Tech Tips Tuesday

Lego WeDo 2.0

This year I took on the role of STEAM facilitator for my area. This hasn't been too large a role, but has prompted me to pay more attention to what we are teaching and programming in the STEAM subjects. I have also been considering how to make connections between the STEAM subject areas, and how to set tasks for students that will involve them in solving problems using skills and knowledge from a variety of the subject areas. With this year's Science Week theme "Drones, droids and robots" we thought we would take advantage of this to get students involved in robotics.

Towards the end of Term 2 we purchased a class set of WeDo 2.0 Lego sets. With these sets students can build and modify a variety of Lego robots and programme them using the WeDo 2.0 app. I can't recommend these sets enough - they are simple to use, the app walks you through what to do and they don't take too long to build and enjoy! Students collaborate while working with them and learn to solve problems together, make adjustments and get creative in their designs. They learn basic engineering and programming skills and explore scientific concepts through experimentation.


Getting Started

When the sets arrived the Lego pieces arrived in their little plastic bags and needed to be sorted into the sections of the container. We had purchased 12 sets (a class pack) and so this was no quick job. I managed it by taking a few home at night and sorting while I watched TV! The benefit of doing this sort yourself is that you quickly learn where the pieces are stored and how many of each piece there should be. This means you are better able to help students find what they need when they get stuck.

In preparation I also charged up the Smarthubs and numbered each kit with a sticker for the lid and base. I followed the instructions from the manual (available on the website) to rename each Smarthub to make it easier for students to connect to the right robot. I learnt the value of this the hard way! I kept the cardboard boxes to store the kits in and found somewhere to store them.


Introducing the Kits

I introduced these kits to my students and walked them through the first couple of sessions to teach them the basics. They built their confidence with this and then I guided them in coaching the other Year 1 classes using the Kids Can Coach approach described here. I explained the importance of taking care of the kits and gave instructions on how to organise the workspace when using them and how to pack up properly at the end.


Science Week

Once each class had completed the basics with their coach from my class (1.5 hrs), we were ready to attempt another project. We found a project related to some science we completed earlier in the year, which involved building a tadpole and transforming it into a frog (1.5 hrs). Two classes paired up and went through the process together. I used the interactive whiteboard to walk students through the early steps in the project - thinking about the changes during a frog's lifecycle and documenting these changes - and then let them go when we reached the building stage.

The app takes students through building a tadpole and then adding the back legs. It is then up to them to consider what changes to make to turn it into a frog. It was exciting to see the variety of ideas students used for front legs and the modifications that were made as they began programming their robots to move. For those who progressed quickly through these stages I suggested thinking about how the robot could "see" (using the sensor) and croak (using the sounds available).  Students explored the programming side of things, initially beginning with the code provided and then making modifications to suit what they were wanting to achieve.

To finish off the week we had a timed challenge where 2 students from each class built and programmed a frog in 25 minutes and then raced them in front of the grade. The tension was great as the frogs raced off and classes cheered for their representative!


Going Forward

My plan now is to find opportunities where the robots will link in to the science units we are covering in class and to add it to the programmes for next year. We will also use the sets in our STEAM lunchtime program with students in Kindergarten and Year 1. Our students are very excited to use these sets and are benefitting from the learning experience.

Tech Tips Tuesday

Pair Programming

I have been further dabbling with code and programming in my classroom using Scratch. My students got on board and are enjoying trying it out and creating new things. They've taken to it quickly and have found ways to add complexity to their designs.

This week I wanted to have my students working with a partner on their programming. This was in part for the benefits of learning together, and in part due to the limited number of computers. I found this amazing video about Pair Programming at Code.org, that explains the process so well, and in terms the students can understand. We watched it through before I gave my students their task.


Their task in this lesson was to create an animated greeting card for Christmas. I admit, my idea for this was not entirely unique, but rather inspired by the Ted Talk by Mitch Resnick: Let's teach kids to code. Mitch Resnick went looking for a Mother's Day card for his mum on Scratch and found a whole collection students had created. I thought I would carry that across to Christmas.

Students enjoyed working in this way to solve problems and create something new. They changed "drivers" often, allowing each to have an opportunity to work the mouse for some parts of the process. It was great to see the collaboration, and watch the knowledge spread across the class between pairs. Someone would call out in frustration "Ugh! I can't get my penguin to talk!" and within moments someone from another pair was helping them out. They learn together.

The Process from Policy to Practice

This is a post I made to a discussion forum for my university studies. The question posed was: How do policies shape literacy practices? I share it here now so you can see the process we use in my school.

At my school the flow from policy to practice is evident though at times a lengthy process. The School Improvement Cycle has an important role in this, providing the initial impetus for the development of a new school plan.

School Improvement Cycle
As part of the School Improvement Cycle, we reflect on our effectiveness in meeting our previous school goals. We then consider data from School Satisfaction Surveys, NAPLAN, PIPS and other school assessments and the goals outlined in national and state strategies. We use these to determine areas of need for the new cycle. This information is used to develop a school plan with identified goals in each of the domains.

School Plan
Our school plan outlines our goals for the domains. The goals for Teaching and Learning are then taken and explored further to develop individual plans for Literacy and Numeracy.

Literacy Plan
Our Literacy Plan outlines our beliefs, goals, current practices, priorities and actions for the duration of the new school plan. If necessary, a Literacy Committee is established to support the implementation of the plan. Professional Development is selected to meet the identified needs and is listed in the action plan.

Professional Development
In our current literacy plan, some of our priorities related to the incorporation of First Steps Reading and Writing into our literacy programs. In 2008 Professional Development was provided with First Steps Reading and in 2009 Professional Development was provided with First Steps Writing. All teachers were supplied with a copy of these resources. To support the incorporation of these into literacy programs, we used some of the time in our Professional Learning Teams (PLTs).

Professional Learning Teams
In these teams we reflected on our current practice and considered how we could use First Steps to enhance our teaching. We shared suggestions and looked at samples of formats for programming. Teachers were encouraged to use these when programming for the new term.

Programming
Teaching teams were given a planning day to work together on their programs for the next term. They were encouraged to use First Steps at this time to ensure that they incorporated the new knowledge, skills and techniques in their lessons.

Teaching
Teachers used their programs to teach students. They were asked to collect samples of work for presentation at a Professional Development session outside of the school.

In theory, the process works and policy flows to practice. In reality, it still requires shared vision and the commitment of teachers to bring the change to fruition. Enthusiasm, encouragement, follow-up and time are all essential ingredients in this process.

The Challenge of Planning and Programming

This year I haven't found the planning/programming side of things so easy. Having moved from Year 1 to Year 4 I've found myself struggling to modify my teaching strategies, plan for new learning, and read/research all at once. It has been a challenge, but I think I seem to be getting there now.

Writing a teaching program is quite a complex task requiring a number of higher-order thinking skills. Teachers need to:

• Analyse the guiding materials eg. National Statements, State Frameworks, School Curriculum.
  
• Design a format for the program that will make it a useful working document as well as meeting the needs of supervisors.
• Evaluate resources to use for teaching the content and providing learning experiences for students.
• Create lessons and activities that will engage students and meet the outcomes.
• Predict student needs and difficulties in order to differentiate tasks.
• Devise assessment tasks to determine whether student outcomes were achieved.
• Compile succinct instructions to explain lessons effectively but using very few words.
  

These tasks require careful concentration and uninterrupted time. Trying to do this in a normal teaching day - lunch time or after school - is a challenge in itself! I find it best to do the programming at home or somewhere at school where my students won't be popping in.

When confronting programming, these are generally the steps I take:

1. Check out the unit of work - jot down any ideas that immediately come to mind
2. Grab some resources - flick through books, search online and find relevant lessons and activities that will help students to learn the material and meet the outcomes
   
3. Get creative - search more widely, think about people resources, movies, games, simulations etc that will engage students and provide for new learning opportunities.
4. Data input - start up a table in a word processing document and put in the required outcomes. Start structuring and ordering the ideas to progress learning of these concepts. (In my mind, this is the hardest part of the process).

Rarely do I have my program written up completely before I begin the teaching. Rarely do I teach exactly to the program. My program guides me, but if I find better ways to engage my students and achieve the required outcomes along the way, I see no problem with making these changes.

What do you consider to be the challenges of programming? What strategies do you use? Please share your thoughts in the comments.

The Challenges of Teaching

Given the title of this blog, I often have visitors who come looking for a list or explanation of the challenges of teaching. While I do talk about the challenges that I face as a teacher, I'd like to present something a little more accessible for people who arrive here via those searches!

The Challenge of Behaviour Management - This is possibly one of the most significant challenges I faced as a beginning teacher. I still find it a constant challenge as I get to know the intricacies of each child and work towards bringing out their best. Here are some posts on behaviour management.

The Challenge of Planning and Programming - This is one of my favourite parts of teaching. I love creating new learning experiences and nutting out a plan. I like having some things planned out to the letter and having other things that are fluid and generally flexible. There are many factors to consider when programming a unit of work and it helps to start out with some sort of template to guide your planning. You can see examples of some of my programs here.

The Challenge of Assessment - This challenge relates to the planning and programming phase, but takes it a step further. Teachers are constantly storing away information about the children they teach in order to improve learning opportunities for their classes. When it comes time for report writing assessment helps teachers to give a more accurate overview of student performance and helps to determine grades with a greater level of objectiveness. The challenge is in selecting assessment tools which allow students to best present what they know and teachers to best access this data. Click here for a more detailed post about assessment.

The Challenge of Communication with Parents -Children learn so much more effectively when there is effective communication between school and home. In past years I have used Newsletters, My Classes, blogging and email to update parents about what is happening in the classroom. It also helps to involve the school community in special activities and invite parents to assist with reading or other roles in the class. The beginning of a school year is a particularly good time to start building this relationship. For more details on communicating with parents check out Link4Learning.

The Challenge of Differentiation - Classes are made up of students with differing interests, abilities, skills and knowledge. For this reason, one-size-DOES-NOT-fit-all. Teachers face the challenge of meeting the variety of needs they are confronted with. I try to do this through the lessons I prepare and consider this in planning and programming. For examples, look at some of the things we have been doing in class in our Friday Fun posts.

The Challenge of Technology - This varies from teacher to teacher, school to school. In some schools the challenge is learning how to use the technologies available. In others it may be learning how to teach using minimal technologies. Whatever the situation, teachers ask themselves "What are the tools I can be using to most effectively teach my students what they need to know?" Every Tuesday I share Tech Tips that you can try out in your classroom.

The Challenge of Teaming - The job of teaching can be made easier through cooperation and collaboration amongst teachers. So much can be learnt from considering the perspectives of others and building on ideas together. Effective teaming leads to better results for both students and teachers. The challenges are in establishing an effective team and working towards its continued success through regular productive interaction. Read more here.

Please leave your comments about the challenges you face as a teacher.