I had a wee brainwave over the weekend in the place I get most of my brainwaves - the shower! Let's actually take this itch we have begun to create with Scratch as our tool and demonstrate how well they can use technology to demonstrate their learning in literacy. Let's retell a story - any story that is not an original.
Some students have chosen nursery rhymes, others Māori legends and still others fairy tales. Their parameters also include the use of original sprites, backgrounds and, if required, voice overs.
The original sprites have prompted students into using Google Drawings with some students using this tool for the first time. We have also begun to explore an online drawing tool called DrawIsland which works with greater functionality on the laptops than the iPads. I have yet to have a whirl at it on the Chromebooks.
Students are experimenting with the ability in Scratch Jr to create your own sprites with some very unique results. Most are complaining loudly about their lack of skill with tablet art - another area for further exploration, along with music creation, in the future.
A question I was asked by some students as they selected stories has raised another possibility for a passion-based project - using Scratch to create an autobiography. Yes, they wanted to tell their life story.
There are still questions flying around the room and answers coming from all quarters as varying students acquire, use and dispense knowledge. I am now looking forward to seeing the final products of their endeavours. Pictures to come....
Showing posts with label Robotics. Show all posts
Showing posts with label Robotics. Show all posts
Wednesday, 30 November 2016
Friday, 18 November 2016
Scratch That Itch
The Hour of Code has led us into exploring Scratch as a programming tool similar to the blocks of code used last week.
Today was simply about exploring Scratch. Students who generally work on either Chromebooks or the class Mac laptops set up accounts using the website with me acting as their parent or guardian to approve and keep track of passwords. The iPad users are experimenting on the free version - Scratch Jr. We will look at budgeting the full version of Scratch into the 2017 app purchasing plan.
True to form, the students proved quick learners, collaborating to advance their knowledge of both the use of the programming blocks and adapting the avatars. Questions rang out around the class with answers coming from all directions - except me. It was a powerful example of tuakana-teina at work. Not all of the newly created 'experts' in one area were able to be 'experts' in another, seeking help from those who were.
While at this stage the initial introduction to new ways ad tools of learning are being teacher directed, once the students get their teeth past the initial stages they are taking agency over what and how they learn it. It is great to stand back a little and become one of the learners in this part of the journey we are taking together. It is fast getting to the point where the students will outdo the teacher.
There has been discussion amongst the students already about how they could use this - aiming to direct these ideas to help them demonstrate learning will become my challenge.
Now that they have 'dipped their toes' into Scratch it is time to let the itch spread - learn more about the way this coding tool can be used for creation and share their creations with each other.
Today was simply about exploring Scratch. Students who generally work on either Chromebooks or the class Mac laptops set up accounts using the website with me acting as their parent or guardian to approve and keep track of passwords. The iPad users are experimenting on the free version - Scratch Jr. We will look at budgeting the full version of Scratch into the 2017 app purchasing plan.
True to form, the students proved quick learners, collaborating to advance their knowledge of both the use of the programming blocks and adapting the avatars. Questions rang out around the class with answers coming from all directions - except me. It was a powerful example of tuakana-teina at work. Not all of the newly created 'experts' in one area were able to be 'experts' in another, seeking help from those who were.
While at this stage the initial introduction to new ways ad tools of learning are being teacher directed, once the students get their teeth past the initial stages they are taking agency over what and how they learn it. It is great to stand back a little and become one of the learners in this part of the journey we are taking together. It is fast getting to the point where the students will outdo the teacher.
There has been discussion amongst the students already about how they could use this - aiming to direct these ideas to help them demonstrate learning will become my challenge.
Now that they have 'dipped their toes' into Scratch it is time to let the itch spread - learn more about the way this coding tool can be used for creation and share their creations with each other.
Saturday, 15 October 2016
A Cool Little Task in Problem Solving
While I was attending a great workshop at Ulearn16 based on Coding and Robotics I was introduced to a very cool little task in problem solving by Nicki Tempero and Jess Bond from CORE Education. This involved using the printable coding cards from the Teacher's Resources found in the Scratch Jr website to begin the students thinking about coding and how it can work.
We undertook this task as a class yesterday afternoon, with the students discovering many things but most importantly their need to work together (collaborate) in order to complete the task I had given them.
They thought it was an easy one to do - choose one person to be a 'robot' then programme your robot to walk a square 4 steps x 4 steps. We discussed the meaning of each of the programming blocks first - what could this look like as they created the program. Then they were set to work. Easy quickly became challenging with lots of discussion about which blocks to use. As they discovered the blocks giving their 'robot' the ability to hop, say 'Hi', jump a number of times and so on their squares became more elaborate with actions added in at each corner. Various methods were used to have their 'robot' move in the direction they needed it to, although as they begin to program the robotic kit creations yet to come there will again need to be some re-thinking. Once the programming time was over they shared their programs with the class, looking at success and new learning that came from the failure to create the assigned shape.
For some it was the first time they had come across block programming in any form, for others it was a re-introduction but one still requiring some thought and problem solving. It will not be the last they see of this activity as it is one we will use again in other ways.
We undertook this task as a class yesterday afternoon, with the students discovering many things but most importantly their need to work together (collaborate) in order to complete the task I had given them.
They thought it was an easy one to do - choose one person to be a 'robot' then programme your robot to walk a square 4 steps x 4 steps. We discussed the meaning of each of the programming blocks first - what could this look like as they created the program. Then they were set to work. Easy quickly became challenging with lots of discussion about which blocks to use. As they discovered the blocks giving their 'robot' the ability to hop, say 'Hi', jump a number of times and so on their squares became more elaborate with actions added in at each corner. Various methods were used to have their 'robot' move in the direction they needed it to, although as they begin to program the robotic kit creations yet to come there will again need to be some re-thinking. Once the programming time was over they shared their programs with the class, looking at success and new learning that came from the failure to create the assigned shape.
For some it was the first time they had come across block programming in any form, for others it was a re-introduction but one still requiring some thought and problem solving. It will not be the last they see of this activity as it is one we will use again in other ways.
Thursday, 13 October 2016
And the Journey Begins... Again!
Once again my learning is moving on. This time I am on a learning journey with my students. While I have some knowledge of the waters into which my class and I are about to sail, I will be as much an adventurer as they are.
As a new teacher into the class I currently learn alongside at the beginning of last term it was important to build relationships and establish where their learning journey's were at. Now it is time to get into the nitty gritty of my Teaching as Inquiry. With the assistance of the Grassroots Initiative, established by the Ministry of Education, we have been and will be able to purchase the tools we need to make this journey.
Ulearn16 has also provided plenty of material to reflect on, implement and consider what learning we need as we make our journey. There will be separate posts as I reflect on the Ulearn16 breakouts and keynotes over the next few days.
Currently, I have three different robots to begin to learn how to program - the students and I will learn together once I have taught myself and them the basics. The future purchase of a couple of Makey Makey kits, a couple of conducting-dough electronics kit, and eventually a Raspberry Pi will begin our journey. Using online coding tools such as Scratch, the new Apple app Swift Playgrounds and those available through the Hour of Code the intention is to introduce the students to tools they have not used before.
Minecraft is also on our radar, particularly with the imminent arrival of the EDU version, but to be used in ways different to what the students are used to. This is definitely one tool where I will be the tuakana and they the teina. An old favourite, Kodu, will be placed on the existing Windows desktops. The use of my old Samsung S4 will assist in the introduction of Virtual Reality alongside Google Cardboard.
I am getting quite excited about the coming journey as we sail off into the somewhat unknown to make new discoveries and explore the possibilities that come with the acquisition of these skills.
As a new teacher into the class I currently learn alongside at the beginning of last term it was important to build relationships and establish where their learning journey's were at. Now it is time to get into the nitty gritty of my Teaching as Inquiry. With the assistance of the Grassroots Initiative, established by the Ministry of Education, we have been and will be able to purchase the tools we need to make this journey.
Ulearn16 has also provided plenty of material to reflect on, implement and consider what learning we need as we make our journey. There will be separate posts as I reflect on the Ulearn16 breakouts and keynotes over the next few days.
Currently, I have three different robots to begin to learn how to program - the students and I will learn together once I have taught myself and them the basics. The future purchase of a couple of Makey Makey kits, a couple of conducting-dough electronics kit, and eventually a Raspberry Pi will begin our journey. Using online coding tools such as Scratch, the new Apple app Swift Playgrounds and those available through the Hour of Code the intention is to introduce the students to tools they have not used before.
Minecraft is also on our radar, particularly with the imminent arrival of the EDU version, but to be used in ways different to what the students are used to. This is definitely one tool where I will be the tuakana and they the teina. An old favourite, Kodu, will be placed on the existing Windows desktops. The use of my old Samsung S4 will assist in the introduction of Virtual Reality alongside Google Cardboard.
I am getting quite excited about the coming journey as we sail off into the somewhat unknown to make new discoveries and explore the possibilities that come with the acquisition of these skills.
Subscribe to:
Posts (Atom)