LfU Infused Programming
Currently, I am about to start a programming mini-unit with my class. I’ve mentioned it before, so I won’t go into too much background, but its purpose is to help wrap up our unit on electricity. I feel that the LfU model of motivation, construction and refinement could breathe life into students learning how to effectively code. (Edelson, 2001)
This project involves students using the program Scratch. They have some previous understanding of it from past years. However, the goal of the past was to make “basic, functional” programs. I believe LfU can be essential in taking students into the realm of the the advanced-functional.
Motivate
I would start this LfU-based activity by having students explore different games created on Scratch. Have them create a short-list of games that they think are excellent, both in fun and quality. Students will then create a list of attributes detailing what makes these games so great. The goal of this portion is to let students realize how far the Scratch program can take them, and also have them asking questions about how exactly others were able to create such robust programs.
Construct
Students would them be directed to ‘look under the hood’ of these top-notch games and see how exactly they were programmed. Much of the methods will be new to them, but should conceptually make sense based on their previous experience. Through exploring, tweaking and changing some of this code, students will be able to understand how to build and manipulate more advanced elements. I would then challenge them to add 1 or 2 of these elements to a Scratch game that they created last year.
Reflect
For this final part of the journey, I would have students make a short 3-4 Google Slides presentation in which they:
- Highlight what made other games great
- Explain what programming went into the better parts of these games
- Discuss the challenges and successes of incorporating this coding into their own game
I would also emphasize the importance of including screenshots in their presentation as it will let us grasp what they are communicating far easier. This both gives them an opportunity to think through the learning and process it further through sharing.
Edelson, D.C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching,38(3), 355-385
Thank you for sharing your plan for using Scratch. I enjoyed reading your plan on how to motivate your students by having them explore Scratch program. I find exploration to be essential and important in all lessons but sometimes as educators I feel like we rush this part as we have to get to the “content” part . Do you find this happens within your lessons?
Hi Caleb
I like the fact that you shared your ideas with Scratch. When I was teaching students Flash and gaming, I would also ask the students to look under the hood and make changes to the game to make their own.
I wonder what if there is a different perspective when considering what makes “other games great” for students, teachers, parents?
A good next step might be to consider a team approach. If you look at the credits for those making computer games — the list is endless. There is the programming aspect, however, there is sound and graphics and usability.
Christopher
Hello Caleb,
Thanks for mentioning coding- the “new literacy”. Being an elementary teacher, my hope is to motivate, construct and reflect using coding at an earlier age so that when they come you they will be more familiar with the Lfu framework. I have my students use ScratchJr. and the love using Lightbot.
Currently, do most of your students are familiar with coding? How can elementary teachers help to facilitate those coding skills needed in the upper grades?
~Mary
Hello Caleb,
I found your post quite interesting as it involves programming and LfU. I believe the model you have played out is a great one for any programming unit. Being a huge proponent of coding I also believe that a sufficient amount of work must be put in to facilitate deeper thinking. I think the three step unit plan you have here provides for that.
I’d be interested to find out how the unit turns out in comparison to others you have done.
Hey Everyone,
Thanks so much for the replies! I totally agree with you all that coding is fast becoming an essential area of learning for students. Here in Alberta we are going through some curriculum re-design. I am really hoping that coding and other ‘new literacies’ are heavily featured.
Caleb,
I have some friends on the Alberta curriculum re-design committees, they have informed me that digital literacy will be infused into the subject areas.
Hey Mary,
That is great news! Now my only hope is that they are able to provide us with some excellent programs to teach with, on the level of code.org. If we are going to do it, gotta do it right!