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Scratch Demo Day Beach Cities CUE Talk 2016

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Gregory Beutler
Gregory Beutler

What are the benefits of learning to code? goal-setting brainstorming how to evaluate design choices rapid-prototyping the importance of testing your ideas and critical evaluation.

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MIT's SCRATCH Scratch is designed and developed by the Lifelong Kindergarten Group (LLK) at the MIT Media Lab
http://bit.ly/1QUnsHA
Scratch Demo Day Beach Cities CUE Talk 2016
Maslow’s Hierarchy Of Needs
What are the benefits of learning to code? My primary objective is to stimulate interest in STEM  Empowering kids to innovate  goal-setting  brainstorming  how to evaluate design choices  rapid-prototyping  the importance of testing your ideas and critical evaluation.
Code.org intro What is Computer Science? Computer Science is Changing Everything https://www.youtube.com/watch?v=xJqSu1IbcHg https://youtu.be/0OJlxaOIQMA
Scratch  Developed by MIT − Over 11 Years old − Used worldwide -150 countries, 40 languages − Over 11 Million coders − Free- requires only a Chrome or Firefox browser and Adobe Flash  Scratch helps young people learn to − Think Creatively − Reason Systematically − Work Collaboratively − — Essential Work skills for life in the 21st century--
Https://scratch.mit.edu
Scratch Panes 1 Stage 2 Sprites 3 Script Area 4 Block Palette 5 Backdrop 6 Costumes Tab 7 Sounds Tab 8 Script Tab 1 3 2 5 4 768
Demo day studio https://scratch.mit.edu/studios/2008043/
Lets’ make a square
How many sides How many angles? What is the length of sides? What is the angle between the sides?
Scratch Demo Day Beach Cities CUE Talk 2016
Scratch Demo Day Beach Cities CUE Talk 2016
What do we notice? There's a pattern. Let's use the Repeat command
Scratch Demo Day Beach Cities CUE Talk 2016
Change number of sides with data variable
Scratch Demo Day Beach Cities CUE Talk 2016
Variables What are they for? How do we make them?
Sequences Repeat Loop Initialization Events
Algorithms
Understanding and writing algorithms; -Opens up a whole world of possibility. Solve meaningful problems with code
Spiral project 2 Swap the sides with Angles and change length of sides https://scratch.mit.edu/projects/101047615/ http://bit.ly/1U5kgsH
Initiating and Planning (e.g., asking questions, clarifying problems, planning procedure Performing and Recording (e.g., following procedures, accessing information,recording observations and findings) Analyzing and Interpreting (e.g., organizing data, reflecting on the effectiveness of actions performed, drawing conclusions) Communicating (e.g., using appropriate vocabulary, communicating findings in a variety of ways) SCIENTIFIC INQUIRY AND TECHNOLOGICAL PROBLEM SOLVING
Scratch in Science https://scratch.mit.edu/projects/110108739/#editor
Pass out handout
We teach coding via games
Metrics Final Project: Demonstrate knowledge and creativity in building their own game. Present their game. Support their decisions both logical and creative Re-mix (re-factor) earlier work Critical Thinking Communication Collaboration Creativity
Rubric Item Points total Game Mechanics (50 pts) Possible Introduction 5 Help /Instructions 5 User Control 10 Autonomous Sprites 10 Scorekeeping 5 Clean, tidy code 5 Collision Management 10 Game Play (50 pts)
Teach the Engineering Process
Scratch Demo Day Beach Cities CUE Talk 2016
Mitch Resnick, director MIT https://www.youtube.com/watch?v=oNSao-amctk https://www.youtube.com/watch?v=y5x9-6pQcaM
CONNECTIONS AND BACKGROUND INFORMATION ISTE Standards* (formerly NETS) 1.c - Use models and simulation to explore complex systems and issues. 2.d - Contribute to project teams to solve problems. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems. *International Society for Technology in Education
CSTA K-12 Computer Science Standards: CPP.L1:3-04 - Construct a set of statements to be acted out to accomplish a simple task. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CT.L1:6-01 - Understand and use the basic steps in algorithmic problem-solving. CT.L1:6-02 - Develop a simple understanding of an algorithm using computer-free exercises. CT.L2-03. Define an algorithm as a sequence of instructions that can be processed by a computer. CT.L2-06. Describe and analyze a sequence of instructions being followed.
Common Core Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Common Core Math Standards K.G.A.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K.CC.4 - Understand the relationship between numbers and quantities; connect counting to cardinality.
Common Core Language Arts Standards SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.2 - Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts. SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.
Resources  http://day.scratch.mit.edu/static/files/resources/ScratchDayActivityIdeas.b0b4cb0d49e5.pdf https://www.edsurge.com/news/2013-05-08-learn-to-code-code-to-learn
Software is the language of our world Software is becoming a critical layer of all our lives. It is the language of our world.. It is crucial that every child learns to code LEARN TO CODE; CODE TO LEARN
Learn to Code; Code to Learn techsCool.org greg@techscool.org https://twitter.com/ungreg www.linkedin.com/in/gregbeutler

More Related Content

Scratch Demo Day Beach Cities CUE Talk 2016

  • 1. MIT's SCRATCH Scratch is designed and developed by the Lifelong Kindergarten Group (LLK) at the MIT Media Lab
  • 5. What are the benefits of learning to code? My primary objective is to stimulate interest in STEM  Empowering kids to innovate  goal-setting  brainstorming  how to evaluate design choices  rapid-prototyping  the importance of testing your ideas and critical evaluation.
  • 6. Code.org intro What is Computer Science? Computer Science is Changing Everything https://www.youtube.com/watch?v=xJqSu1IbcHg https://youtu.be/0OJlxaOIQMA
  • 7. Scratch  Developed by MIT − Over 11 Years old − Used worldwide -150 countries, 40 languages − Over 11 Million coders − Free- requires only a Chrome or Firefox browser and Adobe Flash  Scratch helps young people learn to − Think Creatively − Reason Systematically − Work Collaboratively − — Essential Work skills for life in the 21st century--
  • 9. Scratch Panes 1 Stage 2 Sprites 3 Script Area 4 Block Palette 5 Backdrop 6 Costumes Tab 7 Sounds Tab 8 Script Tab 1 3 2 5 4 768
  • 11. Lets’ make a square
  • 12. How many sides How many angles? What is the length of sides? What is the angle between the sides?
  • 15. What do we notice? There's a pattern. Let's use the Repeat command
  • 17. Change number of sides with data variable
  • 19. Variables What are they for? How do we make them?
  • 22. Understanding and writing algorithms; -Opens up a whole world of possibility. Solve meaningful problems with code
  • 23. Spiral project 2 Swap the sides with Angles and change length of sides https://scratch.mit.edu/projects/101047615/ http://bit.ly/1U5kgsH
  • 24. Initiating and Planning (e.g., asking questions, clarifying problems, planning procedure Performing and Recording (e.g., following procedures, accessing information,recording observations and findings) Analyzing and Interpreting (e.g., organizing data, reflecting on the effectiveness of actions performed, drawing conclusions) Communicating (e.g., using appropriate vocabulary, communicating findings in a variety of ways) SCIENTIFIC INQUIRY AND TECHNOLOGICAL PROBLEM SOLVING
  • 27. We teach coding via games
  • 28. Metrics Final Project: Demonstrate knowledge and creativity in building their own game. Present their game. Support their decisions both logical and creative Re-mix (re-factor) earlier work Critical Thinking Communication Collaboration Creativity
  • 29. Rubric Item Points total Game Mechanics (50 pts) Possible Introduction 5 Help /Instructions 5 User Control 10 Autonomous Sprites 10 Scorekeeping 5 Clean, tidy code 5 Collision Management 10 Game Play (50 pts)
  • 32. Mitch Resnick, director MIT https://www.youtube.com/watch?v=oNSao-amctk https://www.youtube.com/watch?v=y5x9-6pQcaM
  • 33. CONNECTIONS AND BACKGROUND INFORMATION ISTE Standards* (formerly NETS) 1.c - Use models and simulation to explore complex systems and issues. 2.d - Contribute to project teams to solve problems. 4.b - Plan and manage activities to develop a solution or complete a project. 6.a - Understand and use technology systems. *International Society for Technology in Education
  • 34. CSTA K-12 Computer Science Standards: CPP.L1:3-04 - Construct a set of statements to be acted out to accomplish a simple task. CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out. CT.L1:6-01 - Understand and use the basic steps in algorithmic problem-solving. CT.L1:6-02 - Develop a simple understanding of an algorithm using computer-free exercises. CT.L2-03. Define an algorithm as a sequence of instructions that can be processed by a computer. CT.L2-06. Describe and analyze a sequence of instructions being followed.
  • 35. Common Core Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Common Core Math Standards K.G.A.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K.CC.4 - Understand the relationship between numbers and quantities; connect counting to cardinality.
  • 36. Common Core Language Arts Standards SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.2 - Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts. SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media. L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.
  • 38. Software is the language of our world Software is becoming a critical layer of all our lives. It is the language of our world.. It is crucial that every child learns to code LEARN TO CODE; CODE TO LEARN
  • 39. Learn to Code; Code to Learn techsCool.org greg@techscool.org https://twitter.com/ungreg www.linkedin.com/in/gregbeutler

Editor's Notes

  1. Efficient algorithms for searching and sorting are crucial for building software that runs quickly. These and other basic algorithms underlie most of your technology, from the YouTube video you stream to your phone, to the face detection on your camera. How does YouTube stream to your phone so fast and seamlessly? How does your camera search for faces, all of which look very different depending on the person, the lighting, and the distance? It might seem like your computer is making the kind of intelligent decisions that we normally think of as uniquely human, like making connections and educated guesses. But each of these is powered by a very complex algorithm that determines how to best accomplish the task using probability and logic. If your child can understand and write algorithms, this opens up a whole world of possibility. It allows them to not only use these algorithms more effectively, but also to start writing their own programs and algorithms and solve meaningful problems with code Efficient algorithms for searching and sorting are crucial for building software that runs quickly. These and other basic algorithms underlie most of your technology, from the YouTube video you stream to your phone, to the face detection on your camera. How does YouTube stream to your phone so fast and seamlessly? How does your camera search for faces, all of which look very different depending on the person, the lighting, and the distance? It might seem like your computer is making the kind of intelligent decisions that we normally think of as uniquely human, like making connections and educated guesses. But each of these is powered by a very complex algorithm that determines how to best accomplish the task using probability and logic. If your child can understand and write algorithms, this opens up a whole world of possibility. It allows them to not only use these algorithms more effectively, but also to start writing their own programs and algorithms and solve meaningful problems with code