So Many Lines of Code!

Like my Kindergarten classes did, first, second, and third grade also began the year with Code.org. (A computer programming introduction in which students move blocks on the computer screen to build programs. Each block stands for a line of actual text-based computer code.) While, this program was completely new to K, most of the older students participated in a similar unit last year. First and second grade continued picked up where they left off in Course 1. The third graders, many of whom completed Course 1 last year, graduated up to Course 2. Both courses are introductory in nature. The primary difference is that Course 1 requires very little reading so students can focus on the thinking process and solving the puzzles. Course 2, is geared towards students who are reading and incorporates some of the higher level programming concepts.

I have found that teaching these programming skills helps students to develop their algorithmic thinking and problem solving skills. Often, students' only consistent practice with these is in math class. The Code.org courses provide a series of computer-based and "unplugged" lessons in which students work on their thinking skills in across the curriculum. Science, art, history, and literacy are all part of the Code.org program. Logical thinking and a creative approach to problem solving are vital in all subject areas.

I have been impressed with how much more skilled the returning students are in approaching the puzzles in Code.org. While some of the vocabulary may have escaped their heads over the summer, the concepts and knowledge have not. Even the 3rd graders who were starting a new level of the program were much more capable than the 3rd graders who started fresh last year.

Going forward, these students will continue to work in Code.org, but they will also  learn to apply their knowledge of programming to other tasks. The 3rd graders will move on to Scratch, a block-based program that is completely open-ended. I explain it to the students this way: Code.org is a workbook and a pencil to help them learn the basics, Scratch is a blank sheet of paper and all the paint, makers, crayons, and colored pencils they could want so they have complete creative freedom. All of the students who have been working in Code.org this rotation, will be introduced to robotics next time. The algorithmic thinking skills that they have been honing will take on a physical dimension as they learn to program a robot to perform different tasks.

Prekindergarten Building Stars, Kindergarten Programmers

Last Saturday I spent the morning at the School Choice Fair, and enjoyed the opportunity to share some of the amazing things that go on at Sinclair. A great many of the people who stopped by to talk to us were looking for Kindergarten and Pre-K programs. That got me thinking about what I have done with these grades in the past, and what I have planned for them going forward, so it seemed like a good week to write about the youngest engineers and computer programmers that I teach.

I will begin with Pre-Kindergarten. My schedule last year did not include them, so this is the first year that I have seen them in the lab. I teach each Pre-K class once a week (rather in than in a two week block as with the other grades), so they are not working on a themed unit like other grade levels. Instead, during each class period I guide them through a set of activities in which they have the opportunity to practice their creativity in a variety of ways. It is important to start children early with creating and making things so that it becomes a habit. There is also a great deal of research that children, especially the young, learn best when they are given the opportunity to explore and build, to "construct knowledge".

We start each class with a song or two. The first was "Twinkle, Twinkle, Little Star", which many students knew. Few of them, however, were familiar with the idea of a song that had hand motions. That was perfect because it allowed us as a class to imagine our own. I asked questions to get them thinking like, "What does something look like if it twinkles?" and "How could we show 'up above' with our hands?". After a few good minutes of conversation and practice, we had student generated hand motions for "Twinkle, Twinkle." (I was most impressed a couple weeks into the year when one of the students noticed that "Twinkle" is set to the same tune as "The ABCs".) We have repeated the process of creating hand motions now for "London Bridge" and "This Land is Your Land".

Next, we move on to some kind of hands-on creating. So far, this has included drawing images from the songs we are singing or activities we have talked about. Also, I have had them building with Unifix cubes. We are 5 weeks into the school year now and I am amazed at how much more complex their structures have become with a little encouragement and guidance. The first week, every student built the longest stack of blocks they could. Standing up, it was a tower, on the floor, it was a snake or a train. After a short class discussion about what bridges looked like, they began building some very exciting structures. It has been wonderful to watch them break away from the one dimensional train of blocks. In addition to bridges, they are now building houses, cars, and animals.

Kindergarten, who I see two weeks at a time, by class, began the year learning the basics of computer programming. They use a resource from Code.org designed for early readers in which students solve a series of puzzles using blocks that represent lines of Javascript code. The students create algorithms that navigate characters through sets of mazes or that draw pictures. The goal is to get them thinking logically about the steps needed to accomplish a task. As they progress, the students learn about concepts such as looping and debugging. Another important part of this unit is what is called "pair programming". In this, students work in teams of two with one acting as the "driver" and the other as the "navigator". The driver uses the mouse and keyboard while their navigator watches for mistakes and offers suggestions. A great part of this program is that both students are able to login as a team, so that both are earning credit for the puzzles they solve together.

I started using Code.org with my 3rd graders a couple years ago (when I was still a regular classroom teacher). They are now 5th graders entering their third year of computer science instruction. While it is anecdotal evidence at best, those students seem more skilled in algorithmic thinking than they might otherwise be. I have had subject area teachers tell me that they have seen the students make connections between the computer science skills I have been teaching them and the work they do in their classrooms. All of which is to say, I am excited to see what my current kindergartners and first graders will be capable of by the time they get to 4th and 5th grade. I suppose I am just hoping that I am able to keep up with them.

Give Them a Hand!

Before I begin, I wanted to let you know that I have a Donors Choose project posted in order to supply our budding makerspace with some more high tech components like LEDs and small motors. Any support would be greatly appreciated. If you give before Tuesday September 13 and use the code LIFTOFF, Donors Choose will match your donation. Click here to go to the project page. Thank you.

Now, on with the post!

As we got into our regular ancillary rotation schedule the second week, I formally introduced the students to the long-term goals that I have set for them in the STEM lab this year. The goals vary by grade level, but basically they are: use creative thinking to construct digital products, work with a team to solve problems and promote learning, follow a deliberate design process to create products, and use algorithmic thinking to create solutions.

I asked the students to think about these goals as well as goals they had for themselves that were not directly related to those I had set, and to discuss with their table groups. Then, 3rd-5th graders, went to the computers and each completed a Google Form indicating which of the goals they felt would be most challenging for them and a personal learning target or interest. I intend to have students revisit these responses throughout the year to reflect on the the progress they have made. In sifting through their responses, I noted that many felt the design process goal was going to be the toughest. I had expected that as it was not something that I feel like I gave enough time to last year. It is why I have planned this year the way that I did.

So what are the 4th and 5th graders doing this rotation? They have their first design challenge of the year! They must build a mechanism that can pick up, move, and set down a variety of objects from a distance of at least 2 feet. They were provided with a selection of materials and a design process record sheet to aid in their planning. They worked in self selected teams of two.


However, before setting the challenge, I led the classes through building several models with moving parts. First, they constructed a simple scissor mechanism using old card stock and brass fasteners. Next, they built a two fingered device with paper that opened and closed using a central pull. Finally, they built a model human hand with individually controlled fingers. Each finger had short lengths of straw through which they threaded a string that they affixed to the tip of the finger. Pulling the string away from the fingers causes the finger to bend. We discussed how this system was very much like the one found in their actual hand.

The recording sheet that I provided each team asked them to think about the task, to brainstorm ideas, and to plan their first prototype. The brainstorming actually proved to be the most difficult because several teams were so enamored of their first idea that they had trouble generating more. To get them thinking, I asked what they would do if their first idea didn't pan out. They all said something to the effect of "we'll need another idea". Exactly, which is why you need to come up with as many ideas as possible now so you have more ideas ready to go.

Another goal I have this year for myself and the students is to reduce the amount of trash generated in the lab as much as possible. I gave the teams a list of materials they could use for the challenge, but stressed that they would probably not need all of them. The teams were required to create a list of materials to create their design before being allowed to start building. This got them thinking about the materials and in the end reduced the number of false starts with the construction process. That is not to say that each team had smooth sailing. Several found that the materials they chose were not suited to the task in the way they imagined. However, instead of giving up and starting over, the teams looked for solutions the problem their selected materials presented.

I was deeply impressed by the wide variety of solutions the different teams engineered. Not every group succeeded fully, but no one gave up. Even the teams that did mange to move all of the objects went right back to their tables and began the process of improving their devices.

Teams completed their recording forms, and then each student completed a Google Form reflecting on their work. I received a number of thoughtful responses lamenting the slippery nature of golf balls, the difficulties of working with a partner, and suggestions for reinforcing cardboard so it is not so "bendy". A new rotation starts Monday, and I am excited to see what the next set of classes creates!

Let the Making Begin!

This summer I spent a fair amount of time reflecting on last year, which was my first in the STEM Lab. Moving from the regular classroom to the lab required a tremendous shift in how I thought about planning and pacing my lessons. Instead of planning for one grade, I was planning for 6 grades. Instead of twenty-something students, I had five hundred. Overall, I feel like last year went pretty well, but there were also things that I definitely wanted to improve.

One revelation I had was that many of my students had great difficultly with tasks in which multiple outcomes were acceptable. For example, one such task was to build a vehicle that could carry 2 wooden blocks the length of the table. Most students had one of two reactions. Many seemed unable to believe that they had free reign over the design and kept asking if each element they added to their vehicle was OK. The others embraced the freedom and went all out adding everything and the kitchen sink to the vehicle, usually forgetting what the vehicle was supposed to be able to do in the process.

In order to improve their creative confidence and design thinking, my emphasis this year in the lab will be on making and creating. I have read a number of interesting articles recently about maker education and invention literacy which outlined the benefits to students when they are encouraged to to create rather than just consume. Most importantly for our work in the lab, making naturally draws together the skills needed for a deep understanding of science, technology, engineering, and math. In addition, making requires students to practice creative problem solving and other content areas can easily be incorporated as well.

So, after that lengthy introduction, how did we begin making? I adapted an activity from the Dallas Museum of Art's Center for Creative Connections. (It is a space at the DMA geared towards children and families that involves them in crafting and drawing with different materials.) Students were provided with a wide variety of up-cycled and reused items. There was cardboard, paper clips, fabric scraps, yarn, toothpicks, tissue paper, and so on. After giving a brief overview of the types of materials available and reminders to conserve as much as possible, the students were instructed to create something. Their object could be abstract or representational, based on a feeling or experience, fancy or minimalist. The only constraint on their creativity was time.

With the week only half over, I am amazed by the what I have seen so far. There have been challenges in generating ideas and making plans before cutting/gluing, but the students have done a great job persevering. Even more impressive has been the amount of cooperation and collaboration that has been displayed. The students are eager to share discoveries they have made about certain materials and techniques the help others to bring their visions to life. They are evening helping each other generate ideas about what to build. I overhead this exchange during a 2nd grade class: "I can't think of what to make!", "How about you make a boat? That's what I'm making.", "OK." And off they went, each building their own unique visions of a boat.

However, the best thing I have heard a student say this week was this: "I wish we did this every day at school."

Two Weeks To Go!

Ah, the last day of teacher summer. It's always a little sad to have to go back to setting an alarm that will go off before the sun rises, but it is so exciting to be heading in to a new school year! I have just returned from a couple of weeks in Germany which was a wonderful experience full of opera, art museums, medieval cities, and delicious food. Now, however, I am ready to get back to work. It is going to be a great year in the STEM Lab. I detailed some of what will be going on in the previous post on this blog.

Since my last post, I have added pages about UIL Speech and Academics, 3rd-5th grade coding team, and robotics team. The links to that information are located beneath the banner at the top of this page. I do not have exact dates for the start of these activities, but I will post an update as soon as I do. If you have any questions, please email me.

I am looking forward to seeing everyone at Meet the Teacher on August 19th, from 4 to 5:30!

Black Forest Cake at the cafe in Triberg, Germany that invented Black Forest Cake!

A New School Year is Coming...

It's almost the 4th of July! In another week, all of the red, white, and blue accessories in the stores will be replaced with backpacks, pencils, and school uniform displays. That means it must be time to get serious about planning for another awesome year in the Sinclair STEM lab.

So what can you expect in the 2016-2017 season in the STEM lab? For starters, students will continue to improve their computer programming skills with Code.org and Scratch. Programming, or coding, helps students develop critical problem solving skills that are vital across the curriculum. Code.org teaches basic programming concepts and Scratch allows students to create stories, games, songs, and much more using those concepts.

A sample Scratch animation. Click the green flag to start.





Students will also continue to work on their engineering skills using Lego WeDo and K'Nex building kits. We will also engage in some old fashioned cardboard, glue, masking tape, and chenille stick making. The emphasis in this year's building tasks will be on getting students to design and test multiple way of meeting the design criteria, and then selecting the best one.

Finally, students will learn to connect their programming skills to the physical world using tools like Makey Makey boards and the world's smallest programmable robot, Ozobot. A Makey Makey allows students to turn ordinary objects into keys on the computer. Anything that even sort of conducts electricity will work. The Ozobot can be programmed using color coded lines on paper or using a block-based Javascript language on the computer.

There will be so much more of course, but this preview will have to suffice for now. Check back often for updates about after school activities like our Schlumberger Coding Club and Lego robotics team. Also, this is where information about participating on Sinclair's UIL academics team will be posted.

Have a great 4th of July!

Build it!

Our engineering unit is going really well. The students are enjoying building models of bridges, buildings, and simple machines. We have also been continuing our work on computer science and programming.

Kindergarten and first grade have been learning about building materials, and about the design process. They used note cards to design and build towers and bridges. I amazed by the variety of forms they created. We also studied the basic bridge types and learned how they work. We sang "London Bridge is Falling Down" in its entirety and discussed the various materials used to build it up before it fell once more. Then, the students built models of different bridge types and tested them to determine the strongest design. Students used what they learned from their note card building to design a house. They tested the structural soundness of their designs by placing them in front of a fan that played the part of the Big Bad Wolf trying to blow their houses down. Most of the designs needed some work after the first and second tests, but, eventually, everyone solved the problem of making a stable structure. The classes have also spent some time making progress on their Code.org courses.

The second through 5th grade classes have split their time between building and experimenting with simple machines and taking their programming skills to the next level. Using K'Nex building kit provided by 8 generous patrons through Donorschoose.org, students constructed levers, pulley systems, and gear trains. They altered gear arrangements and discovered the effects that gear size and position have on the speed and power of the system. Using a model of a balance, they experienced the advantages conferred by using a longer lever to do work. We also constructed pulley systems and saw that more wheels in the mechanism make it easier to raise a load.

The upper grade students used the programming language Scratch to create games and animations. The main difference between Scratch and the puzzles on Code.org is the amount of creativity the students can bring to their projects. It is block-based like Code.org but far more versatile owing to the large variety of commands available.

This Saturday, 6 members of the chess/UIL team will be competing in their first meet. In addition to participating in the Chess Puzzle event, a few students are in the Number Sense competition and in Spelling. The next UIL meet is at the end of January and I will be looking to expand the number of students participating beyond the chess team. Follow the link to learn more about UIL in HISD and let me know if your child is interested in representing Sinclair in any of the events.

The coding club started using the text-based programming language Python a couple weeks ago. It really made them appreciate the blocks used in Scratch, but it was an excellent experience in careful attention to detail and debugging.

Below is a collection of pictures of what we have been doing. Check back again soon.