[squeakland] What do I want kids to learn (and how do I know if they did?)
Steve Thomas
sthomas1 at gosargon.com
Fri Jun 1 09:26:41 EDT 2012
On Fri, Jun 1, 2012 at 9:20 AM, Harness, Kathleen <kharness at illinois.edu>wrote:
> The Scratch Ed site web is huge and their instructional resources are
> great.
>
Yup one day they may be as good as Etoys Illinois<http://etoysillinois.org/>
:)
------------------------------
> *From:* squeakland-bounces at squeakland.org [
> squeakland-bounces at squeakland.org] on behalf of Steve Thomas [
> sthomas1 at gosargon.com]
> *Sent:* Friday, June 01, 2012 1:39 AM
> *To:* squeakland
> *Subject:* [squeakland] What do I want kids to learn (and how do I know
> if they did?)
>
> What do I want kids to learn?
> Great, talk on Assessing Computational Thinking<http://scratched.media.mit.edu/resources/assessing-computational-thinking-may-2012-scratched-webinar> by
> the Scratch Ed team.
> I was sorry I missed the live version, but Memorex is just as good
> (okay I'm dating myself, see video below if you don't get the reference)
>
> <http://www.youtube.com/watch?v=EZyFcJcZiaU&feature=em-share_video_user>
> Memorex VHS Tapes Ad from 1982 - Is It Live Or Is It Memorex?<http://www.youtube.com/watch?v=EZyFcJcZiaU&feature=em-share_video_user>
> An old commercial for Memorex VHS cassette tapes.
>
>
>
>
> Here are some of my initial notes and thoughts:
>
> How do you Assess?
> Damn good question and I LOVED Karen's line:
>
> "Some of the things that are easiest to evaluate are not the things we
> care about."
>
> The problem is that the things that are easy (ie: quick and inexpensive)
> and "fair" (standarizable across a wide population) to assess are not what
> I care about.
>
> What do I hope kids learning:
>
> - Certain Habits of Mind that will serve them well in life and make
> them better citizens.
> - Confidence that they can create things they care about.
> - Help others
> - How to work with others and build a team
> - Explore different ways of Knowing/expressing something
> - Write it in Scratch, JavaScript, programming another person,
> etc.
> - Balancing Churchill and Twain
> - Never, Never, Never Give Up. - Winston Churchill
> - Try, Try again, then give up. There no sense making a damn
> fool of yourself - Mark Twain
> - NOTE: I like giving kids conflicting suggestions. First it
> forces them to think. Second, It requires them to look for appropriate
> balances and realize things are not always black and white.
> - Try understanding “Why it works” (especially after "hunting and
> pecking" until you get an answer)
> - Look for connections
> - Things I look for and questions/comments I ask/make toward this end.
> - How is these two things the same and how are they different?
> - How else could you do this?
> - Do the simplest thing possible to make it work. Then you can
> refine later.
> - Its okay to make mistakes.
> - I expect mistakes. In fact if you aren’t making mistakes you
> aren’t trying hard enough.
> - What can you learn from that mistake?
> - Learn from the mistakes of others. You don't have time to make
> them all yourself.
> - Wow that’s cool, how did you do that?
> - How did you come up with that idea?
> - What did you try that didn’t work?
> - If a student finishes early, ask them to help someone else. Part
> of this is training them to help in a way, that builds up the other
> students and tries to question them toward an answer, or provide examples
> or small pieces of code they can look at and try and figure out. That said,
> sometimes, doing it for them is appropriate.
> - Make mistakes on purpose and see what happens.
> - Done with text based languages so they can see the error the
> compiler produces and get a better understanding and appreciation of the
> error messages.
> - Give them: Wheres the bug problems.
> - Read their code out loud to themselves and
> imagine/visulize/kineticize (move your hands/body to mimic what the code is
> doing, good for drawing shapes projects).
> - I tell them reading it out loud helps you slow down and see
> what your code is really doing, which is often NOT what you want it to do.
> (“Do what I meant, Not what I said”)
> - Its okay to copy (re-use and hopefully re-mix)
> - Can you make this a re-usable compoment that you can use in other
> projects? Should you?
> - How is this like (fill in the blank) and How is it NOT like (fill
> in the blank)
> - Example 1: Scratch Draft Curricullum comparing programming
> each other how to Dance with how its like programming in Scratch.
> - Example 2: How are these programs, which all do the same
> thing, but are written in different languages (one in Scratch, one in Java
> Script and one in Squeak) similar and different?
>
>
>
> I also want to comment on the question that came up towards the end
>
> How do you encourage kids to be bold? (and not afraid to ask questions or
> make mistakes)
>
> But that's another post.
>
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