Simulations has always been a fun topic to explore with my computer science students. I know AP only includes it for a lesson or two, but I luxuriously explore it for a few periods since my students have already had some programming experience. If your students are familiar with Python, I’ve got a simulation for them!
On the upside, I think I’ve mastered knowing which of the zillion devices I set up at the beginning of each period need to be muted? Turns out hybrid teaching is still hard and still exhausting, but is slowly normalizing itself. It helps that, slowly, students are choosing to come back to fully in person. Not surprisingly, a lot has changed since the start of the school year.
Now that we’re about a unit into the year and I’ve both formally and informally gathered feedback from the students, I’ve made some adjustments to my individualized learning model. The commitments I’ve made to the class as a result include…
Inspired by my students, research proposing that meaningful work could help close the gender gap in tech, and my hope that students might see themselves in their work, I revamped my sixth grade curriculum to be framed around computer science for social good. Here’s my lesson plan for day 1 of class.
The supply list you didn’t know you needed
At the CSTA 2020 Conference this year, I attended Pam Whitlock’s excellent and informative session on what she refers to as “individualized learning.” The concept is relatively simple: students take a pre-test and then work through a series of modules for the unit at their own pace. The modules provide opportunities for students to choose how they want to learn and class time can be used to work with small groups or individual students. Here’s my plan of attack.
The fifth grade curriculum I inherited included a pretty prescribed worksheet detailing how to make sprites do specific actions. I quickly became annoyed that I had to repeatedly tell the students to do what was asked first and explore later. Clearly, I was doing it wrong.
I love starting off the year with an unplugged activity. Without the technical difficulties of logging in or setting up a computer on the first day, we get to build a classroom culture of collaboration, exploration, and fun.
Hybrid teaching is HARD. You know I’m lying if I pretend like everything is peachy, but, in focusing on the positives, here’s what IS working for me so far.
Since I always feel short on time, I try to find out what they already know while doing fun activities that set the tone for my classroom. I want students to know that it’s okay to laugh and have fun, try something even if they’re not sure, ask questions, and work together.