Strategies to work through...
1. What does the tasks ask you to do?
2. What have you told the computer to do?
3. Where is it going wrong?
4. Take bottom blocks away and check the first steps - test.
5. If correct - move onto the next block. Make the correction.
Check understanding of the language.
Watch when you copy and paste lines of code.
6. Add some scaffolding to support - add "How much change left to give"
7. Remove the scaffolding if no-longer required.
8. Explain out loud to your peer or a rubber duck - verbalise.
9. Plan in tests - e.g. at 100, 99, 101 - change over edge cases.
Challenge:
Change for $90
Is it more than $100?
What is the biggest note in $90?
$50 + $20 + $20 + $0
Check the language- is it more than 100 vs. if it is100 or more.
Showing posts with label Coding. Show all posts
Showing posts with label Coding. Show all posts
Friday, 22 July 2016
From unplugged to programming
Modem was high and low sound - now we use light.
We send all our information to America via a cable under the ocean - in programming - on and off, high & low, white & black light, Red and blue etc. IT is in frequencies but looks like different colours - using LEDs.
The unplugged things we have been doing - we were doing 20 years ago e.g. binary numbers etc. The information and technology is still the same. The applications for the technology will change but the basics behind it all stay the same.
Scratch did not exist but all the elements of Scratch did exist. Alan Turing - cracked the Enigma code by unpacking the basic elements of the programme:
Every programme needs these things...
(SCRATCH - where does it fit?)
1. Receive input (ASK)
2. Send output (SAY)
3. Store data (VARIABLE - data)
4. Sequence (The blocks)
5. Iterate or repeat (REPEAT)
6. Make a selection or decision (IF - THEN)
You might not need all of these elements but like music - a song is not quite right without pitch or rhythm.
Juniors...
Bebots - mostly look at sequence.
We can teach these things unplugged.
Scratch Junior - iteration and output but not the other elements.
Scratch - all elements.
Python
Shopping has changed!
In the past we totalled up prices on a piece of brown paper.... the computer does it now.
How do barcodes work?
Every 2nd number added, every other number added up then bottom number x 3 then subtract top number.
If the scanner is incorrect - the computer flags up an error - Check Sum.
9 x 3 = 27 (7)
9 1 8 8 7 2 10, 8, 6, 3, 5
3 2 2 5 1 7 0 (Clock multiplication)
1. Add them all up - but only focus on the last digit. (Function in scratch = Mod 10)
2. Take 0 x 3 = 0 5 + ? = 0 1 in 10 chance to get it correct
You might read out an incorrect number or swap two when typing it into the checkout machine. Test this on your sequence of numbers from the bottle of water - how does it change the answer?
Where else might humans make mistakes?
Binary Tables:
Computers only work on 0 or 1. They need you to be very precise.
We send all our information to America via a cable under the ocean - in programming - on and off, high & low, white & black light, Red and blue etc. IT is in frequencies but looks like different colours - using LEDs.
The unplugged things we have been doing - we were doing 20 years ago e.g. binary numbers etc. The information and technology is still the same. The applications for the technology will change but the basics behind it all stay the same.
Scratch did not exist but all the elements of Scratch did exist. Alan Turing - cracked the Enigma code by unpacking the basic elements of the programme:
Every programme needs these things...
(SCRATCH - where does it fit?)
1. Receive input (ASK)
2. Send output (SAY)
3. Store data (VARIABLE - data)
4. Sequence (The blocks)
5. Iterate or repeat (REPEAT)
6. Make a selection or decision (IF - THEN)
You might not need all of these elements but like music - a song is not quite right without pitch or rhythm.
Juniors...
Bebots - mostly look at sequence.
We can teach these things unplugged.
Scratch Junior - iteration and output but not the other elements.
Scratch - all elements.
Python
Shopping has changed!
In the past we totalled up prices on a piece of brown paper.... the computer does it now.
How do barcodes work?
Every 2nd number added, every other number added up then bottom number x 3 then subtract top number.
If the scanner is incorrect - the computer flags up an error - Check Sum.
9 x 3 = 27 (7)
9 1 8 8 7 2 10, 8, 6, 3, 5
3 2 2 5 1 7 0 (Clock multiplication)
1. Add them all up - but only focus on the last digit. (Function in scratch = Mod 10)
2. Take 0 x 3 = 0 5 + ? = 0 1 in 10 chance to get it correct
You might read out an incorrect number or swap two when typing it into the checkout machine. Test this on your sequence of numbers from the bottle of water - how does it change the answer?
Where else might humans make mistakes?
Binary Tables:
Computers only work on 0 or 1. They need you to be very precise.
Scratch Junior
Great for learning to make a sequence, loops, 4 backgrounds,
Can add your face to the sprite.
Great to demonstrate your understanding....
What do I want to share?
What order does it need to go in?
What will happen?
Is it clear?
(These skills will develop coding skills and support Scratch skills.)
1. Set up the screen - background 1 (Where is it starting and who is there?)
2. You need to select a Sprite. Draw the object - the rubbish.
3. Select the next background & the rubbish.
4. Select the third background, the rubbish.
5. Add the fish and draw the dead fish.
We can make own image:
Paint, camera - paintbrush, camera.
Lots of opportunity here!
Wednesday, 20 July 2016
The Process of learning to programme!
How do we get kids to do the thinking without having to write too much? The turn off!
Scratch Junior:
You are a Sprite in Scratch. How can you encourage someone to "keep trying"?
What will you say?
- talk it through
- act it out, model the possible
- This begins to help us begin the sequence
1. Decide on the characters (Sprites) and objects.
2. 1 Sprite, 1 background - programme that well!
3. Unpack the language or key purpose. (Try to pick apple, try 2-3 times with words, get chair, succeed.)
4. Check bugs - is she toughing the apple, is it logical, does it make sense - de-bug.
Scratch:
How can we calculate the number of days till we get to Rio.
1. Count on 1:1
2. How to programme Scratch to make this happen?
3. Do it unplugged first - what might it look like, unpack the language here.
4. What does it have to have - constraints: store a variable - how to count how many days.
Pseudo Code:
De-bug:
What is the computer actually doing? (Setting month to 0 - is July a 0? Words don't work)
What did you TELL the computer to do - not what you want?
Is there something there that confuses the computer.
Set month to July then do the calculation - not set to 0 at the start.
Logical, sequence, look away, try a different way,
If, then
Using Unplugged blocks to programme:
Creating a programme or algorithm for another user.
Physically act it out.
What do I need first:
Pencil down, colour, start - add the blocks as you physically begin to create the code.
Add in the things like repeat etc.
Teacher act, kids put up the coding on the board.
Parity Cards:
Detection and correction - debug and fix.
Magic Trick!
Get a kid to come up and make a random grid of 4 x 4, teacher add an additional row and column.
Have one kid turn around, other child ID the one that was turned over.
Can we then programme this into Scratch?
Scratch Junior:
You are a Sprite in Scratch. How can you encourage someone to "keep trying"?
What will you say?
- talk it through
- act it out, model the possible
- This begins to help us begin the sequence
1. Decide on the characters (Sprites) and objects.
2. 1 Sprite, 1 background - programme that well!
3. Unpack the language or key purpose. (Try to pick apple, try 2-3 times with words, get chair, succeed.)
4. Check bugs - is she toughing the apple, is it logical, does it make sense - de-bug.
Scratch:
How can we calculate the number of days till we get to Rio.
1. Count on 1:1
2. How to programme Scratch to make this happen?
3. Do it unplugged first - what might it look like, unpack the language here.
4. What does it have to have - constraints: store a variable - how to count how many days.
Pseudo Code:
- Variable - month (container that stores 1 piece of information)
- Variable - date 23rd July (can use this variable in another place in the code.)
- Store month, store date.
- If it is July - count on from date to number of days in the month.
- If it August - just subtract 5 from the date.
De-bug:
What is the computer actually doing? (Setting month to 0 - is July a 0? Words don't work)
What did you TELL the computer to do - not what you want?
Is there something there that confuses the computer.
Set month to July then do the calculation - not set to 0 at the start.
Logical, sequence, look away, try a different way,
If, then
Using Unplugged blocks to programme:
Creating a programme or algorithm for another user.
What do I need first:
Pencil down, colour, start - add the blocks as you physically begin to create the code.
Add in the things like repeat etc.
Teacher act, kids put up the coding on the board.
Parity Cards:
Detection and correction - debug and fix.
Magic Trick!
Get a kid to come up and make a random grid of 4 x 4, teacher add an additional row and column.
Have one kid turn around, other child ID the one that was turned over.
The teacher's final row and column to make sure that there is a pattern in each row. Teacher makes sure even number in every column, 2 or 4 of each black or white. If there is an odd number - that row was flipped. Which ONE was flipped? Where is the intersection?
Does it work if you flip two?
Can detect the error.
Can you put it back together?
Wednesday, 6 January 2016
Scratch notes - coding
Mmmm - download the programme and give it a go.
How did making a scratch coding programme fit our learning theory?
Collaborative:
We all played a role.
All responsibie for the outcome
Constructionist:
The sprite moving was a visual example of the code.
The Makey Makey was a concrete example of the concept of a complete or broken circuit.
Constructivist:
Environment where we were encouraged to experiment.
We learned how to code by coding, making mistakes and adapting the code.
ZPD - I learned from my theam and the expert teacher who supported the group.
The sharing session helped us think about possibilities or next steps learning.
How did making a scratch coding programme fit our learning theory?
Collaborative:
We all played a role.
All responsibie for the outcome
Constructionist:
The sprite moving was a visual example of the code.
The Makey Makey was a concrete example of the concept of a complete or broken circuit.
Constructivist:
Environment where we were encouraged to experiment.
We learned how to code by coding, making mistakes and adapting the code.
ZPD - I learned from my theam and the expert teacher who supported the group.
The sharing session helped us think about possibilities or next steps learning.
Thursday, 16 April 2015
Coding projects in the classroom - with @henderson942
It is not about the one app but about the chance for learners to learn at their level with a range of coding tools.
We will make an animation - signifying the importance of ANZAC DAY.
Using the Agile Approach to teaching:
ID problem'analysis of problem
Expectation:
As a viewer I should be able to interact with this animation.
As a viewer I will be able to view every scene.....
Task board:
These are the success criteria:
Animation with two sprites and two scenes.
Sandpit time:
- time to explore. This is called a spike in ICT time. (Timed activity)
List of things need to learn how to do in this time.
- Pick 4 screens.
- Highlight the object you are writing for.
- 2 screens & 2 sprites = 4 lots of coding.
- how to delete sprite, ezperiment with the screens.
- share ideas with a buddy - open source ideas.
Design Time Rules:
You do ot interrupt people at their desk as that is the coding space.
Spike space - teacher and peeers can help you solve problems. This allows the teacher to see who needs help.
Stand-up space - in a circle standing a the front for a quick fire sharing session with no devices to fiddle with.
Coding:
Us telling the computer what to do.
You need to tell the computer when to start - in the line of script.
Green flag, arrow move (how far), Say Hi, Wait 10 sec, Screen 2.
We need to teach kids how to read the coding instructions.
Drag and drop the objects down.
Stand Up:
Where are you up to?
What are you working on next?
Are there any obstacles?
Zoom around the circle with no devices.
Note the issues to deal with. Send kids off to have peer experts teach.
Teacher's Role:
Coding is about writing very exact instructions for the device.
Does it make sense - keep trying.
Quality assurance - fix the problems. Ask those tough questions.
Does the code meet the requirements and taskboard?
Teach them to test and adjust after changing the line.
Publish:
Use another iPad to take a movie of the Scratch animation.
Next steps:
Try using Hopscotch:
Lots more time for the Spike for Hopscotch as it is scary to start.
Lots of scaffolding and examples.
Lots of games that you can adjust.
Resources:
CS unpluged (Computer science unplugged)
code.org
www.codeclub.nz
Scratch
Hour of Code
'So What' in the classroom:
Use the ...... process:
* clear challenge
* time to experiment
* experts taking 'spike' sessions
* quiet at desk time
Begin some coding challenges in class with very clear expectations and higher order thinking.
We will make an animation - signifying the importance of ANZAC DAY.
ID problem'analysis of problem
Expectation:
As a viewer I should be able to interact with this animation.
As a viewer I will be able to view every scene.....
Task board:
These are the success criteria:
Animation with two sprites and two scenes.
Sandpit time:
- time to explore. This is called a spike in ICT time. (Timed activity)
List of things need to learn how to do in this time.
- Pick 4 screens.
- Highlight the object you are writing for.
- 2 screens & 2 sprites = 4 lots of coding.
- how to delete sprite, ezperiment with the screens.
- share ideas with a buddy - open source ideas.
Design Time Rules:
You do ot interrupt people at their desk as that is the coding space.
Spike space - teacher and peeers can help you solve problems. This allows the teacher to see who needs help.
Stand-up space - in a circle standing a the front for a quick fire sharing session with no devices to fiddle with.
Coding:
Us telling the computer what to do.
You need to tell the computer when to start - in the line of script.
Green flag, arrow move (how far), Say Hi, Wait 10 sec, Screen 2.
We need to teach kids how to read the coding instructions.
Drag and drop the objects down.
Stand Up:
Where are you up to?
What are you working on next?
Are there any obstacles?
Zoom around the circle with no devices.
Note the issues to deal with. Send kids off to have peer experts teach.
Teacher's Role:
Coding is about writing very exact instructions for the device.
Does it make sense - keep trying.
Quality assurance - fix the problems. Ask those tough questions.
Does the code meet the requirements and taskboard?
Teach them to test and adjust after changing the line.
Publish:
Use another iPad to take a movie of the Scratch animation.
Next steps:
Try using Hopscotch:
Lots more time for the Spike for Hopscotch as it is scary to start.
Lots of scaffolding and examples.
Lots of games that you can adjust.
Resources:
CS unpluged (Computer science unplugged)
code.org
www.codeclub.nz
Scratch
Hour of Code
'So What' in the classroom:
Use the ...... process:
* clear challenge
* time to experiment
* experts taking 'spike' sessions
* quiet at desk time
Begin some coding challenges in class with very clear expectations and higher order thinking.
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