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IS_LT 9471: Instructional Systems Design Dr. Jane Howland

Coding in Elementary Schools: How to Integrate Computer Science and

Utilize Coding Resources at the Elementary

Level

By Jennifer Lyon, Ashlie Meisner, Laura Weinrich, Barbara White

Project Summary

Computer Science is foundational knowledge for all students in the 21st century regardless of their future field of study. This project is designed to deliver instruction to educators in the elementary setting who are interested in integrating computer science (specifically coding) into existing curriculum and/or teaching coding as a foundational subject. Instruction will be delivered via a Google Slides presentation with interactive activities designed to allow teachers time to become more confident in facilitating the content in their own classrooms. Course content will cover Code.org’s Computer Science Fundamentals unplugged lessons, online content students complete individually and/or with a partner, computer science concepts, and instructional strategies. Some key points that will be covered include:

● What is Computer Science? ● What is coding? ● Why do we need to know how to code? ● Coding fosters critical thinking and problem-solving skills. ● With programing skills, students can better understand the world around

them. ● Computational thinking skills ● Possible career fields ● Computer science vocabulary ● Manage student accounts and and track students’ progress using Code.org

teacher dashboard ● Confidently facilitate coding course by taking risks and learning with

students

Coding in Elementary Schools1

Table of Contents

Project Summary

Table of Contents

Section I: Desired Results BIG IDEAS AND BROAD GOALS LEARNING OBJECTIVES NEEDS ANALYSIS TASK ANALYSIS

Section II: Evidence of Acceptable Results FORMATIVE EVALUATION SUMMATIVE EVALUATION

Section III: Learning Experiences and/or Instruction LEARNER ANALYSIS CONTEXTUAL ANALYSIS TYPES OF LEARNING EXPERIENCES AND/OR INSTRUCTION IMPLEMENTATION PLAN

References

Appendix A Appendix A.1: Needs Assessment Instruments Appendix A.2: Procedural Analysis

Creating a Teacher Account Creating Sections in Code Studio’s Teacher Dashboard Managing Students Tracking Student Progress

Appendix B Appendix B.1: Formative Evaluation Materials Appendix B.2: Summative Evaluation Materials

Appendix C Appendix C.1: Overview Presentation Appendix C.2: Unplugged Lesson Materials


Section I: Desired Results

BIG IDEAS AND BROAD GOALS

BIG IDEAS

Computer Science is foundational knowledge for all students in the 21st century, regardless of their future field of study. We have developed a learning system to meet the needs of elementary teachers who have interest in teaching computer science to their students, particularly focusing on the elements of code.

The one day face-to-face workshop will be centered around Code.org, and can be applied to many aspects of their computer science curriculum. The focus of the project, in general, will be to teach teachers how to best utilize curriculum and ideas found using Code.org’s Code Studio curriculum. We will do so in a way that the teacher leaves feeling comfortable with the material and has background knowledge of coding to pass along to students.

BROAD GOALS

Goal One Participants will identify the benefits of teaching computer science and coding to elementary students.

Goal Two Participants will demonstrate knowledge of coding skills, techniques, and best practices.

Goal Three Participants will demonstrate use of Code.org’s teacher dashboard to successfully manage the implementation of computer science in their classroom.

Goal Four Participants will use teaching strategies to encourage students to persevere, troubleshoot, and collaborate to solve problems.

LEARNING OBJECTIVES

Goal One : Participants will identify the benefits of teaching computer science and coding to elementary students.

1.1 After completion of the instructional sessions, participants will define computational thinking practices.


1.2 After completion of the instructional sessions, participants will articulate how computer science encourages development of students’ higher-order thinking skills. 1.3 After completion of the instructional sessions, participants will identify possible career fields for students with a computer science background.

Goal Two: Participants will demonstrate knowledge of coding skills, techniques, and best practices.

2.1 After completion of the instructional sessions, participants will create visual programs to solve puzzles and create art on Code.org Code Studio. 2.2 After completion of the instructional sessions, participants will define computer science terminology. 2.3 After completion of the instructional sessions, participants will identify strategies for teaching computer science successfully in the classroom. 2.4 After completion of the instructional sessions, participants will describe the course offerings in Code.org Code Studio.

Goal Three : Participants will demonstrate use of Code.org’s teacher dashboard to successfully manage the implementation of computer science in their classroom.

3.1 After completion of the instructional sessions, participants will create classes in Code.org Code Studio. 3.2 After completion of the instructional sessions, participants will assign courses in Code.org Code Studio. 3.3 After completion of the instructional sessions, participants will demonstrate how to manage student progress in Code.org Code Studio.

Goal Four: Participants will use teaching strategies to encourage students to persevere, troubleshoot, and collaborate to solve problems.

4.1 After completion of the instructional sessions, participants will utilize Code.org’s Teacher Blog and Forum to assist with questions and find new instructional strategies. 4.2 After completion of the instructional sessions, participants will demonstrate knowledge of troubleshooting common issues within Code.org Code Studio.

NEEDS ANALYSIS

We will use the following procedures to gather information from different sources to analyze the needs of the workshop participants. This will help us design the workshop


to provide the maximum benefit to the participants. Sources of information can be found in Appendix A: Needs Assessment Instruments

Type of Information

What do we need to know?

Why do we need to know information?

Source of Information

Procedures

Goals What do participants hope to learn? What goals do participants have for teaching computer science?

We need to know what the learners hope to gain from the workshop so that they are satisfied with the learning experience.

Pre-workshop survey

Email participants a link to a Google form before workshop

Prior Knowledge and Experience

What do participants know about computer science and coding? What experience do participants have with computer science and coding? What experience do participants have teaching computer science and coding?

We need to know where the learners are in terms of computer science and coding knowledge so that we can be sure they are learning new information and they are prepared to teach the curriculum.

Pre-workshop survey


Feelings How comfortable do participants feel teaching computer science? How comfortable do participants feel tackling difficult content? How comfortable do participants feel not knowing all the answers?

We need to know the learner’s level of confidence so that we can make sure everyone leaves the workshop with the confidence to go back and teach the curriculum.

Pre-workshop survey


Environment and Access to Technology

Is anyone else in their school teaching computer science? What technology do participants have access to? What platform will be

We need to know about the environment the learner will be teaching in so that we can fit our instruction to the setting in which the curriculum will be

Pre-workshop survey



used for Code. org courses?

used. Interview professional development committee

TASK ANALYSIS

PREREQUISITE ANALYSIS

A pre-workshop survey will be administered to determine the background knowledge and various coding/computer science experience that participants possess. Workshop attendants may be divided into instructional groups based on their experiences, the content areas in which they teach, and background knowledge to best meet their learning needs.

TOPIC ANALYSIS

Goal One : Participants will identify the benefits of teaching computer science and coding to elementary students.

A. Introduction to Computer Science in the elementary classroom B. Define computational thinking practices.

1. Creativity 2. Communication 3. Collaboration 4. Persistence 5. Problem Solving

B. Computer science encourages development of students’ higher-order thinking skills. C. Possible career fields for students with a computer science background.


A.Create visual programs to solve puzzles and create art on Code.org Code Studio.

1. What is Code Studio? a. Code Studio is a free learning platform developed by Code.org.

b. It is a blended curriculum containing online self-paced lessons as well as unplugged lessons that can cover Computer


Science concepts without a computer. c. It is a spiraling curriculum in which concepts and skills are revisited in each course while delving deeper each time, encouraging students and teachers to work at their own pace.

2. How is the curriculum structured? a. Each course is broken down into approximately 20 “stages,” or lessons. b. Each stage is made up of levels called “puzzles” where students work independently or with a partner to reinforce terminology and Computer Science concepts. (Allow time for exploration of online puzzles) c. Code Studio Curriculum is aligned with CSTA Computer Science Standards and ISTE Standards. Some lessons integrate national Math, English Language Arts, and Science standards.

B. Define most common computer science terminology. 1. Algorithm - a list of steps it takes to complete a task 2. Program - an algorithm that has been coded into a machine 3. Loop - steps that are repeated 4. Conditional -statements that only run under certain conditions 5. Debugging - reading through a program for errors

C. Strategies for teaching computer science successfully in the classroom. 1. Ditch the Uniformity - Students learn at different rates and come into the classroom with vastly different technology skills. Students are encouraged to work at their own pace. Students who excel quickly are encouraged to broaden their skills by working on open-ended activities. 2. Take Frequent Breaks - In computer science, students benefit from frequent and small breaks while working on activities. Journaling and brain breaks are great ways to help students refocus. 3. Collaborate - Collaboration is a requirement in the real world and coding is often a “team sport” where collaborative groups work together on the same project. In the classroom, students are encouraged to program in pairs and/or help one another solve problems. 4. Don’t be a Know-It-All - Teachers don’t have to hold the keys to all knowledge. Computer science educators fit more in the role of a cheerleader or facilitator, fostering determination in students and encouraging students to monitor themselves and help others.


D.Course offerings in Code.org Code Studio. 1. Course One: for early readers

a. Approximately 20 hours b. Ages 4-6

2. Course Two: for students who can read and are new to Computer Science

a. Approximately 20 hours b. Ages 6-18

3. Course Three: for students who have completed Course 2 a. Approximately 20 hours b. Ages 8-18

4. Course Four: for students who have completed Course 3 a. Approximately 20 hours b. Ages 10-18

PROCEDURAL ANALYSIS

Using goals three as described in the Learning Objectives section, a detailed procedural analysis has been created to break down the goal into step-by-step procedures. Because of the length of the Procedural Analysis, it can be found in Appendix A.2: Procedural Analysis


Section II: Evidence of Acceptable Results

FORMATIVE EVALUATION

The workshop provides many opportunities for formative evaluation. These tasks will be informal. They will provide the workshop participants the ability to gauge their level of understanding. These tasks will also allow the workshop provider to adjust the day and directly address any emerging needs.

At the end of each topic, the participants will be asked to paraphrase the topic to each other to demonstrate understanding in small groups (see Appendix B.1 for an example).

At the end of each task, the workshop participants will write a muddiest point paper which will be to write a single question about the most confusing aspect of the day.

Workshop participants will be asked mid-day to write an explanation of a concept that has been covered and to explain how it would fit into their current curriculum.

At the end of the day, the workshop participants will fill out the survey that is available in Appendix B.1. This survey will be handed out and also available online.

Evaluating after each task, mid-day and after completion we will be able to track and identify the success and needs of this workshop.

SUMMATIVE EVALUATION

The summative evaluation for the Code.org Code Studio workshop will include two types of evaluation so that the presenters may gauge the success of the workshop. The first type of evaluation that will be used will be a Google Form immediately following the workshop and will serve as an exit slip for participants. Since it is sometimes difficult to get feedback from groups of people that you are not in regular contact with, we will ask that they complete the survey on their device prior to leaving the event. The second evaluation method that will be used will be an interview with follow up questions, approximately 2-4 weeks after the workshop. The interview will be conducted via e-mail in order to be at best convenience to participants. Follow up phone conversations will be offered by request. The evaluations will not only determine the success of the workshop, but will also find patterns in struggles that participants are experiencing. Noting these patterns will help us to reconfigure the


ways in which we are covering material in the workshop. Data collected from the evaluations will be used to improve additional offerings of our workshop.

KEY QUESTIONS 1. Is the Code.org Code Studio instructional content accurate?

2. Does the instructional workshop content include sufficient information

for educators to be able to implement Code.org Code Studio comfortably? 3. Is the workshop logically structured and organized? 4. Is the time allotted for instructional content appropriate? 5. Are the learning experiences and content appropriate for the identified

goals and objectives? 6. Is the content and level of learning appropriate for the intended audience? 7. What improvements in content are necessary? 8. What improvements in instructional design are necessary? 9. Is the class size and learning environment conducive to learning Code.org

Code Studio? 10. Do the teachers feel comfortable with the ability to utilize Code.org Code

Studio with students? APPROACH 1: GOOGLE FORMS

A Google Form will be shared with participants of the workshop at the end of the day as an exit ticket. This will allow them to share initial thoughts and ideas on their comfort level of the Code.org Code Studio materials presented to them on this day. If there are areas in which several people show struggle, the immediate feedback will allow instructors to have a debriefing session with the group, once more, to touch on such topics before leaving to incorporate the materials in their own classroom.

The survey will ask a variety of questions related to information taught in the workshop. It will address not only the participants’ comfort level, but also their interest, desire, and plans for integration into their own curriculum.

APPROACH 2: E-MAIL INTERVIEWS

Approximately 2-4 weeks after the workshop, an e-mail interview will be conducted with each participant from the workshop. Interview questions will determine the


impact the workshop had on participants, what has worked, and what could be improved for best practice in their classrooms. Participants will be invited to ask further questions of the presenter, as well as speak via a telephone conversation for further follow up. Allowing several weeks before the e-mail interview takes place will give participants time to evaluate the computer science and coding curriculum shared at the workshop and determine what works best in their own teaching environment.

Examples of the Summative Evaluations can be found in Appendix B.2 .


Section III: Learning Experiences and/or Instruction

LEARNER ANALYSIS

Our Code.org Code Studio workshop for teachers will focus on the K-5 faculty in our district who have special interest in intergrating computer science and coding into their curriculum. Through learner analysis, we will determine materials to be used and items to be focused on to best meet the needs of our patrons. Through this analysis, we will gain a sense of the learners’ background knowledge and comfort level of the subject being taught in order to create starting and end points for our instruction. Data from the learner analysis will be used to create a survey for our participants prior to the workshop. The data will be collected through a pre-workshop questionnaire to faculty, professional development committee, and school administration. The data will also guide questions for our Google Form and EMail Interviews so that we have checkpoints to assure that we have addressed the needs of our learners.

Learner Factors Data Collection

Orienting Context 1.) What are the needs and goals of

our targeted audience of K-5 teachers?

2.) How will the audience benefit from the workshop?

3.) What are the demographic characteristics of the targeted audience? Factors such as age, years experience, grade level(s) taught, educational level, and learning styles will be addressed.

4.) What background knowledge does the audience have on computer science?

5.) What background knowledge does the audience have on coding and Code.org Code Studio?

6.) What goals do the learners have

Questions #1-7 will be addressed in a pre-workshop questionnaire. Questions #8-10 will be addressed in PD and Administration questionnaires.


for the workshop? At what point would the learner feel comfortable in leaving today’s workshop?

7.) Why does the learner want to attend this workshop?

8.) Why does the Professional Development Committee and/or administration want the learner to attend?

9.) At what level would the PD Committee and/or administration like the learners to reach?

10.) When would the PD Committee and/or administration like implementation to begin?

Instructional Context 1.) Using a likert scale, how much

does the learner believe he/she needs this training?

2.) How will the learner be evaluated after the workshop in regards to implementation on this subject matter?

Questions #1 will be addressed in a pre-workshop questionnaire. Questions #8 will be addressed in PD and Administration questionnaires.

Transfer Context 1.) Does the learner believe that the

workshop will be a success for him or her?

2.) Does the learner believe that he or she will be able to transfer knowledge from the workshop to his or her classroom?

3.) Are there incentives that tie to implementation of computer science and coding implementation after the workshop?

4.) In what way will the knowledge of the workshop be shared to other faculty members unable to attend the workshop?

Questions #1-2 will be addressed in a pre-workshop questionnaire. Questions #3-4 will be addressed in PD and Administration questionnaires.


CONTEXTUAL ANALYSIS

Contextual analysis was divided into three areas: performance, learning and cultural.

Performance Context Data Collection

1. How much access to technology do participants have in the classroom?

2. What types of support networks are currently used by participants?

Google form shared before workshop

Learning Context Data Collection

1. Will participants be provided with materials for resources?

2. Will presenters be available for questions after the workshop?

Discussion among workshop presenters

Cultural Context Data Collection

1. Are professional learning networks utilized to help participants problem solve and continue learning?

2. Are there opportunities for sharing of successes and learning?

Google form shared after workshop

The participants are assumed to be classroom teachers with a variety of experience and representing all grades and subject areas. They are assumed to have basic computer skills and the desire to learn more about teaching computer science and coding.

The workshop is assumed to take place in a facility that allows for internet access for the presenter and participants and presentation capabilities for the presenter.


TYPES OF LEARNING EXPERIENCES AND/OR INSTRUCTION

The code.org Code Studio workshop is designed to consist of exploration, sharing, processing, generalizing, and application of Computer Science concepts as outlined below.

Exploration:

● “Do it!” Create visual programs to solve puzzles and create art on Code.org Code Studio.

● Vocabulary Puzzles ● Pair Programming ● Creating teacher and student accounts

Sharing:


● Break out groups ● Small Group Lesson Planning ● Crowdsourcing Activity - 35

Processing:

● Participating in unplugged lessons ● Planning and teaching unplugged lessons to small groups of other participants

Generalizing:

● Finding the common thread in each course in code studio

Application:

● Participates teaching each other in small groups

Strategies for teaching computer science successfully in the classroom.


● Ditch the Uniformity - Students learn at different rates and come into the classroom with vastly different technology skills. Students are encouraged to work at their own pace. Students who excel quickly are encouraged to broaden their skills by working on open-ended activities.

● Take Frequent Breaks - In computer science, students benefit from frequent and small breaks while working on activities. Journaling and brain breaks are great ways to help students refocus.

● Collaborate - Collaboration is a requirement in the real world and coding is often a “team sport” where collaborative groups work together on the same project. In the classroom, students are encouraged to program in pairs and/or help one another solve problems.

● Don’t be a Know-It-All - Teachers don’t have to hold the keys to all knowledge. Computer science educators fit more in the role of a cheerleader or facilitator, fostering determination in students and encouraging students to monitor themselves and help others.

Type of Learning

Instructional Strategy

Rationale

Goal One: Participants will identify the benefits of teaching computer science and coding to elementary students.

1.1 After completion of the instructional sessions, participants will define computational thinking practices.

Facts Learning through Exploration and Discovery

Verbal Information

1.2 After completion of the instructional sessions, participants will articulate how computer science encourages development of students’ higher-order thinking skills.

Concepts Scenario- based learning

Intellectual Skills


1.3 After completion of the instructional sessions, participants will identify possible career fields for students with a computer science background.

Principles Case studies Intellectual Skills


2.1 After completion of the instructional sessions, participants will create visual programs to solve puzzles and create art on Code.org Code Studio.

Procedures Game-based learning

Cognitive Strategy, Intellectual skills

2.2 After completion of the instructional sessions, participants will define computer science terminology.

Processes Learning through Exploration and Discovery

Intellectual Skills

2.3 After completion of the instructional sessions, participants will identify strategies for teaching computer science successfully in the classroom.

Facts Simulations Intellectual Skills, Cognitive Strategy, Attitude

2.4 After completion of the instructional sessions, participants will describe the course offerings in Code.org Code Studio.

Processes Scenario- based learning

Verbal Information, Intellectual Skills

Goal Three : Participants will demonstrate use of Code.org’s teacher dashboard to successfully manage the implementation of computer science in their classroom.

3.1 After completion of the instructional sessions, participants will create classes in Code.org Code Studio.

Procedures Learning through Exploration and Discovery

Intellectual Skills, Cognitive Strategy, Attitude


3.2 After completion of the instructional sessions, participants will assign courses in Code.org Code Studio.

Principles Scenario- based learning

Intellectual Skills, Cognitive Strategy

3.3 After completion of the instructional sessions, participants will demonstrate how to manage student progress in Code.org Code Studio.

Procedures Simulations Intellectual Skills, Cognitive Strategy

Goal Four: Participants will use teaching strategies to encourage students to persevere, troubleshoot, and collaborate to solve problems.

4.1 After completion of the instructional sessions, participants will utilize Code.org’s Teacher Blog and Forum to assist with questions and find new instructional strategies.

Concepts Learning through Exploration and Discovery

Cognitive Strategy

4.2 After completion of the instructional sessions, participants will demonstrate knowledge of troubleshooting common issues within Code.org Code Studio.

Principles Simulations Intellectual Skills, Cognitive Strategy, Attitude

MATERIALS FOR TRAINING PROGRAM

Sample training materials have been created for the workshop including

● Google Slides presentation outlining key concepts and objectives ● Handouts for participants which include step-by-step instructions to create a

teacher account, create sessions in Code Studio’s teacher dashboard, manage students, and track student progress

● Unplugged lesson materials

See Appendix C for materials.


IMPLEMENTATION PLAN

Time Activity Notes

9:00-9:30 Introduction and

Goals

9:30-10:00 Overview of Code Studio Curriculum

The facilitator provides participants with an overview of Courses 1-4 in Code Studio.

10:00-10:30 Puzzle Exploration

Participants will experience parts of the online curriculum from the student perspective

10:30-10:45 Break

10:45-11:15 Model Lesson The facilitator will model an unplugged lesson from the Code Studio curriculum. Participants will role-play as they learn from the student perspective.

11:15-11:45 Pair Programming The facilitator will introduce pair programming and how teachers can modify it for their classrooms.

11:45-12:00 Break out groups Paraphrase all material, write questions

12:00-12:45 Lunch

12:45-1:15 Vocabulary Facilitator will introduce vocabulary. Participants will work through puzzles explaining each term.

1:15-1:45 Strategies for Teaching

Computer Science

The facilitator will introduce the four strategies for teaching CS. In small groups, Participants will create posters for each strategy and present to the whole group.

1:45-2:15 Setting Up the Teacher

Participants will create classes in Code Studio, learn to manage students, view


Dashboard student progress, and locate resources.

2:15-2:35 Group Lessons Planning

Participants will be divided into small groups. Each group will plan an unplugged lesson from Code Studio as they would teach it in their own classrooms.

2:35-3:10 Group Lessons Teach

Small groups will take turns teaching their planned lesson to the entire group (as they would in their own classrooms).

3:10-3:25 Support and Community

Facilitators will be available to answer any questions participants may have. Facilitators will guide participants to Code.org’s forum and blog for future reference.

3:25-3:45 Takeaways Participants will share their takeaways by playing 35 (a crowdsourcing activity).

3:45-4:00 Evaluation Participants will complete the evaluation provided.

Code.org workshop would take place in a computer lab. Each participant would have access to a device with Internet. Packages of material and instruction guides handed out to each participant. The facilitator would have monitors live for demonstration. There will be Code.org experts available for small groups questions and to help guide instruction. Breaks would include a snack and soft drinks. Lunch would be available.


https://prezi.com/djc4czrzcmuk/35-crowdsourcing-activity-shared/

References

Code.org. (n.d). Instructor Handbook: Code Studio Lesson Plans for Courses One, Two, and Three


Appendix A

Needs Assessment Instruments and Procedural Analysis


Appendix A.1: Needs Assessment Instruments

A google form will be sent to registered participants before the workshop.

Form is accessible online here


https://docs.google.com/forms/d/e/1FAIpQLSfdkl9gsjcdPGApS19w2nUBL2t2MwhyrlDq2U7aXV2pTVvh2w/viewform

Interview Questions for Professional Development Committee

In addition to the pre-workshop survey of the teachers, we will contact members of professional development committees to get an idea of the goals for the entire school.

1. Why do you want teachers to attend this workshop?

2. What level would you like the learners to reach?

3. When would you like coding in the classroom to be implemented?

4. Would you like the participant to be able to teach others at your school about code.org’s Code Studio curriculum?

5. Describe the technology available to teachers to implement the Code Studio curriculum.


Appendix A.2: Procedural Analysis

Contents

Creating a Teacher Account

Creating Sections in Code Studio’s Teacher Dashboard

Managing Students

Tracking Student Progress


Creating a Teacher Account

1. Open web browser of your choice (Code.org is browser agnostic, however, Google Chrome works best).

2. Type Code.org in your address bar.

3. Click in the top right corner.

4. Click on

5. Fill out the form.

6. Code.org will send an email confirming your account. If you do not receive an email within 10 minutes, check your spam or clutter as some school districts’ email filters send all 3rd party emails to spam.


https://code.org/

Creating Sections in Code Studio’s Teacher Dashboard

1. On your Teacher Dashboard, select “Student Accounts and Progress”

2. Select “New Section”


3. Name your section, choose how you want students to login (password, picture, or student email), and select your grade level.

4. Select your course from the list and click “Save”

Click on this link for a video tutorial


http://teacherblog.code.org/post/121929096829/want-to-start-using-code-studio-in-your-classroom

Managing Students

There are two ways to enroll students in a section: add students in bulk or add students individually. Adding students in bulk is great for when beginning a new class. Adding students individually is really for when a new student moves into the class after it has been established.

To Add Students in Bulk:

1. Click on your class section and the Manage Students tab.

2. Click on Add Multiple Students

3. Type student names in the box pressing ENTER between each name. You can also copy and paste your class list from a document into the box. Click DONE


when finished.

4. Click “Save All” (Note: You can manually enter your students’ ages and genders if you like. If not, Code.org will prompt students to enter their age when they initally log in. Code.org will never ask for their gender).


To Add One Student

1. Click on “Add Student”

2. Enter student name and age/gender (optional). Click “Save”


Tracking Student Progress

Not only can teachers see individual student progress in Code Studio, every puzzle the student completes can be viewed as well, giving teachers insight on the student’s thought process.

1. To view class progress click on the progress tab in the Teacher Dashboard. From the progress bar, you can view a snapshot of students’ progress across the Course.

2. To see individual levels, click on a stage. The view will zoom in so that individual puzzles can be viewed.


3. To view a student’s progress on a puzzle, click on the circle.

4. This opens the teacher view panel. In this window, the teacher can view the student’s program. The teacher also has the option to see the solution, try to solve the puzzle, or view students who have already solved the puzzle.


Appendix B

Evaluation Instruments


Appendix B.1: Formative Evaluation Materials

Discuss the following at your table. Document your discussion and be prepared to share with the whole group.

Challenge

________________________________________________________________________

________________________________________________________________________

Solution

________________________________________________________________________

________________________________________________________________________


Code. org Workshop

Evaluation Questionnaire – 2016

Purpose: Please reflect on this workshop and let us know what worked and what needs improvement. Your input is valuable to us as we plan future workshops. We will keep your responses confidential . Please be candid in your remarks.

Disagree

Tend to disagree

Tend to agree

Agree

1. The pre-workshop communications gave me the information I needed to learn about and prepare for the workshop. 1 2 3 4

2. Materials on the website were useful in preparing for the workshop. 1 2 3 4

3. The design of the workshop facilitated exchange of expertise among participants. 1 2 3 4

4. The workshop program engaged me in active learning related to its goals. 1 2 3 4

5. The workshop sessions were well facilitated. 1 2 3 4

6. The logistics for the workshop were well executed.

1 2 3 4

7. I believe that the goals of the workshop as stated were met:

Participants will identify the benefits of teaching computer science and coding to elementary students.

1 2 3 4

Participants will demonstrate knowledge of coding skills, techniques, and best practices.

1 2 3 4


Participants will demonstrate use of Code.org’s teacher dashboard to successfully manage the implementation of computer science in their classroom.

1

2

3

4

Participants will use teaching strategies to encourage students to persevere, troubleshoot, and collaborate to solve problems.

1

2

3

4

Please use this space to comment on any of your ratings, particularly if you rated any below “3.”

8. Why did you participate in this workshop? Check all that apply.

❏ Teaching quandary. You hope to figure out a solution to a specific issue you came across in a course.

❏ Research interest. This workshop aligns with your own academic interests. ❏ Pedagogical interest. You have always wanted to teach students this content,

set of skills or in this manner. ❏ Colleague suggestion. A colleague recommended the workshop to you. ❏ Community interest. You wanted to take part in an activity with like-minded

colleagues outside of your institution (as well as learn something). ❏ Other (please specify):

9. What aspects of the workshop were the most valuable for you? And why?


10. Least valuable and why?

11. How has this workshop changed your thinking about teaching? (what you teach; how you teach)

12. What are the features that you look for in a strong teaching activity?

13. Reflecting on your interactions at this workshop, are there people with whom you plan to be in contact? If so, list up to five. Please indicate any new contacts with an asterisk (*) following their name.

14. How will you use or apply what you learned when you return home? This information will be shared by name with workshop leaders.


15. If we were to follow up with you as to how you used or applied what you learned, what timeframe would make the most sense for your plans? This information will be shared by name with workshop leaders.

❏ Ask me in 3 months. I plan to use or apply aspects immediately. ❏ Ask me in 6 months. I plan to use or apply aspects sometime during the next

semester. ❏ Ask me in 1 year. My professional circumstances will not allow me to use or

apply aspects until then. ❏ Other:_______________________________________________________________

The following questions ask you about your experiences with the Code.org Website.

Disagree Tend to disagree

Tend to agree

Agree

16. I believe that I will use the resources found on the Code.org website to help apply the learning I gained from this workshop.

1

2

3

4

17. I plan to use the website to share what I learned with colleagues.

1

2

3

4

18. In order to move forward with what you learned at this workshop, what are the one or two things that are most critical for you to find and use on the Code.org website?


Appendix B.2: Summative Evaluation Materials

APPROACH 1: GOOGLE FORMS Form is accessible online here.


https://docs.google.com/a/macon.k12.mo.us/forms/d/1-i_cRyzhdGajvQs2oiwMPo8qWB7uwT_aZn1751YHLo4/prefill

APPROACH 2: E-MAIL INTERVIEW

Dear Workshop Participant,

We are writing in regards to the code.org Code Studio workshop you attended earlier this month. We hope you found the workshop worthwhile and were able to take many valuable pieces to your classroom for implementation. Below, you will find five reflection questions that we would appreciate you taking time to answer. Your feedback will be important for us to plan further workshops for code.org Code Studio.

We appreciate your time. Please feel free to stay in contact and ask questions or address concerns at any time you please. You may reach us by phone or e-mail.

Sincerely,

Jennifer, Ashlie, Laura, and Barbara Code.org Code Studio Presenters

1.) How did the code.org Code Studio workshop impact your curriculum in

regards to computer science and coding? Has your teaching changed in this field, or did it remain the same? Please explain.

2.) What has worked well in your classroom with code.org?

3.) What has been most difficult for you in terms with concepts from Code

Studio?

4.) Have the materials we shared been a useful resource for you now that you have had time to reflect and plan for your own students’ needs?

5.) How could we improve in further workshops for educators?


Appendix C

Training Material Samples


Appendix C.1: Overview Presentation

The presentation (including speaker notes) can be viewed in its entirety by clicking on this link .


https://docs.google.com/presentation/d/1_4EA5-JxrH4SMEaTl5DXONWM1zISHqDblBoR_ZvJOqo/edit?usp=sharing

Appendix C.2: Unplugged Lesson Materials

Code Studio Lesson 2: Real Life Paper Airplanes can be found by clicking on this link.


https://code.org/curriculum/course2/2/Teacher

https://code.org/curriculum/course2/2/Activity2-RealLifeAlgorithms.pdf

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