Pair programming is solid. I also like to evolve more into project-based, where a team of 3 or 4 could go after a problem. First solve the problem, then code.
I would only give each group 1-2 questions, so they had to choose wisely what to ask and talk to peers before me. That allowed me to really help on complex ideas, and stops kids from asking procedural questions.
I like the idea of having a showcase. Give pairs of students a task (problem to solve) and have them work on the task and them present their results in a showcase format. I actually would like to try this with my afterschool club and invite their parents to come into the showcase.
We consider our classroom a learning community. Students are always asked to first try to solve their own problems, next use resources, then ask either neighbor, and finally raise their hand. Iām going to print and laminate the puzzle solving recipe cards and make a set for each computer - coding troubleshooting cards as their resources. We are almost through our coding block for the year, but next year, I will do an offline activity for each of the following vocab terms: algorithm, loop, conditionals, function, and event. I will also post these on our website as our coding vocabulary and create learning targets around them. Although the course is self-paced, I can introduce these concepts throughout the course and they will be helpful to the whole class.
For teachers who have classroom websites - I posted the link to their course on my website under each grade level/teacher. This makes it easy for them to access from home and gets them in the habit of visiting my webpage.
I would implement the āAsk 3 and then meā rule
I would ask probing questions
Facilitate unplugged activites
I use the ask 3 before me strategy. Students learn more from their peers so that strategy works better for me.
Some of the strategies I will use are:
- Unplugged activities- sometimes we need to be away from the device to think through a problem and relate our findings back to and apply to device
- Collaboration -students discover so much more when working in partnerships. they see things they would not always see alone.
- Keep at it and donāt be afraid of your mistakes. I rand some of those programs several times before I got them right
- Look at your work think about what you did both wrong and right.
Implement some of Carol Dweckās āmindsetā principles to break learning barriers such as āIām not good with technology.ā Find real stories of successful programmers and how they pushed through their struggles.
Collaboration is a great tool to teach with. This is really good when we introduce a new coding app (we introduced one last week) The IPad was up on the innteractive, and we all learnt it together. It was a gret experience, and after being shown the basics, by the end of the lesson, the kids were telling me what to do! Awesome.
I also like the āask 3 then meā concept. We have tried this in the classroom, however has not been as successful as we hoped. Now with new partnerships formed, I think we will be able to try it again.
Collaboration builds confidence in my students. It helps them see how much more they can accomplish if they openly share their knowledge, skills, ideas and struggles with each other. Learning is āless scaryā particularly when it comes to CS learning. I particularly like the āask 3 then meā approach but it shows students that together, they can solve a variety of complex problems.
1 Like
Facilitare unplugged an on line activity
I love the ask 3 then me idea. I plan on implementing this in my other classes as well. Showing off their successes is also a great motivation boost!
I love the pair programming and the ask 3 then me idea.
Instead of asking three students for help, first I would have the student THINK about the problem and how to solve the problem. If they are unable to solve problem, I will PAIR them with another student to assist with solving the problem then have the students to SHARE the solution of problem.
1 Like
I like the idea of implementing and facilitating the unplugged activities as well as the paired programming. I always encourage students consult each other before coming to me to solve a problem.
I love to share their work. When the Scratch or Logo projects are ready I ask everyone to open them in presentation mode, so that they can get and give feedback. I ask them to give positive thoughts to classmates about their work. If it needs improvement they should say it in a way that doesnĀ“t hurt anyone.
We (students and I) always look forward to the day when everyone can see the outstanding work.
Because of my students age (4 and 5) most of the coding I plan on doing in the classroom will be as group. When solving any problem we first listen to the big picture, break down each step, solve it while doing our best, check our work, and finally explain what we did to someone else. I will use the skills we use daily to tech simple code.
1 Like
In my Pre-K class we would code as a group or do unplugged activities with partners. Thought this process I would use the puzzle all of the puzzle solving strategies (understand the problem, make a plan, perform and reflect, and check work). After really encouraging the students and providing them with prompt and encouragement through every stage we would then celebrate our accomplishments. We could celebrate our success by sharing what we have done with another class or faculty member (principal). I could also take pictures of the students doing the activity and/or send the link to the students parents who then can explore more at home.
I use āAsk 3 then meā and pair programming in the classroom, so I will do it too teaching code. I will facilitate the unplugged activities and show off their creations.
1 Like
I implement a 10 minute rule, they get stuck, stop and use their problem strategies for 10 minutes (ask a partner, look for patterns, chunk it, etc.) then they can ask me. This is a short enough time that they wonāt get frustrated and long enough time, so when I ask what have you tried, I can give them a direction to head into to figure out the problem.