Day 96 (of 185) Coding entry points

Day 96 (of 185) Coding entry points

 

This afternoon a group of educators in our district (finally) got together to brainstorm some thinking about tech/coding/robotics. We acknowledge that there needs to be scaffolding that is likely going to be easier for our youngest stakeholders and likely harder for the adults….

 

 

Here’s the idea I liked:

ADST big ideas/etc and activities (plugged and unplugged) for each competency. The could be a good start while we learn what has been successful for others – which seems to be a mix of educators being available “on site” (I was once one of those Computer Resource Teachers with .2 of my teaching time dedicated for helping with tech onsite) and district people who can act as mentors working side by side with teachers needing an extra hand to get exploring.

 

 

Sites I love:

code.org

Roblox.com

Minecraft (I’ll admit to being surprised by how many are unfamiliar with the educational potential of this – especially after the writing by @willrich45 https://www.amazon.ca/Why-School-Education-Information-Everywhere-ebook/dp/B00998J5YQ

 
Unplugged? 

https://code.org/curriculum/unplugged

 

I want to explore:

Codebc.ca

Twinery.org

csunplugged.org

codeclub.org.uk

Gym.pencilcode.net (but not on safari)

engingeeringiselementary 

Where to “start”? For some of its easy as we have already been doing a lot of this on our classrooms and schools for years – so while this ‘disruption’ may be new for some, there are those of us who have been waiting and ready for “it”

 

farside-hopeful-parents.gif

“It” is often referred to as coding, but at our meeting it was acknowledged that there will be many educators that have great fear or misinformed/lack of knowledge and can be scary…..even though it can be fun – even today as I was gathering a couple items to share at our adult gathering, my kindys came in for friday library and got very excited thinking that we were doing coding stations today……

 

So….thinking about where to start, I liked the idea of using our new ADST curriculum https://www.curriculum.gov.bc.ca/curriculum/adst/k

with plugged and unplugged prompts to start (and a rabbithole of awesomeness to enter when comfortable)

 

My own recent explorations led me to “coding stations/centres” something that I have since shared at cuebc and upcoming with other school districts – the focus is seeing coding as a mindset, not “simply” a language (because learning coding languages is anything but simple). Blending competencies such as collaboration, critical and creative thinking and communication (among others), coding concepts can be very personalized. While I still gravitate to some of the great apps available (really liking the direction of Swift and it’s app Swifty for language acquisition) we still have a lab, so listings below reflect our own “first steps”:

Coding Stations Outline: hour-of-code-stations

 

Re. Coding Stations: https://technolandy.wordpress.com/2016/10/20/day-31-of-185-coding-centres-final-prep-for-fridays-cuebc-pro-d-day/

 

and the rollout of a presentation: https://technolandy.files.wordpress.com/2014/06/coding-k-12.pdf

(please note that there are some blanks as I add to this section – and create it’s own category –  in the near future)

Kindergarten Grade 1 & 2 & 3

Designs grow out of natural curiosity

  • Plugged in: Light Up Tree
  • Unplugged:  Read Pete The Cat: I love my white shoes and: shoes

Skills can be developed through play

  • Plugged in: Animated Name
  • Unplugged:  Read Harold & The Purple Crayon and: harold
  • Or….reading the classic romance “Shrek” (very different from the movie) and then heart shaped tangrams

Technologies are tools that can extend human capabilities

 

 

Grade 4 & 5 

Designs can be improved with prototyping and testing

Skills are developed through practice, effort and action

The choice of technology and tools depend on the task

 

 

Grade 6 & 7 & 8

Designs can be responsive to identified needs

Complex tasks require the acquisition of additional skills

Complex tasks may require multiple tools and technologies

 

Grade 9

Social, ethical and sustainability considerations impact design

  • Plugged in:
  • Unplugged:

Complex tasks require the sequencing of skills

  • Plugged in:
  • Unplugged:

Complex tasks require different technologies and tools at different stages

  • Plugged in:
  • Unplugged:

 

 

After all….. 01001001 01110100 00100111 01110011 00100000 01101101 01100101 01100001 01101110 01110100 00100000 01110100 01101111 00100000 01100010 01100101 00100000 01100110 01110101 01101110 00100001

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About technolandy

Principal of Sorrento Elementary Educator pushing 'technologization' in education: blending technology and curriculum seamlessly. Advocate for better understanding of Anxiety in Education (and use of self-regulation) Piloting ePortfolios
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One Response to Day 96 (of 185) Coding entry points

  1. Pingback: Day 105 (of 185) presenting on coding | technolandy: site of Ian Landy

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