{"id":5236,"date":"2018-02-22T22:10:47","date_gmt":"2018-02-23T05:10:47","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2018\/?p=5236"},"modified":"2018-02-22T22:10:47","modified_gmt":"2018-02-23T05:10:47","slug":"lfu-infused-programming","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2018\/2018\/02\/22\/lfu-infused-programming\/","title":{"rendered":"LfU Infused Programming"},"content":{"rendered":"<p><strong><u>LfU Infused Programming<\/u><\/strong><\/p>\n<p>Currently, I am about to start a programming mini-unit with my class. I\u2019ve mentioned it before, so I won\u2019t 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)<\/p>\n<p>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 \u201cbasic, functional\u201d programs. I believe LfU can be essential in taking students into the realm of the the advanced-functional.<\/p>\n<p><strong><u>Motivate<\/u><\/strong><\/p>\n<p>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.<\/p>\n<p><strong><u>Construct<\/u><\/strong><\/p>\n<p>Students would them be directed to \u2018look under the hood\u2019 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.<\/p>\n<p><strong><u>Reflect<\/u><\/strong><\/p>\n<p>For this final part of the journey, I would have students make a short 3-4 Google Slides presentation in which they:<\/p>\n<ul>\n<li>Highlight what made other games great<\/li>\n<li>Explain what programming went into the better parts of these games<\/li>\n<li>Discuss the challenges and successes of incorporating this coding into their own game<\/li>\n<\/ul>\n<p>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.<\/p>\n<p>Edelson, D.C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities.\u00a0<em>Journal of Research in Science Teaching,38<\/em>(3), 355-385<\/p>\n","protected":false},"excerpt":{"rendered":"<p>LfU Infused Programming Currently, I am about to start a programming mini-unit with my class. I\u2019ve mentioned it before, so I won\u2019t 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 [&hellip;]<\/p>\n","protected":false},"author":49876,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669391],"tags":[],"class_list":["post-5236","post","type-post","status-publish","format-standard","hentry","category-b-lfu"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5236","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/users\/49876"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/comments?post=5236"}],"version-history":[{"count":2,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5236\/revisions"}],"predecessor-version":[{"id":5238,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5236\/revisions\/5238"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/media?parent=5236"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/categories?post=5236"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/tags?post=5236"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}