Coding in the Classroom

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

Transcript

1. Coding in the Classroom Photo from http:/ /urthmama.com/easy-computer-programming-for-kids/
2. speakerdeck.com/jeg2/ coding-in-the-classroom The only thing you need to write down!
3. Introductions
4. I'm Going to Ask Name Role in schools Your hopes for this training A fun fact about yourself
5. But I'll go first!
6. James Edward Gray II My Name
7. My Role: Dad My daughter goes to John Ross I've shown the kids there tech stuff I like supporting the schools
8. 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!
9. I Love Games My Fun Fact
10. 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
11. Your Turn Name Role in schools Your hopes for this training A fun fact about yourself
12. Thank You!
13. Our Plan
14. 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
15. Please Stop Me With Questions!
16. What is Programming?
17. 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/
18. I download things for my mother-in-law's iPad. All Programmer's Do
19. 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
20. Computers Are Very Dumb But wicked fast!
21. The PB&J Challenge
22. Kid's Task Write out or dictate live instructions Explain how to make a peanut butter & jelly sandwich
23. Follow Their Instructions Extremely Literally Photo from https:/ /www.youtube.com/watch?v=cDA3_5982h8
24. This is my job!
25. Why Program?
26. Turn ALL YOUR KIDS into Programmers!!!
27. Turn ALL YOUR KIDS into Programmers!!!
28. 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
29. Jobs We currently graduate around a third of the tech industry's demand These are good jobs High pay Strong benefits
30. 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.
31. 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.
32. 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.
33. 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.
34. 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.
35. 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.
36. 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.
37. 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.
38. 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"
39. Learning to Program
40. 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
41. I "Know" Around 15 "Programming Languages" It depends on how you define these terms.
42. Programming Languages are Small 0 450 900 1350 1800 Ruby Japanese (Kanji only)
43. 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
44. Codebreaking What Programmers Do
45. Do you know who this is? Photo from http:/ /www.gizmodo.co.uk/tag/alan-turing/
46. Do you know what this is? Photo from http:/ /www.hoylen.com/photos/2009-west/06-computer-history/pic8.html
47. 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
48. It wasn't quite powerful enough! Photo from https:/ /en.wikipedia.org/wiki/Cryptanalysis_of_the_Enigma
49. Too Many Combinations A typical message: WEUBYYNULLSEQSNULLNULL Nine letters: 26 * 25 * 24 * 23 * 22 * 21 * 20 * 19 * 18 1,133,836,704,000 combinations!
50. Linguistic Analysis to the Rescue! We were able to guess some words "nothing to report" "Heil Hitler" Turing's machine did the rest
51. 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/
52. Temperature Monitoring What Programmers Do
53. A Friend of Mine Photo from https:/ /comicvine.gamespot.com/forums/battles-7/albert-wesker-re-vs-neo-matrix-1607450/
54. The Problem Server rooms need to stay cool Old buildings can have faulty generators Humans need to track temperature changes
55. Photo from https:/ /www.acurite.com/8-5-thermometer-with-hygrometer-00339.html Photo from https:/ /www.visiononline.org/blog-article.cfm/The-Cameras-in-Your-Computer/11
56. Managing an Outage What Programmers Do
57. 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
58. 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
59. A Fix is Uncovered Our programmers found the issue and the obvious fix It would take over 30 hours We had about 12
60. We Get Creative The programmers came up with a partial fix that only needed a few hours We could finish repairs over three weeks
61. 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
62. Skills Used Analysis, investigation, communication, math, estimation, problem solving, and planning Actual programming: Given to a junior Or not rushed
63. A Lot (Maybe Most) of "Programming" Happens Outside Computers!
64. Making Mazes Look Ma, no computers!
66. "Draw a 4 x 4 Grid." I should have tried this first!
67. 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."
68. 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."
69. The Special Rule I left her continue doing squares until she reached the edge. "Here's a new rule: don't erase outside walls."
70. Finishing Touches "Erase the top left wall for a start." "Erase the bottom right wall for an exit."
71. Finishing Touches "Erase the top left wall for a start." "Erase the bottom right wall for an exit."
72. Finishing Touches "Erase the top left wall for a start." "Erase the bottom right wall for an exit."
73. Finishing Touches "Erase the top left wall for a start." "Erase the bottom right wall for an exit."
74. Notes It took around 10 minutes She wanted to solve it immediately
75. Take Ten Break Time
76. Programming Mazes
77. https:/ /scratch.mit.edu/ Visit Scratch
79. Click "Create"
82. Right-click the cat Click "delete"
83. Click to add a new sprite
84. Double-click the "Ball"
87. Move your mouse in here Watch this X and Y
88. Coordinates (X: -240, Y: 180) (X: 240, Y: -180) (X: 0, Y: 0) (X: 240, Y: 180) (X: -240, Y: -180)
89. A 10 X 10 Grid (X: -150, Y: 150) (X: 150, Y: -150) (X: 150, Y: 150) (X: -150, Y: -150) 300 300
91. Click "Pen"
92. Click "Control"
94. My Plan
95. My Plan
96. My Plan
97. My Plan Draw the border
98. My Plan Draw the border Draw the maze
99. Drag a "go to" block into your program Click "Motion" Type -150 into "x" and 150 into "y"
100. Click "Events" Snap "when [flag] clicked" above the "go to" block
101. Click the flag to run your program
102. Snap "change x by" below "go to" Type 300 into the field Click "Motion"
103. Click to run
104. Click "Pen" Insert "pen down" between the motion blocks
105. Click to run
106. Click "Motion" Add "change y by" Type -270 into the field
108. Click to run
109. Run it again
110. That's a "Bug!" Don't panic, investigate…
112. Click "Pen" Insert "clear" under "go to"
113. Click to run
114. Add "pen up"
115. Click "Motion" Add "change y by" Type -30 into the field
116. Click to run
117. The Hero's Journey
118. Draw the bottom edge
119. Draw the bottom edge Hints: • Put the pen down • Make a negative 
 x move
120. Draw the bottom edge Hints: • Put the pen down • Make a negative 
 x move
121. Draw the left edge
122. Draw the left edge Hints: • Make a y move • Leave a gap
123. Draw the left edge Hints: • Make a y move • Leave a gap
124. Raise the pen and move right
125. My Plan Draw the border Draw the maze
126. My Plan Draw the border Draw the maze
127. My Plan Draw the border Draw the maze
128. My Plan Draw the border Draw the maze
129. My Plan Draw the border Draw the maze
130. 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
131. Drawing Steps
132. Drawing Steps
133. Drawing Steps
134. Drawing Steps
135. Drawing Steps
136. Drawing Steps
137. Draw top edge and return to the corner
138. Draw left edge and return to the corner
139. Draw left edge and return to the corner Hints: • Start drawing • Move down • Stop drawing • Move back
140. Draw left edge and return to the corner Hints: • Start drawing • Move down • Stop drawing • Move back
141. Move to the next square
142. 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…"
143. Drag the last nine blocks aside
144. Click "Control" Add a "repeat" block Type 9 into the field
145. Drag the drawing blocks back
146. Click to run
147. Move to the start of the next row
148. Click to run
149. Drag the row drawing code aside
150. Click "Control" Add a "repeat" block Type 9 into the field
151. Drag the drawing blocks back
152. Click to run
153. Conditional Logic If the merry-go-round is full then Play on the monkey bars Else Play on the merry-go-round
154. Our Decision If the coin flip is heads then Draw the left edge Else Draw the top edge
155. Drag the edge drawing code aside
156. Separate: • The top edge • The left edge • The move
157. Add an "if… then… else…" block
158. Drag the top edge code under "if"
159. Drag the left edge code under "else"
160. Drag the move code after the "if" block
161. Computers Can't Flip Coins! They can generate a random number between 1 and 2 Call 1 heads Call 2 tails
162. Click "Operators" Add an "=" test
163. Add "pick random"
164. Type 2 into these fields
165. Click to run
166. Click "looks" Add a "hide" at the bottom
167. Add a "show" at the top
168. Click to run
169. Make Mazes! Keep clicking run!!!
170. Take Ten Break Time
171. Scratch Exercise Refinements
172. You Know Your Kids Better Than I Do!
173. 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
174. Or Let the Kids Free Draw After a Quick Primer
175. You Can Learn From Scratch Projects!
176. Peek Inside an Animation https:/ /scratch.mit.edu/projects/164565708/
177. Peek Inside an Animation https:/ /scratch.mit.edu/projects/164565708/
178. Peek Inside an Animation https:/ /scratch.mit.edu/projects/164565708/
179. Choose Your Own Adventure https:/ /scratch.mit.edu/projects/87677805/
180. Play Games https:/ /scratch.mit.edu/projects/16215228/
181. Try Other Computer Exercises
182. http:/ /www.calormen.com/jslogo/ More Drawing But With Language
183. education.minecraft.net A game of building and programming!
184. code.org Fun games for kids Material for all ages On and off the computer Great teacher support Free workshops Prepared curriculum (with standards)
185. Other Coding Content
186. Sneak in Bits of Our History
187. 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)
189. 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
190. 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
191. 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/
192. 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
193. Use Non-Computer Material
194. 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
195. 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
196. Binary Arithmetic http:/ /www.garlikov.com/Soc_Meth.html
197. education.lego.com Mindstorms are well known There's more! WeDo for $175 includes curriculum
198. 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
199. And Now a Word From Our Sponsor Use Your PTO
200. Wrapping Up
201. james@graysoftinc.com I'll help if I can!
202. Thank You! You are my heroes. My daughter's too.
203. Ask Me Anything!