Beyond the Hour of Code: Implementing an Elementary Coding Curriculum

Terry Smithwww.STEAM-In.orgHavens School – Piedmont USDterrysmith@steam-in.org@steamterry

Entire presentation can be found here – later today…

Google Expeditions – Happy to Share Our Experience

Video Link

Plan for Today

• Brief Introduction• Why Teach Coding?• Nuts and Bolts

• How to Get Started• What We Did and What We Learned

• Scope, sequence and differentiation• Monitoring student progress• Student engagement

• Where We Go Next• Tips and Tricks• Available Resources

Goal:Give you a jumpstart implementing a Computer Science/Coding curriculum at your site(s).

Some Quick Background• Programmer, Systems Engineer, Project Manager• 20+ years teaching coding to kids• Classroom teacher – 5th Grade• Science, Math specialist• District adopted CSTA standards 2 years ago went 1:1 in 4/5, 3:1 in lower grades• Technology Coordinator as of last year• Implemented 1st-5th grade CS/Coding curriculum with 450+ students• Coming soon… STEAM-In.org• Disclaimers

Terry Smith

Why Should We Teach Coding?Language of Technology

• Jobs• Equity in Access• Socioeconomic Diversity• Survival in a Technology Infused World• Necessity to be ‘technologically fluent’• Early exposure/success leads to accessibility

(USA Today photo: Marcio Jose Sanchez, Associated Press)

“…programming is the most powerful medium of developing the sophisticated and rigorous thinking needed for mathematics, for grammar, for physics, for statistics, for all the "hard" subjects.... In short, I believe more than ever that programming should be a key part of the intellectual development of people growing up.”

Seymour Papert

Why I WANT to teach coding…

Computational Thinking Practices

These are useful skills across the curriculum

And across LIFE…

IN

Nothing to do at that point but….

The Tools

Now called:Computer Science Fundamentals

Why these?• Free• Comprehens

ive• Web based• Well

supported• Reliable• Kid Friendly

Oh and robotics….

Strengths

• Self Paced • Independent

learning• Differentiated• Frequent

Instructional Videos embedded

• Teacher Dashboard for tracking progress

Weaknesses

• Student Account setup• Offline activities

unwieldy – often need adaptation for classroom environment

• English only• Few places where kids

tend to get stuck and need better strategies

Why move on to Scratch and Robots?

Open Ended Opportunity to Apply Coding Skills

Getting Started With Code.org

Online Teacher Training Course

K5 Online PD Course Link

Local One Day Trainings

Link to Training Page

Just open an account and get started with your students’ course

New Course 4In Beta

Code.org - Curriculum Overview

Course 1 Grade Levels

Course 2 Grade Levels

Course 3 Grade Levels

Course 4Grade Levels

Year 1 1 & 2 3-5 Some 4 & 5Year 2(proposed)

1 2 & 3 Start4 & 5 continue

4 & 5 as they finish #2

Some 4 & 5

Course Progression -- Code.org CS Fundamentals

1st Grade – Course 1 8 Sessions

2nd Grade – Course 1 6 Sessions

Student Progress

1-2 students per class finished and went on to Course 2

3rd Grade Class – Course 2 6 Sessions

4th Grade Class – Course 2 8 Sessions

About 10% went on to course 3

5th Grade Course 2 8 sessions

5th Grade Course 3

About 25% went on to course 3

Moving on to Open Ended Coding in Scratch

Open Ended Opportunity to Apply Coding SkillsCreative

For Teachers: Harvey Mudd Course with Colleen Lewis

Follow up activities to apply and expand coding skills

1st – Beebots2nd – Beebots3rd – Animated conversation or greeting card or multi-media collage4th – Maze game5th – Documentaries – BrainPop style

Robot selection and testing

1st and 2nd Grade Beebots

• Can you figure out how it works?

• How long is a Beebot step?• Get the bee from hive to

flower and back• Grid challenges with stories

3rd Grade Animated Stories & CardsIn Scratch or multi-media collages

LinkLink

Scratch Maze Game Sample Link

Scratch Maze Game – Scaffolded Instruction via Video Tutorials

Learning Pathway – Self Paced Tutorial Format

link

4th Grade Maze Game – Variety of Solutions

• ‘Learning Pathway’ format with tutorials to create a game• Tip: At beginning of project -Create a Scratch Studio and

have all students place their projects inside – that way you can watch progress easily

‘BrainPop ‘ Movie on NikeDocumentary on Fashion History

Steph and David on the Statue of Liberty

5th Grade – DocumentariesProducts from i-search and Genius Projects

Math Connections in ScratchPolygon Patterns and Coordinate Based Drawing

https://scratch.mit.edu/projects/50385040/#editor

Robot Research & Evaluations in 5th Grade

Robot Experimentation in 5th Grade

Figure it out – create a ‘Quick Start Guide’ for the next group

Introduction to Coding and Computer Science for Kids – Start

Offline

For the little ones – 1st & 2nd - I just tell them that we’re going to learn to code which means learning how to make the computer do things…

Importance of Understanding Technology:It will infuse their world

Technology gets smaller and faster all the time

Computer Programming BrainPop

Computer Science Education Week Hour of Code

Link to Youtube Video

Real Life Algorithms

Automatic Realization Machine

Graph Paper Programming – 3rd Grade and Up (modified)

A.R.M.

Algorithm Writers orProgrammers

You will take turns being:

Link to Student Work Link to Practice Form

Available Instructions:

Move One Square RightMove One Square LeftMove One Square UpMove One Square DownFill-In Square with color

Graph Paper Programming

How would you direct your A.R.M. toMake this pattern?

1. Move one square right2. Fill-in square with color3. Move one square right4. Move one square down5. Fill-in square with color

This is the algorithm to make this pattern

Graph Paper Programming

Now let’s do this pattern with our code all together

We turned our algorithm into a program or code

Directions

1. Write the code for this pattern

2. Then fold the paper on the line

3. Trade with a partner

4. Partner draws the pattern from the code

5. Unfold6. Does it match?

Document Link

Steps in Computer Programming: An algorithm…

1. Understand the problem2. Write Code3. Test Code4. Fix any bugs5. Go back to Test Code

Did we follow the steps??

Make your pattern then trade to test your code

• Design pattern on blue sheet

• Write program to match on pink sheet

• Trade ONLY pink sheet with partner

• Draw on a new blue square • Compare and fix any

Bugs…• repeat

Link to Documents

Computer Scientist Vocabulary:

AlgorithmA list of steps you follow to finish a task.

ProgramAn algorithm that has been coded to be done by a machine

BugA mistake found in a program

Debug find and fix the bugs

LoopThe action of doing something over and

over

Setting up Student Accounts

wordpictureemail

Highly Recommend just using

the picture password format

Managing Lessons with Code.org

Mini-Lessons on key concepts – likely hang ups – help a lot

Code.org - Course 1 puzzle / managing the screen

https://studio.code.org/s/course1/stage/4/puzzle/1

Code.org - Teacher Home Page

Code.org Teacher Dashboard

https://code.org/teacher-dashboard#/sections/292571/progress

https://studio.code.org/s/K5-OnlinePD/stage/4/puzzle/4

‘Be the Bird’ or bee, or zombie… - strategy

Step button allows step by step debugging

https://studio.code.org/s/course1/stage/7/puzzle/1

Importance of reading the directions

https://studio.code.org/s/course2/stage/4/puzzle/1

Understanding Angles physicallyand using the strategy ‘turn – draw – test’ ask yourself ‘Did the ‘pencil robot’ turn enough or not enough? – Should s/he turn more or less?’

https://studio.code.org/s/course2/stage/4/puzzle/6

• Helps to Discuss things students do everyday that repeat

• Like brushing teeth – up/down motion

• Often students bring up things that don’t repeat in the same sequence – good opportunity to discuss

• Example: getting out of bed each day – but the rest of the day isn’t a repeat

Steps in Computer Programming: An algorithm…

Understand the problemRepeat until done

Write small amount of codeRepeat until no bugs

Test CodeFix any bugs

Nested Loop

Introducing Loops – ‘try it the long way’ strategy

https://studio.code.org/s/course2/stage/6/puzzle/8

Introducing Conditionals

If – Else logic

Difficult for 5th grade students once you start nesting – also know that lots of kids don’t know how a deck of cards is laid out so you may need to spend some time on that..

Introducing Conditionals

https://studio.code.org/s/course2/stage/13/puzzle/4

Scratch resources:

Scratch Maze Game Tutorial

Link to course

#csk8 Twitter Chat – once a month on Wednesdays

Beyond the Hour of Code: Implementing an Elementary Coding Curriculum

Terry Smithwww.STEAM-In.orgHavens School – Piedmont USDterrysmith@steam-in.org@steamterry

Entire presentation can be found here