset

Here’s the Graph Paper Programming lesson plan https://code.org/curriculum/course2/1/Teacher

 

Code.org is prolific. Don’t need to do it all – it’s a workbook not a prescription.

Students can proceed at own pace.
Frequent breaks work well for kids.
Collaboration is critical – pair programming encourages self-documentation, diverse approach.
You don’t need to know it all. (this is never going to be the case as there are always new questions)

Management of logins, sequence etc needs a bit of thought. Consider a debugging handout that can help – set of future tasks etc. PlayLabs in code.org curriculum lets them extend a bit. Kids can be techsperts who can assist peers.

Dealing with the “smart kids doing al the work” issue
Pair programming (video) – driver/navigator model. Video has rules for pair programming.

Equity as a core principle in CS and that unfairness exists – SES, background culture, race/ethnicity, gender etc

Here is Giraffe/Platypus task: https://drive.google.com/file/d/0B-uvt08wYSQqbndoeWlsSVJyUnc/view

More equity resources:https://docs.google.com/a/code.org/document/d/1S7bJIAiX7BnXXIE0F-xAxDcDy6LJESjR1KFIWjXfcio/edit?usp=sharing

Fairness. Measures are crude, pedagogy itself can be in equitable eg choice between collaboration and competition.

Graduates from 2011 to 2018 in US will only fill 50% of available IT jobs. Huge opportunities, not zero sum game.

In recession – 30 applicants per job but 3 jobs per applicant in IT

(Code.org teacher dashboard at https://code.org/teacher-dashboard#/ )
Here is the link to the online lesson:http://studio.code.org/s/course2/stage/17/puzzle/1

Code Studio displays in the URL where students are at.

PlayLab – storytelling

Pair programming – really hard to observe roles. Need to use break points to split and rejoin pairs, and rebuild them daily (different pairs)

Credit for kids logged into individual accounts – at this point there is no way for accounts to be paired for a while – this should be part of the functionality by 2015/16 school year. Hopefully the “driver” and “navigator” roles will be identified. Repetition is not a problem

Should work on iPads, at least for Courses 1-3. Screen size is an issue, though it will work on a phone.

Equitable classroom: Platypus and Giraffe activity
Giraffe/Platypushttps://drive.google.com/file/d/0B-uvt08wYSQqbndoeWlsSVJyUnc/view

Education validity can be the same but backgrounds are different – need to recognise this.

Child with history of technology coming into class with focus on software – not likely to feel as knowledgeable, devalued expertise. Can connect to things they do know, which means knowing the class background.

Experts in room might make you feel incompetent, but thisj just means you are learning.

Black Girls Code – vilified in social media.

Negatives vs positives.

Teacher Dashboard

https://code.org/teacher-dashboard#/

Can set up sections, login methods

Can see progress, student code, see patterns in class to allow group intervention. See stats. Not yet exportable in common formats.

If you use email system, students who change classes will retain work and can reset and redo it. Very powerful environment for monitoring.

Classroom context:
Almost any class can do some of this.

Ideas for implementing

Unplugged is great up to Yr 3 – issues with hand size, keyboard time, learner needs

Not a lot of keyboarding in Code.org but need to enforce good habits.

Most code.org lessons map to Maths standards in US, CSTA standards, ISTE standards etc.. Not documented by publishers yet.

Forum for discussing equity in computing http://forum.code.org/c/plc/equity

btw connect with your trainers on Twitter – @kikivsit @mrjoshida

RESOURCES
Helpful Links

1) Create a Code.org Account: http://tinyurl.com/newCodeTeacher

2) Sign-in: http://studio.code.org/join/SXCMAI

3) Presentation: https://goo.gl/5K6uGu

4) Agenda: https://goo.gl/8aqu4j

5) Today’s Meet for this session: https://todaysmeet.com/CodeK5CSTA

6)  The Curriculum: https://code.org/curriculum/docs/k-5/complete.pdf

7) For Teachers and Afterschool:  @teachCodeorg on Twitter

8) YouTube Play Lists: https://www.youtube.com/KIKIvsIT
Course 1
Course 2
Course 3

Example: Binary Bracelets

YouTube Explanation

Curriculum Link

Extra Help Videos: One  Two

Group 1: Conditionals with Cards

YouTube Explanation

Curriculum Link

Group 2: Songwriting

YouTube Explanation

Curriculum Link

Equity Resources

Need to refresh your CS skills before you teach?
Try the new ONLINE K5 PD!
studio.code.org/s/K5-OnlinePD

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