Y creo que es muy importante tener claro el contexto de los alumnos y de esta forma poder dar ejemplos que estos puedan relacionar fácilmente y de este modo sean más claros y aporten en su aprendizaje.
Los condicionales se pueden enseñar a través de un juego de cartas como “carioca”, en donde uno tiene un mazo surtido de pintas y debe, en una sección del juego, realizar una carta real de cualquier pinta, cuál serían los condicionales, en este caso la cantidad mayor de cartas de una pinta, en mi mazo, me condicionaría a escoger y decidir la opción que más convenga para ganar el juego.
El concepto central de computadora de los condicionales , se debe aplicar siempre desde la actividad desconectada a la conectada ya que así permite que los estudiantes incorporen de mejor manera el concepto ya que se genera a partir de experiencias previas y en equipo para luego ser aplicadas en un actividad en el computador.
Buenas noches, yo le enseñaría a mis estudiantes el concepto de condicionales, a través de un juego “El Semáforo” . El cual consiste en agrupar en equipos de 4 y mostrarles un semáforo proyectado en el data. Estando todos de pie, les doy las siguientes instrucciones:
Condicionales: “Si el semáforo pone luz roja = se que dan en el lugar sin moverse”; “Si el semáforo pone luz amarilla = me detengo y avanzo un paso”; “si la luz es verde = avanzo rápido cuatro pasos” y así nos divertimos con los “condicionales” de manera kinestésica por varios minutos.
Posteriormente les comentaría que en programación también usamos “Condicionales”, los cuales corresponden a una estructura de que ejecuta una instrucción siempre y cuando una condición sea verdadera. En caso de no cumplirse la condición no se ejecuta la instrucción siguiente o en su defecto se pasa a evaluar otra condición.
Buenas noches, yo le enseñaría a mis estudiantes el concepto de condicionales, a través de un juego “El Semáforo” . El cual consiste en agrupar en equipos de 4 y mostrarles un semáforo proyectado en el data. Estando todos de pie, les doy las siguientes instrucciones:
Condicionales: “Si el semáforo pone luz roja = se que dan en el lugar sin moverse”; “Si el semáforo pone luz amarilla = me detengo y avanzo un paso”; “si la luz es verde = avanzo rápido cuatro pasos” y así nos divertimos con los “condicionales” de manera kinestésica por varios minutos.
Posteriormente les comentaría que en programación también usamos “Condicionales”, los cuales corresponden a una estructura de que ejecuta una instrucción siempre y cuando una condición sea verdadera. En caso de no cumplirse la condición no se ejecuta la instrucción siguiente o en su defecto se pasa a evaluar otra condición.
Hello my name is Magdalena The concept of conditionals would explain it through the mathematical games Using basic and given operations then we would perform the attitude the tic
Hola nuevamente Magdalena This concept could also be used with color play. They are given color cards and while playing a melody, a roulette wheel with the colors is turned and depending on the color they remain still without the other participating colors running out of motion and then the concept worked is discussed.
Condicionales: Creo que podríamos explicarlo de que es una forma de dar otra opción al no hacer o tener lo que queremos.
I would relate it to monopoly or choosing board game pieces. You have your favorite color that you try to get whenever you play. But if someone else takes that color or your favorite piece, you’re willing to have a different color or character. When I would play monopoly with my sister, she would choose the race car first before I got a chance to choose. So “if (sister chooses first) then (I pick top hat) else (I pick race car)”.
Explicaría el concepto de condicionantes desarrollando una simple dinámica relacionada con desafíos asociados a condicionales, por ejemplo: quienes completaron su tarea de la semana anterior saltan en un pie, quienes no terminaron su tarea en cambio inventan un grito y una canción, entre otras actividades.
I teach conditionals in physical education often. Students’s major responsibility is to be safe while moving in open space. I will often ask students to walk, jog, skip, hop, etc… in class. I will give students conditionals by telling them to choose their favorite locomotor movement and speed. This offers choice, but displays students ability to choose correct speed (stop, slow, medium, fast) and direction(straight, curved, backward, etc…) based on social conditions (open space, crowded).
This concept of if/then relationships can be applied across many subject areas, so I would capitalize on prior learning to engage students and support their understanding. For example, in teaching reading comprehension strategies, we use Cause & Effect. We could list a few examples from the books we’ve read in class. In science, we see conditional situations frequently: if the water temperature increases, then the molecules move faster; if your body isn’t getting enough glucose or oxygen, then it will not produce energy, and you may have a medical condition. Conditionals are also very frequently presented in math. If x<10, then a possible solution is 4. We could also look at it in terms of behavior expectations. If you turn in your homework, then you will earn a sticker. Following this discussion and brainstorm session, I would introduce the vocabulary term and explain that all of these situations fall under that category. I would then incorporate some movement by playing True/False Tag, as is suggested in Course D: Lesson 10, and have my 6th graders lead the activity.
Conditionals are best taught using real life examples of conditional situations. I liked the example of checking the weather before going outside, and bringing certain items based on analysis of the weather. For example, bring an umbrella if it looks like it might rain; else, bring sunglasses.
I wonder if I could tailor this to the interests of my class even further by using an example of an upcoming trip. Students could plan for a fictional trip somewhere–Yellowstone, Hawaii, Alaska, etc. Students would be able to choose a place of their interest, and create a fictional packing list based on the activities, climate, and plans for the trip. Students would practice using conditionals to decide what to pack and what not to pack. I teach 3rd grade and I know that student interest and buy-in is always much higher if I can make my learning relevant to the interests of my students!
I teach first graders. They have their own great ideas for life-conditionals before we even cover the lesson, so I will start out by listing some of their great ideas. Then I can use the cause and effect framework that they will have an understanding of to the conditional statements in computer coding.
Hi all! I teach in Edmonds, Washington.
I teach third grade, so the conditionals were introduced with cards. I really liked this idea, as it allows student to create their own game and have classmates join in. When I was reading about conditionals and then watching the video about how to introduce it, it make me think of those “Choose your own path” shows. Currently, my third graders are obsessed with those shows on Netflix. They think it is so cool that you can pick what happens in the show. This reminded me of conditionals, and I would tell the students that those shows are similar to the if / else in conditionals. If you choose this path, then the show will go in that direction. Else, it will take a different path and the story line may change.
I loved reading and watching the video about the best way(s) to teach students about conditionals!
A conditional happens if something true or false. It helps the computer make decisions in certain situations to help it run the program. Conditionals are similar to if/then or cause/effect situations that the students have been introduced to in Reading and Science in the 5th grade. I would reinforce their background knowledge on the if/then concept and bring in an activity that relates to their daily lives. For example, my class is social and likes to talk during independent reading when it’s quiet. I would tell them that if they can read for 15 minutes without talking, they would get 5 minutes to discuss their book with their classmates. If not then they wouldn’t get those 5 minutes. We would discuss this so they understand the concept of “if” something is true “then” a specific action would occur, “if” not true, “then” a different action occurs. Once they understood the concept we would try playing the conditional card game, then have them practice the puzzles to reinforce the learning.
I think that is a good idea. It also encourages them to use their imagination.
I love the idea of using a conditional in a math center. Just thinking here: if I roll a number three or less multiply by 2 and add 5. Else multiply by 2 and subtract 1.
I bet the kids would enjoy coming up with games too.
When watching the video on Code.org about conditionals and playing cards it made me think how important it would be to link that idea in writing for students to see.
I also saw a post about using conditionals in math centers. I think having students practice this in a cross content setting enforces the vocabulary and reinforces the idea that coding is not just about the computer. I would start with the math center task: such as, If I roll a three or less multiply by 2 and add 3. Else multiply by 2 and subtract 3.
Then you could have students make them up too.
Last year, I taught 6th grade and used the card game to teach conditionals. Students were able to understand that the condition of drawing a red card gave them points and if they drew a card that wasn’t red, they had to reward points to the other team.
Next year, I would like to incorporate conditionals into my brain breaks. We might do a Simon says type game where student have to do an action if I do a specific action (e.g. if I touch my nose, they do 5 jumping jacks) as a way to continue to reinforce the concept while still giving them a chance to practice unplugged and with movement.