SET-BC Coding Project
March 1
We invited the other Kindergarten class to join us in our coding adventures today. We started by reviewing the lesson from yesterday to introduce the concepts to the other class. They caught on quickly and enjoyed moving Ms. Mousseau around the carpet. We then moved into using unifix cubes to represent the instructions - one colour for "go straight" and one for "turn" with a third colour to represent "end" to indicate the code had finished.
Some students struggled with the abstract of writing their code in cubes while looking at the carpet and they ran into trouble when testing it with the teachers. We had several students who landed us far far off the carpet because they forgot to test their code before getting us to try it. I introduced the idea of a shortcut for a left turn by combining 3 right turns. I think the next time we revisit it I will offer some groups of 3 turn cubes taped together to illustrate the shortcut.
When we regrouped on the carpet I brought out a small snowman with a carrot nose. I drew a grid on a whiteboard and asked students to help me get him from the starting position to the end position. Once we had done that as a group I added a few obstacles to the grid and then we worked it though together again. Finally, students used the unifix cubes in their hands to write a code to get the snowman across the board. It seemed easier for them to code for the snowman on the board than for the teachers on the carpet, perhaps because there were fewer spaces to navigate (it was only a 4 x 4 grid).
Some students were so excited by the activity that they continued working on more and more complex problems during centres time.
We invited the other Kindergarten class to join us in our coding adventures today. We started by reviewing the lesson from yesterday to introduce the concepts to the other class. They caught on quickly and enjoyed moving Ms. Mousseau around the carpet. We then moved into using unifix cubes to represent the instructions - one colour for "go straight" and one for "turn" with a third colour to represent "end" to indicate the code had finished.
Some students struggled with the abstract of writing their code in cubes while looking at the carpet and they ran into trouble when testing it with the teachers. We had several students who landed us far far off the carpet because they forgot to test their code before getting us to try it. I introduced the idea of a shortcut for a left turn by combining 3 right turns. I think the next time we revisit it I will offer some groups of 3 turn cubes taped together to illustrate the shortcut.
When we regrouped on the carpet I brought out a small snowman with a carrot nose. I drew a grid on a whiteboard and asked students to help me get him from the starting position to the end position. Once we had done that as a group I added a few obstacles to the grid and then we worked it though together again. Finally, students used the unifix cubes in their hands to write a code to get the snowman across the board. It seemed easier for them to code for the snowman on the board than for the teachers on the carpet, perhaps because there were fewer spaces to navigate (it was only a 4 x 4 grid).
Some students were so excited by the activity that they continued working on more and more complex problems during centres time.
Feb. 28
Well it took a while but we've finally begun a formal look at some coding in Kindergarten! The reality at this level is that every time I give a set of instructions (change shoes, hang up your coat, meet me on the carpet) we are working on the basics of coding. The whole first half of the year is building the capacity to follow instructions so there is a reason it took us this long to get here!
Today we sat around the outside of our carpet (4 blocks by 5 blocks - each with a rhyming picture on it) and discussed how to direct me from the mouse in the house to the rain on the train. Students struggled at first with understanding that they had to give one set of specific instruction at a time. They were allowed to use a choice of only two instructions - go straight (I would walk forward one square) and turn (I would turn 90 degrees to the right). Therefore, a left turn required three turns and they need to tell me to go straight three times if they want me to move three squares.
It took about three wrong instructions for everyone to catch on and that was where we left it for the day.
Well it took a while but we've finally begun a formal look at some coding in Kindergarten! The reality at this level is that every time I give a set of instructions (change shoes, hang up your coat, meet me on the carpet) we are working on the basics of coding. The whole first half of the year is building the capacity to follow instructions so there is a reason it took us this long to get here!
Today we sat around the outside of our carpet (4 blocks by 5 blocks - each with a rhyming picture on it) and discussed how to direct me from the mouse in the house to the rain on the train. Students struggled at first with understanding that they had to give one set of specific instruction at a time. They were allowed to use a choice of only two instructions - go straight (I would walk forward one square) and turn (I would turn 90 degrees to the right). Therefore, a left turn required three turns and they need to tell me to go straight three times if they want me to move three squares.
It took about three wrong instructions for everyone to catch on and that was where we left it for the day.
Nov. 1
I am very excited to share that I have been chosen to participate in a SET-BC project this year which will bring some more technology to our school. SET- BC is a Ministry of Education funded resource program. One of the SET-BC goals involves helping BC teachers build capacity for using technology effectively in the classroom.
I should state clearly that I'm not generally a big fan of Kindergarten students being plugged in. In fact - I'm pretty much the opposite! In my opinion, time spent in the woods, at the beach, walking in the alley or just out on the playground is far more meaningful than any screen time. That said, I also think that explicitly teaching coding skills - on or off of a device - is important for all learners. At our level, coding can more easily be introduced without a device and students can later apply their learning when they move on to a device. Coding skills are essentially problem solving skills that can apply to many areas of learning.
The current project plan for our SET-BC project involves using technology in some combination with getting outside. We may utilize a buddy class or some upper grade mentors to assist us when we get to the hands-on-the-device stage.
Please look to this page for updates and posts about our tech learning. As always, feel free to connect with me in any of the usual ways if you have any questions or concerns about this project.
I am very excited to share that I have been chosen to participate in a SET-BC project this year which will bring some more technology to our school. SET- BC is a Ministry of Education funded resource program. One of the SET-BC goals involves helping BC teachers build capacity for using technology effectively in the classroom.
I should state clearly that I'm not generally a big fan of Kindergarten students being plugged in. In fact - I'm pretty much the opposite! In my opinion, time spent in the woods, at the beach, walking in the alley or just out on the playground is far more meaningful than any screen time. That said, I also think that explicitly teaching coding skills - on or off of a device - is important for all learners. At our level, coding can more easily be introduced without a device and students can later apply their learning when they move on to a device. Coding skills are essentially problem solving skills that can apply to many areas of learning.
The current project plan for our SET-BC project involves using technology in some combination with getting outside. We may utilize a buddy class or some upper grade mentors to assist us when we get to the hands-on-the-device stage.
Please look to this page for updates and posts about our tech learning. As always, feel free to connect with me in any of the usual ways if you have any questions or concerns about this project.