Scribd
Upload
13 views

PJ Coding Week 2

Coding week 2

Uploaded by

brodiehomework
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
13 views

PJ Coding Week 2

Coding week 2

Uploaded by

brodiehomework
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 17

P/J Coding & Communications

Week 2 - Start your engines!


Getting Organized
• Inserted pics into your doc? No need to keep originals for
me.

• Pasted in Scratch URLs? Make sure that you have clicked


the share button in Scratch.

• Consider that you have two readers at least. One is your


instructor the other is you - possibly in the future.

• Re ective practices: explaining your understanding,


applying your knowledge, analyzing your understandings
in light of your new learning, asking questions, wondering,
musing.
fl
Getting Organized
• Professional courtesy in portfolios

• Action plans
Do
Talk to each other:
Why code?
Why teach students to think computationally?
What does Wing o er for the argument for
computational thinking?
How does CT t into the elementary math
curriculum? Where?
fi
ff
Think
This program is similar to the ones you created
last week:
https://scratch.mit.edu/projects/329192780/
editor/
It is an accessible stretch for students.
What does this program do? (Many answers)
How does it do it? (Many answers)
What is it demonstrating? (Surprising answer)
Share
Talk to your group about your thinking.
What surprises you?
Be prepared to share.
Assessment - What
For your re ection for your portfolio assignment

• You are re ecting on your learning to code

• You are (will be) making connections to


mathematics for the rst few weeks at least

• You are making connections to your pedagogical


ideas

• Throughout, you will be thinking critically


fl
fl
fi
Assessing Coding - How
You will be creating many practical things for the classroom, for
other teachers, for yourselves. How might these demonstrate
your critical thinking?

• Think of criteria that would describe your critical thinking about


any of the points on the previous slide

• These criteria should make it easy for us to identify the critical


thinking, i.e., they do not have to be explained or have
success criteria

• How might we di erentiate between goals and stretch goals?

• You may not use any adverbs


ff
Do
Explore this set of programs from Coding for Young
Mathematicians: https://scratch.mit.edu/projects/
33725764/editor
What do the four programs do di erently?
Scratch hack:
If you click on the main green ag, all of these programs
will execute concurrently.
If you want to see just one program run, click on its
header.
You can also separate a program’s blocks from its event
block to stop it from running when you click the green
ag.
fl
fl
ff
Think
Decide which version of drawing a square you
would like to use to create some square art or
other shape art.
What are the advantages of the version you
chose?
Do
Our First Coding Art
Today’s coding challenge is brought to you by
the letters T and N.
T is for tinkering.
N is for nested events.
Think
What possibilities did your coding geometric
art o er you to learn?
In what way did you have to think about the
di erent activities this week that is di erent
from ‘traditional’ activities?
Why or how would you allow students to
use the arts for an assignment? For which
subjects?
ff
ff
ff
Share
How do you feel?
Think
O Track?
Did you or anyone in your group go o on a
tangent?
Was that tangent fruitful to their/your learning?
How do we, as teachers, need to be prepared
for these tangents?
How do demonstrate that we value them?
ff
ff
Think
In coding, we have the idea of

Use - Edit - Create


when we are looking to code something.
Use someone else’s code.
Edit it to make it do what you want it to do.
Create your own code using the knowledge
from using and editing.
Why is this such a big thing in teachers’ minds?
Share
What do you think might be the possible
resistance to adopting the

Use - Edit - Create


cycle for students? for teachers? for
coders?
Async
1. Re ection using any or all of the Think slides.
2. Search for images ‘geometric artists’ and look for
one that inspires you aesthetically. Bring it next
week where we will try to create a program that will
make art like that.
Here is my mechanistic automatism golden rectangle
creator inspired by Mondrian:
https://scratch.mit.edu/projects/328978416/editor
fl

You might also like