While planning Wednesday’s Code Club during a snow day on Tuesday I came across the Code Club World project Ada’s Poetry Generator. This is a new project for me and I liked the way it introduced and used lists. Arrays and lists are extremely important data structures in programming – right up there with loops and variables. I’ve never introduced lists in Scratch before. I also liked how this project wasn’t a game but had the potential for a lot of creativity and fun.
I mocked up a project with Scratch Cat instead of Ada Lovelace. (I did talk briefly about Ada when introducing the project.)
I added some “talking” animation to Scratch Cat by duplicating costumes and morphing the mouth into different shapes. Then coding the costumes to change when the poem is “spoken”
Some students whined a bit about poetry and not a game but I ignored that because I knew they’d like it once they figured it out. I’m hoping someone chooses to make a MadLib or something similar for the final project. If not, I may see if we can use this in some language arts project.
Here are some nice examples:
Computer generating poetry with lists
This coder really liked gluteus maximus, and unhelpful list naming conventions.
Awesome animated mouth
This coder is my animator to be. He drew and animated the PacMan and Ghost being eaten costumes… then he coded the poem in the last few minutes.
These two below took the morphing a bit to the extreme but the coding (and poetry) is well done:
I enjoyed reading all the funny randomly generated poems that the students created. I was glad I choose this project for my Code Club.
Code Club is on a break until the end of February. Meanwhile 4th grade students have been coding during alternative recess opportunities when the lab is available.
I have seen a growing interest in coding in BeetleBlocks now that we have a 3d printer available to print artifacts and I am quite thrilled. Most 4th graders have had an introduction BeetleBlocks when we used it to print their names (I have one more 4th grade class to schedule), but printing names of their friends or teachers still interests them.
Some 3d printed names
Some are just curious to print a single shape – cube, cuboid or sphere. Spheres are the hardest to print – even with a small cuboid base, they don’t print very well. Students seem to love the prints that “blow up” as well as the successes.
I asked the snowman creator to add a cuboid below so the print would be successful, and it was.
Recently I printed a cannon that a student had made in BeetleBlocks for a social studies report on the Middle Ages. I asked him to break the code into 2 parts – the barrel and the base thinking that would help the print be successful. It printed out well enough. We glued it together with a 3d pen.
Cannon printed in 2 parts, glued together with a 3D pen
What surprises the students the most is the size of the print compared to what they see on the screen. Even though we went over the the numbers translate into millimeters. I try not to scale anything but instead make them go back to the code and change it there.
Recently I printed a pair of rings. There have been some other rings coded but this was the first project that reached the export to print stage. The 4th grader had started on Monday and measured her finger (with the mm calipers) to code a tube of that diameter. Then we added a sphere on the top. That was all we had time for on Monday. On Wednesday she came in with a list of code she had written down. She had worked on the project at home and didn’t know how to save it so she wrote down the code and brought it to school. She also measured her friend’s finger to print one customized for her.
A pair of printed rings
It only took a few minutes to print. The size will need some tweaking, but I suspect I will be printing more rings in the future. We’ve shared the project for others to see or use.
In September I wasn’t sure what 4th graders could do with BeetleBlocks and every week they surprise me with their creativity. I hope to report more on their explorations in the coming months.
Overall, I’m loving the independent projects that my two Code Club groups have chosen to create for their showcases. They are working hard, mostly, and progressing. As project manager, I’m not stressing about the coding that is happening.
Pair programming at recess
So instead of writing about managing the coding, I’d like to talk about behavior management. Here’s some things I’ve noticed:
- Code Club can be loud. Scratchers want to listen to their sound assets and want others to listen, too.
- Scratchers want to sit by their friends and share what they are doing.
- Scratchers want to have fun while they are learning and
- Ten-year olds enjoy the silliest things.
I don’t find anything wrong with these things. This is an after school club, not a classroom. I enjoy the energy and enthusiasm of a room full of Scratchers. However I do need to have control of the energy level and keep the chaos in the “fun” realm. I know what level of noise I can stand and manage. There are also some behaviors that push my buttons and times when I miss catching behaviors before they create problems.
Here’s a couple of things I work towards:
- Develop a routine. This is important enough to spend valuable time on. We gather at the beginning in a group, even if I’m not introducing anything. We check in with each other and set a plan for the 75 minutes. It helps settle the students into the club. I’d like to be better at setting up a routine at the end. I’m usually working with students on last minute coding crises right up until the parents show up.
- Get to know the students. I know the HSS Code Club students and they know me – we see each other at school but the students from my other club I have to get to know quickly. They don’t know me either.
- Set expectations. While we go over expectations during our first meeting, I rarely restate them unless something comes up. I do expect everyone to follow school rules, and respect others. “Friendly reminders” about those rules can serve as a warning.
- Be yourself. I’ve seen and tried a number of different classroom management styles. Some work for me and others don’t feel genuine when I use them.
For all that I’m a generally upbeat, cheery person, I do get grumpy and irritated. Too much noise makes it difficult to work on coding. Spinning around in the chairs or messing with the things in the computer lab – not okay. Playing with the whiteboard until it flakes out, argh (This issue became a discussion point at the beginning of the next meeting). Deleting someone’s code – hasn’t really happened on purpose but apologies must be made. I had to remove a student from Code Club one day, but we worked it out and the student was able to return the next week. I have to thank the school staff and administrators for their support for this one.
To close, I’ll state that every issue is different and, while I don’t always handle them as best as I could, there are not enough switch statements to code responses to all possible behaviors. In fact, I don’t think Scratch has switch/case statements.
Hour of Code or Computer Science Education Week was well received by the school this year. Every class from Kindergarten to 4th grade had the opportunity to work on one of Code.org’s Hour of Code tutorials during their computer lab time. This is Code.org’s third year of promoting a week of computer science education and I’ve supported them each year by introducing these tutorials to my students.
This year Minecraft and Moana were the big hits, as well as Angry Birds and Star Wars. The tutorial options are a great way to give students choice in the learning and they are so fun. Students can’t believe they can play Minecraft at school. I like the new Minecraft Designer tutorial. I felt it gave the students a peek at the code behind the game and allowed them a lot of freedom of choice and freedom to be goofy. What 8 year old wouldn’t want a chicken that lays diamonds! Meanwhile they don’t even realize how much they are learning about how to program.
1st grade Hour of Code activities
I do like to see who has that algorithmic thinking skill and is able to solve the tutorial puzzles independently. For 2nd graders in general, Moana and Minecraft have pretty difficult concepts, like algorithmic planning, iteration and events (in Minecraft Designer). Some of them look to each other for help, sometimes I have to read the directions to them, sometimes I have to be Steve or the boat so they can see how it turns in place and moves forward. One 2nd grader surprised me at how easy the tutorial was for him. I called him a Coding God (they are studying Ancient Greek Gods right now). He thought that was hilarious. I hope he signs up for Code Club when he is in 4th grade.
In addition to general class Hour of Code activities, my three math enrichment classes completed their Scratch math games. That’s 27 new math games coded by 8-10 year olds. Here are the 4th graders, and 3rd graders studios. This week they played each other’s games and gave feedback in terms of Two Stars and a Wish, as I have done in the past. I love this step in the game engineering process. The students have to take the time to notice and test each game and learn to give good feedback. I’m hoping we get time to improve the games based on the feedback they receive.
I will leave the option of Hour of Code activities for the rest of December – making it Month of Coding at our school!
I’m testing out the new Scratch Teacher Account option with the 3rd grade math class that I am working with.
The class is using Chromebooks so using Scratch 2.0 offline editor was not an option this time. Luckily I knew that Scratch was offering teacher accounts – I was there when they announced it at the Scratch@MIT Conference 2016.
It wasn’t difficult to set up my teacher account. After I was approved, I had to come up with 20 student account names. I wanted ones that had an easy pattern, were easy to spell, remember and would not identify the students in any way. I chose a “color-Sprite name” pattern, for example “bluegobo”.
Once I had all 20 accounts set up in my class, I printed out the account names, cut them apart, put them in a jar and had the students draw a random one out. I have recorded their names & account names together in case someone forgets, and for grading.
After we got logged into the Chromebooks and into their accounts, we started with some of the lessons I did last year with 3rd graders (see 3rd Grade Scratch Game Makers). I introduced drawing their initial with glides on the coordinate grid earlier than last year and they struggled with both their unfamiliarity with the program and with coordinate grids. I was somewhat disappointed with how the lesson went. I did more troubleshooting than I expected. After the hour lesson as over, I thought I would be able to see their projects but I realize now that I can only see projects they share. I didn’t think we got far enough in the coordinate grid project to have time to talk about sharing their projects.
I missed a week, but their math teacher had them work in their Scratch accounts even with me not there. She had them create a Halloween scene and said she was impressed that they were able log in and to make the Sprites move around. I’m impressed that she had them do Scratch without me. But it was a perfect segue into our Trick or Treat lesson on decisions in programming.
This time I remembered to save enough time for them to share and show their projects.
I know some of them didn’t feel they had enough time. But everyone enjoyed seeing their project playing out on the front board.
Note: no one noticed (that I heard) that what you type in has to exactly equal the answer for the “if” part to work.
Week 2 for Code Club happened.
We did an old project game called Felix and Herbert which I’ve done before. It’s not on the list of current Scratch project at Code Club World, but its simple concept with different movements- follow mouse movements- makes it a good second week project. It is a cat and mouse game and introduces some good game elements such as broadcasting and keeping score.
I allowed the students to pick any two Sprites – one to chase and one to be chased. This let to some creative pairings.
It also became important in debugging to know which Sprite was which. When introducing the project I did point out where it says “Test your project.” I let them know that this was a big part of programming. I think I’ll need to emphasize that each time. I notice a lot of creative testing – playing with sounds, looks, speed, scoring, but not much debugging or referring to the project pages when things don’t work.
At the beginning of Code Club, I decided, we would add a bit of reflection to our meeting. On Wednesday I asked how the first code club went? What were the successes and failures. Many noted that they ran out of time or weren’t able to get the sensing of the edge of the maze to work. I told them that it was a difficult task and if they were able to set up the Sprite to use the arrow keys, that was a success.
With Thursday’s group, I asked them to share one thing they found that they liked about Scratch. This time I asked for positive responses mostly because they’d only played with Scratch and hadn’t really tackled a whole project yet.
I enjoyed this reflection time. These are big groups and I don’t always get to connect with each student during our hour of coding. Afterward Code Club I do take the time to look at the projects they save, highlighting a few here and noting any trending issues. And, of course doing my own reflecting on this blog.
More green cheesypuffs
I must say that my volunteers are awesome! They work very hard fielding questions, debugging code, working with students. Even so, I think the students are asking for help too quickly. They need to look at the project more closely and begin to do a bit more problem solving themselves.
Tomorrow is our fifth Code Club Showcase. We have eleven projects to present. They are solid projects.
Over the last two weeks I wasn’t sure if we were going to be ready, but here we are. I’m actually impressed with the variety and the effort. Many students choose to work with a partner and those partnerships worked well. I would have liked to have seen more coding effort and algorithmic thinking but everyone seemed to have fun each week working on their projects.
New this time are projects like dress up. I haven’t seen a dress up project before in Code Club, but I think these two turned out well. The idea is simple. Pick the clothes for the Sprite and then decide on the Stage.
Most of the time was spent designing clothes, which has got to be the most fun in the mind of these two girls. Each of the clothing Sprites have the same code behind them.
The code sets the initial conditions and then makes a decision not to disappear if the Sprite (named Kate) is wearing the piece of clothing.
I can see improvements to the scripting to allow the Sprite to move in the chosen outfit. As well as other ideas that turns the Dress Up project into more of a Virtual Pet project.
We did a Virtual Pet project one week this session and one student decided to make a full blown virtual pet project for her individual project.
It is really cute and well coded. I find the directions she gives quite funny.