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Coding in the Classroom

June 14, 2017

Coding in the Classroom

Professional Development for elementary teachers in Edmond Public Schools in June of 2017.


June 14, 2017

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  1. I'm Going to Ask Name Role in schools Your hopes

    for this training A fun fact about yourself
  2. My Role: Dad My daughter goes to John Ross I've

    shown the kids there tech stuff I like supporting the schools
  3. My Hopes for Today I hope to expand your view

    of programming and programmers I want to show you something fun and useful for the kids My fear: teaching the teachers!
  4. Dana Gray John Ross PTO President Elect I hope to

    help you find some handy new teaching tools Finds cats even in Japan! Photo from https:/ /www.dreamstime.com/editorial-stock-photo-beckoning-cat-sculpture-view-large-gateway-ekamai- shopping-mall-january-bangkok-thailand-japanese-themed-image48939578
  5. Your Turn Name Role in schools Your hopes for this

    training A fun fact about yourself
  6. The Schedule 8:30-9:20: chat about programming & generate mazes 9:20-9:30:

    break 9:30-10:30: programming mazes 10:30-10:40: break 10:40-11:30: chat about other ideas & AMA
  7. I Am a Programmer Or Developer, or coder I write

    code, mostly to built Web applications Photo from https:/ /comicvine.gamespot.com/forums/battles-7/albert-wesker-re-vs-neo-matrix-1607450/
  8. A Translator for Machines We want machines to do a

    lot of work for us It's my job to tell them how I translate work instructions into computer languages
  9. Kid's Task Write out or dictate live instructions Explain how

    to make a peanut butter & jelly sandwich
  10. Exposure Show kids another option they have Just like we

    do for writing, art, sports, and more It affects their lives a lot We program spreadsheets, robots, cars, movies, clothes, and so much more
  11. Jobs We currently graduate around a third of the tech

    industry's demand These are good jobs High pay Strong benefits
  12. Curriculum: Kindergarten K.N.1 Understand the relationship between quantities and whole

    numbers. K.A.1 Duplicate patterns in a variety of contexts. K.A.1.2 Recognize, duplicate, complete, and extend repeating, shrinking and growing patterns involving shape, color, size, objects, sounds, movement, and other contexts.
  13. Curriculum: 1st 1.N.1 Count, compare, and represent whole numbers up

    to 100, with an emphasis on groups of tens and ones. 1.A.1 Identify patterns found in real-world and mathematical situations. 1.A.1.1 Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts.
  14. Curriculum: 2nd 2.A.1 Describe the relationship found in patterns to

    solve real-world and mathematical problems. 2.A.1.1 Represent, create, describe, complete, and extend growing and shrinking patterns with quantity and numbers in a variety of real-world and mathematical contexts. 2.A.1.2 Represent and describe repeating patterns involving shapes in a variety of contexts.
  15. Curriculum: 3rd 3.A.1 Describe and create representations of numerical and

    geometric patterns. 3.A.1.3 Explore and develop visual representations of growing geometric patterns and construct the next steps. 3.GM.1 Use geometric attributes to describe and create shapes in various contexts.
  16. Curriculum: 4th 4.A.1 Use multiple representations of patterns to solve

    real-world and mathematical problems. 4.A.1.3 Create growth patterns involving geometric shapes and define the single operation rule of the pattern.
  17. Curriculum: 5th 5.A.1 Describe and graph patterns of change created

    through numerical patterns. 5.A.1.1 Use tables and rules of up to two operations to describe patterns of change and make predictions and generalizations about real-world and mathematical problems.
  18. ISTE Technology Standards 1. Creativity and Innovation a. apply existing

    knowledge to generate new ideas, products, or processes. 3. Critical Thinking, Problem Solving, and Decision Making plan and manage activities to develop a solution or complete a project.
  19. Continued: ISTE Technology Standards 5. Digital Citizenship b. exhibit a

    positive attitude toward using technology that supports collaboration, learning, and productivity. 6. Technology Operations and Concepts a. understand and use technology systems. c. troubleshoot systems and applications.
  20. Imagine If I Tried A science standard "predict motion of

    the Earth's movement" A technology standard "use models and simulations to explore complex systems and issues"
  21. Arcane Languages?! class Tweet def self.recent tweets = TWITTER_CLIENT.user_timeline( "JEG2",

    exclude_replies: true, include_rts: false ) Array(tweets).map { |tweet| new( id: tweet.id, url: tweet.url.to_s, body: tweet.text, created_at: tweet.created_at, user_name: tweet.user.screen_name, avatar_url: tweet.user.profile_image_url ) } end include Twitter::Autolink def initialize(id: , url: , body: , created_at: , user_name: , avatar_url: ) @id = id @url = url @body = body @created_at = created_at @user_name = user_name @avatar_url = avatar_url end attr_reader :id, :url, :body, :created_at, :user_name, :avatar_url def linked_body auto_link( body, link_attribute_block: ->(_, link_attributes) { link_attributes.merge!(target: "_blank") } ) end end
  22. Most Important Programming Skills 1. Human Communication 2. Problem Solving

    3. Think Like a Computer 
 (Think Algorithmically) 4. Good at Learning New Things 5. Programming Languages
  23. The Story Nazi Germany encoded World War II messages using

    the Engima Alan Turing built a machine (with a lot of help) to decode the Enigma's messages
  24. Too Many Combinations A typical message: WEUBYYNULLSEQSNULLNULL Nine letters: 26

    * 25 * 24 * 23 * 22 * 21 * 20 * 19 * 18 1,133,836,704,000 combinations!
  25. Linguistic Analysis to the Rescue! We were able to guess

    some words "nothing to report" "Heil Hitler" Turing's machine did the rest
  26. The Imitation Game A good (if sad) movie Covers this

    story better Has other great Turing tidbits Photo from https:/ /www.rottentomatoes.com/m/the_imitation_game/
  27. The Problem Server rooms need to stay cool Old buildings

    can have faulty generators Humans need to track temperature changes
  28. The Errors Start I was "on call" for an application

    Our monitoring system started reporting A LOT of errors I checked to see if the application could still function
  29. A Plug is Pulled I solicited a second opinion I

    took the application offline We started an investigation of what went wrong I made a report to my superiors
  30. A Fix is Uncovered Our programmers found the issue and

    the obvious fix It would take over 30 hours We had about 12
  31. We Get Creative The programmers came up with a partial

    fix that only needed a few hours We could finish repairs over three weeks
  32. Divide and Conquer One team went to work on the

    quick fix (no programming required) A junior team added a notice for our users Another team started on the longer repairs
  33. Skills Used Analysis, investigation, communication, math, estimation, problem solving, and

    planning Actual programming: Given to a junior Or not rushed
  34. I Bet You are Better at This! I tried several

    ways to get her to draw a grid When I finally said "grid" "Daddy, I know what a grid is."
  35. The Main Instructions "Point to a square." "Let's do the

    bottom right one." "Flip a coin." "Heads. Erase the top wall." "Tails. Erase the left wall."
  36. The Special Rule I left her continue doing squares until

    she reached the edge. "Here's a new rule: don't erase outside walls."
  37. Finishing Touches "Erase the top left wall for a start."

    "Erase the bottom right wall for an exit."
  38. Finishing Touches "Erase the top left wall for a start."

    "Erase the bottom right wall for an exit."
  39. Finishing Touches "Erase the top left wall for a start."

    "Erase the bottom right wall for an exit."
  40. Finishing Touches "Erase the top left wall for a start."

    "Erase the bottom right wall for an exit."
  41. Coordinates (X: -240, Y: 180) (X: 240, Y: -180) (X:

    0, Y: 0) (X: 240, Y: 180) (X: -240, Y: -180)
  42. A 10 X 10 Grid (X: -150, Y: 150) (X:

    150, Y: -150) (X: 150, Y: 150) (X: -150, Y: -150) 300 300
  43. Drag a "go to" block into your program Click "Motion"

    Type -150 into "x" and 150 into "y"
  44. Draw the bottom edge Hints: • Put the pen down

    • Make a negative 
 x move
  45. Draw the bottom edge Hints: • Put the pen down

    • Make a negative 
 x move
  46. Revised Plan Draw the maze Draw the top edge Draw

    the left edge Repeat both to make a grid Switch to drawing the top OR the left
  47. Draw left edge and return to the corner Hints: •

    Start drawing • Move down • Stop drawing • Move back
  48. Draw left edge and return to the corner Hints: •

    Start drawing • Move down • Stop drawing • Move back
  49. Loops: Do It Again and Again "This is the song

    that doesn't end Yes, it goes on and on my friend Some people started singing it not knowing what it was And they'll continue singing it forever just because…"
  50. Conditional Logic If the merry-go-round is full then Play on

    the monkey bars Else Play on the merry-go-round
  51. Our Decision If the coin flip is heads then Draw

    the left edge Else Draw the top edge
  52. Computers Can't Flip Coins! They can generate a random number

    between 1 and 2 Call 1 heads Call 2 tails
  53. Draw Something Else Using just "Motion" and "Pen" blocks is

    the simplest option Add loops ("repeat") for a step up Add conditional logic ("if") for another step up
  54. code.org Fun games for kids Material for all ages On

    and off the computer Great teacher support Free workshops Prepared curriculum (with standards)
  55. Social Studies Curriculum First Grade: Content Standard 2: The student

    will describe the characteristics of the American economic system 3. Summarize how historic inventors and entrepreneurs contributed to the prosperity of the nation including Samuel F. B. Morse, John Deere, Alexander Graham Bell, Orville and Wilbur Wright, and Thomas Edison. (CCRIT 2)
  56. Rear Admiral Grace Hopper She invented the first "compiler" She

    taught the first modern programmers Congress promoted her in H.J.Res. 341 And SO much more! Photo from https:/ /en.wikipedia.org/wiki/Grace_Hopper
  57. Dorothy Vaughan What did early "computers" look like? She went

    from computer to manager to expert FORTRAN programmer Photo from https:/ /www.nasa.gov/content/dorothy-vaughan-biography
  58. Hidden Figures Another great movie It covers the transition from

    humans to machines And a lot more! Photo from http:/ /www.imdb.com/title/tt4846340/
  59. Ada Lovelace The first programmer Invented the computer program in

    the 1840's Didn't have a computer! Photo from https:/ /en.wikipedia.org/wiki/Ada_Lovelace
  60. Robot Turtles Great for any age Scales up with age

    Designed by a programmer for teaching kids programming concepts Photo from https:/ /www.thegrommet.com/robot-turtles-programming-board-game
  61. Bee-Bot www.bee-bot.us Program moves Then run it Good for early

    ages Education support Photo from http:/ /intermit.co.uk/index.php?route=product/product&product_id=285
  62. Junior Botball Challenge juniorbotballchallenge. org Build and program robots Has

    curriculum and workshops $500 for kit + $75 yearly registration Photo from https:/ /wn.com/broken_arrow_public_schools_junior_botball_challenge_feb_2015