HTML is not programming so why teach it
So in talking to parents and guidance counselors I occasionally get asked if a kid can jump ahead and take one of our upper lever computer science classes. My first question is always "have they programmed?" Yes, I know, programming is not the end all and be all of computer science, but for a student that wants to take the current AP Computer Science course they need to be able to code.
Sadly the answer I most often get is "yes, they know HTML". Sigh.
For the CS Principles pilot this last year my second unit was The Internet Unplugged. We covered both the hardware side along with how to actually make a web site. Yes, I taught HTML and CSS.
So the question is - why cover HTML at all?
One of the core themes of the CS Principles course is broadening participation. So many students have had exposure to HTML, and they all use web sites. This is the interface they use to get at the information on the web. It is an immediate way to show abstraction in action.
Plus, as we transitioned to coding students were already used to the idea that formatting and exact punctuation matters. This let us focus on the tools of programming, like ifs and loops.
And of course, CS Principles is not all about programming. The Internet is one of the seven core principles, equal to programming.
So this summer I am reviewing what we did in CS Principles last year. Honestly this was one of the better units we covered. It tied into all of the big ideas and was something we referred back to the rest of the year.
On the other hand I am not crazy about how I taught HTML. It was a bit dry - too much lecture and we got a bit bogged down. Id like to reduce this to just 4 days.
Next year I plan on trying Thimble. This is offered by Mozilla and lets you type in the HTML interactively and see what happens immediately. It also points out errors right away.
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Sadly the answer I most often get is "yes, they know HTML". Sigh.
For the CS Principles pilot this last year my second unit was The Internet Unplugged. We covered both the hardware side along with how to actually make a web site. Yes, I taught HTML and CSS.
So the question is - why cover HTML at all?
One of the core themes of the CS Principles course is broadening participation. So many students have had exposure to HTML, and they all use web sites. This is the interface they use to get at the information on the web. It is an immediate way to show abstraction in action.
Plus, as we transitioned to coding students were already used to the idea that formatting and exact punctuation matters. This let us focus on the tools of programming, like ifs and loops.
And of course, CS Principles is not all about programming. The Internet is one of the seven core principles, equal to programming.
So this summer I am reviewing what we did in CS Principles last year. Honestly this was one of the better units we covered. It tied into all of the big ideas and was something we referred back to the rest of the year.
On the other hand I am not crazy about how I taught HTML. It was a bit dry - too much lecture and we got a bit bogged down. Id like to reduce this to just 4 days.
Next year I plan on trying Thimble. This is offered by Mozilla and lets you type in the HTML interactively and see what happens immediately. It also points out errors right away.
What it Takes to Make a Computer Science Teacher
Ive had this conversation 5 or 6 times over the last few months. Always with teachers, always centered around respect.
And mostly about computer science education.
So Im going to go ahead and put this in writing. A good teacher can teach computer science. Not every computer scientist can teach.
Im not just pulling this from thin air. For the last 5 years Ive been deeply embedded in the process of training new computer science teachers. I ran a program of 30 new AP Computer Science programs across Virginia. Some teachers had programmed, some had not.
I also have a decade of experience running extracurricular programs in computer science. Weve had some wonderful and knowledgeable volunteers.
I trained math and history teachers, business teachers, turfgrass teachers. And yes, turfgrasses a real subject.
So what does it take to make a good computer science teacher?
First and foremost is command of the classroom. Someone who can get kids engaged in great learning activities. Teaching is an art, one that has to be developed just like any other skill set.
But we cant stop there. Too many teachers have been thrown into computer science class rooms without the base knowledge they need in order to teach the subject.
This sets the teacher and students up for frustration and ultimately, failure. Its not that experienced teacher cant do computer science, its that they dont know computer science.
Computer science is the only high school subject I know of where we take people who have never even taken a class in the subject and say to you gotta go teach this. Can you imagine a calculus or physics, or art teacher that had never taken the subject at college?
And in an era where are professional evaluations are very closely tied to student test scores, its a wonder anybody would take that risk.
So what does it take to be a good computer science teacher?
The bottom line is content. With a good classroom teacher and solid curriculum you create a situation where a teacher can succeed, which is the base of all student success.
Twelfth Week
Fifth grade students are responding to articles on TweenTribune.com. Take a look at some of the articles and read our text-to-self connections in the comments section. Our usernames start with our first name and end with our homeroom teachers last name.
Fourth grade is working on a data webquest. The link is posted on their grade level blog. We are finding the median, mode, and range of a series of data about shark attacks in different states over a period of 11 years. We will then use Excel to present the data in the form of a graph.
Third grade is continuing to work on their word problem solving skills using http://www.thinkingblocks.com/TryIt.html . During week 11, we practiced modeling our solutions to addition and subtraction word problems. This week, we are going to model our solutions to multiplication and division word problems.
Second grade has just finished up their persuasive performance assessments and will publish them with a Voki! We will create a character, background, and record ourselves reading our final draft. The Vokis will be posted on the second grade blog, so check back to see their hard work!
First grade is also working on solving word problems. We will be using Pixie to write a word problem, illustrate it, and record ourselves reading the word problem and explaining the solution. It may sound like a lot, but Pixie makes it easy!
Kindergarten will be using the FREE Sight Word Buddy program to practice identifying sight words. If you would like to download this FREE program at home, go to http://quiz-tree.com/sight-words-buddy.html .We will also visit a new link (http://www.sightwordswithsamson.com/sw/sight_words.asp ) on the kindergarten blog to get in some extra sight word practice.
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Fourth grade is working on a data webquest. The link is posted on their grade level blog. We are finding the median, mode, and range of a series of data about shark attacks in different states over a period of 11 years. We will then use Excel to present the data in the form of a graph.
Third grade is continuing to work on their word problem solving skills using http://www.thinkingblocks.com/TryIt.html . During week 11, we practiced modeling our solutions to addition and subtraction word problems. This week, we are going to model our solutions to multiplication and division word problems.
Second grade has just finished up their persuasive performance assessments and will publish them with a Voki! We will create a character, background, and record ourselves reading our final draft. The Vokis will be posted on the second grade blog, so check back to see their hard work!
First grade is also working on solving word problems. We will be using Pixie to write a word problem, illustrate it, and record ourselves reading the word problem and explaining the solution. It may sound like a lot, but Pixie makes it easy!
Kindergarten will be using the FREE Sight Word Buddy program to practice identifying sight words. If you would like to download this FREE program at home, go to http://quiz-tree.com/sight-words-buddy.html .We will also visit a new link (http://www.sightwordswithsamson.com/sw/sight_words.asp ) on the kindergarten blog to get in some extra sight word practice.
Data for Dates
My latest post is over on the CSTA site - Enjoy!
http://blog.acm.org/csta/
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http://blog.acm.org/csta/
Algorithms Doing the Robot Part 1
The CS Principles class just started Unit 4 - Algorithms this week. The intention is to teach them how to develop methods, and to use these methods to build algorithms.
In the class we are stuck with C++. There are good and bad things about this as a teaching language - I get a lot of strong opinions from folks about it. It is the language my county has chosen for this level of programming, so that is a debate for another day.
One benefit is the mechanics of creating a method are very similar to Java, and most of my students move on to take the APCS course.
Looking back over what we did last year overall they did learn the mechanics of methods. This is one of those topics that you teach, and you think they get it, and then three weeks later they have forgotten the whole business. For the current APCS course this is a big problem since the framework for most free response questions is a method.
On the other hand we got a bit too bogged down with C++ and didn’t spend enough time on algorithms. It is easy to do, I have taught C++ since it was the AP language over a decade ago and I have a ton of materials developed. As most people with small children know, February is flu/strep month so I was out a fair bit while we were covering this topic, and C++ worksheets make super sub-plans.
Algorithms are one of the core Big Ideas of CS Principles. The Learning Objectives that relate are:
LO 17: The student can develop an algorithm.
LO 21: The student can explain how programs implement algorithms.
These are being assessed though the Programming Portfolio. The Programming Portfolio item states that students must include "a description of the algorithms these programs implement". So at a minimum they need to be aware fo when they have developed an algorithm and articulate what it does.
You can find the full collection of CS Principles documents here. Many are still works in progress, but you can get a sense of where the course is going.
So this year I am trying to move beyond just teaching code and do more activities to build algorithmic thinking. More on that tomorrow.
Fifth Week
Third through fifth grade will be working on two programs, Type to Learn and Calculating Crew! We are all enjoying the typing program and are almost ready to take a typing test again to check our progress! Also, well be practicing our math skills using Calculating Crew which is a math program available on all of the computers in the main lab.
Second grade will be applying their graphing skills from their latest math unit using Graph Club 2.0. Well be matching graphs, creating our own, and printing some to take home with us!
First grade will be using Carnival Countdown and Zoo Zillions to apply their math skills and learn how to open and close a program.
Kindergarten will be reviewing KidPix (background, stamper, text) and creating a Thanksgiving decoration to take home with them.
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Second grade will be applying their graphing skills from their latest math unit using Graph Club 2.0. Well be matching graphs, creating our own, and printing some to take home with us!
First grade will be using Carnival Countdown and Zoo Zillions to apply their math skills and learn how to open and close a program.
Kindergarten will be reviewing KidPix (background, stamper, text) and creating a Thanksgiving decoration to take home with them.
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