U3 Day 15-16: PD Discussion Topic

U3 Day 15-16: PD Discussion Topic

It is valuable to allow students to work in pairs or groups to predict what might happen when certain code because they can collaborate and answer each others questions. This emphasizes the creative nature of computing since there is often more than one way to accomplish a given task.

To work in groups/pairs would provide a collaborative effort for the students. The strand is Inquiry because should something happen, they would have to figure out what to do. It could be a learning curve for the group/pairs.

It is valuable to allow students to work together because the students are able to examine diverse approaches to solving a problem. The strands involved are collaboration, problem-solving, and inquiry.

I think this is both Inquiry and Equity. By working in pairs, students can forshadow through discussion. They can also use the problem solving steps if/when they have errors in their code - they can collaborate and go back and fix it. The tutorials provided will be useful for this as well because it allows the students to make mistakes and learn from them as they go.

Having students pair up on assignments such as this is very much a practice in equity. Students get to check their ideas against those of a peer. In tech companies pair programming is also implemented because it allows one person to be the driver and one person to be the navigator. It allows both students to be more productive since the group will always have a bigger picture view of what is going on.


It is valuable that students work in pairs or groups to predict what might happen when certain code is used because it is better to have a team problem solve and bring multiple inputs. It also validates each team member. Equity would be my first choice.

It is important to allow students the opportunity to work together in pairs and small groups because it allows for collaboration, problem-solving, and inquiry.

Having students work in pairs allows the student to verbalize their ideas to another person instead of just keeping their thoughts to themselves. This adds the element of synergism to the lesson and encourages inquiry. Two people can sound off their “what if” ideas with each other. It also promotes equity. If a student does not know what to do, they can work it out with a peer.

The concepts of this lesson can be a problem for some students. In order for them to be successful, they may need to have a cheat sheet easily at hand.

Groups help. I have students try first, ask elbows, ask small group, and then ask teacher.

It is valuable for the students to collaborate because it gives them different perspectives of the code. Also collaboration can often be one of the fastest ways to debug. Inquiry obviously represented here.

Why is it of value to allow students to work in pairs or groups to predict what might happen when certain code is used?

Well the neat thing was that they wanted to work together anyhow! The kind of interaction that peer-to-peer interaction creates involves the whole brain and creates a richer experience for all involved plus it leverages the gifts and talents of both individuals as they learn from each other.

Which of the three strands of ECS does that represent?

  1. Collaboration ( 1st choice)
  2. Problem-solving (2nd choice)
  3. Equity ( 3rd choice)

Prediction is an element of inquiry. The students get more enthusiastic when working in pairs or small groups to predict the outcome.

When students work in groups they have the opportunity to see different approaches to solving the problem. In the HTML/CSS unit, students collaborated on the best style for their web pages. Grouping the students also helped with making sure that the students who needed help with understanding the CSS style sheets was able to collaborate with the group members. This strategy seemed to keep them engaged for the most part.

Allowing students to work in pairs or groups to complete assignments when they are learning HTML is important because it allows them to relax about remembering everything on their own or constantly flipping to a reference. When they work in teams they can check each other’s work and share ideas. This strategy touches on all three strands of ECS. They are discovering together how this all works - inquiry; they are contributing to each other’s capacity to become competent - equity; and, they are strengthening each other’s grasp of the material - CS concepts.

I think as students are brought together to work in pairs to problem solve they are definitely collaborating. This is a great way to meld the minds and bring together different levels of thought.

Student collaboration is a great knowledge building technique. Most students learn more from their peers because they are not afraid to ask questions or “look dumb”.

After I explain the purpose of the lesson and the activities, students start working at their own pace. Cooperation happens spontaneously, particularly more advance students help their peers. The teacher observes the interaction, and answer questions when students need help.