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OUR STORY: CODING INQUIRY PROJECTGRADE 3/4 NUSDEH YOH
PLACE
• Nusdeh Yoh is an Aboriginal choice school for grades K-7 located downtown
Prince George on the traditional territory of the Lheidli T'enneh territory, the
place where the rivers meet. As an Aboriginal choice school our learning is
based in Aboriginal pedagogy which focusses on the land and its teachings.
Our school wants our student’s to have a strong connection to the environment
and community. Becoming leaders who honour and care for our community
and the future.
PEOPLE
• Team members: Marianne Brown, Noelle Pepin, Katie Marren, Leona Prince
• Grade 3/4 students
• Co-Teach Coding lessons once a week
• SET-BC provided 11 laptops in November 2016
PARTICIPANTS
• Grade 3/4 students
• Classroom Teacher
• ELL Maker Teacher
• District Resource Teacher
Conditions for Learning
Differentiation/UDL
• Vice-Principal
Stretches
Groupwork
Math CultureCoding
background
LiteracyStrengths
Group Dynamics
Hands on learning
ArtCommunication
Skills
SET BC INQUIRY QUESTIONS:
• Can coding be used as a vehicle to teach applied design to all students in a
diverse classroom? Yes
• Will the student’s involved in individual or group projects increase oral
language and collaboration skills over the year? Yes, coding and Makerspace
times has given them specific vocabulary as well as some collaboration skills.
• How can we as teachers/students explore Aboriginal culture and teachings with
coding and making? The students and teachers explored coding through
beading and also during their makerspace time which incorporated ADST
curriculum.
JOURNEY
ScratchCode.orgTactile
LessonsPaper Lessons
MAKERSPACE:
• Follow on twitter: @INDIGital_space
• Whole school Maker program
• Building a Maker culture in our school.
• 3 Maker teachers go into intermediate classes (2 Maker teachers in primary classes)for
1hour while classroom teacher does assessment.
• Planning for maker projects revolves around the learning objectives that we set out based
around student needs and interest.
• Makerspace supports literacy intervention by providing time for teachers to complete
assessments.
• ELL objectives are completed through maker processes (team work, discussions around
projects, communicating needs to each other and teachers).
STUDENTGoals Progress
Become active participant’s in their
learning
Student’s are more vocal about what they
need and practicing “troubleshooting” the
problem before asking for help from an
adult
Students are asking other students for help.
Increase oral language The student’s are using specific vocabulary
linked to coding, for example “debugging”.
Increase collaboration skills One student asked in relation to makerspace
“When are we going to work together
again, in groups?”
TEACHERGoal Progress
Increase digital
literacy
Marianne: Attended BC Tech Summit (2017)
Learning scratch along with the students
Noelle
Presented District Pro-D: Coding without a computer, Integrating
Maker Culture in your school, Implementing Maker Culture in your
school.
Interviewed for Learn BC (March 2017) Code-ifying the
curriculum
Masters Project: Beaded Tweets: Bringing the Digital into the
physical
Future Presentations:
PAS Superconference (Vancouver, Oct 2017)
Indspire National Gathering (Montreal,Nov 2017)
Goal Progress
Integrate
Aboriginal
Culture
Marianne: Drumming with Class, Seasonal observations of
the environment.
Leona and Noelle
Inspire Webinars:
Incorporating Maker Education into your Classroom with an
Indigenous Worldview
Indigenous Maker Culture and Place-Based Learning
Joined the Successful Practices Committee for Inspire
START UP/INSPIRATION
• Art based
• Graph Paper
• Minecraft
• Video games
• Focus on: Algorithm? Proofreading? Debugging?
START-UP MATERIALS
The different grid size allowed for
Differentiation.
Students could challenge
themselves with smaller squares or
use the larger squares to get
accustomed to the task.
PI CITYSCAPE
• Pi Cityscape: It can be Pi in the sky- a cityscape picture made from the digits
of Pi
HALLOWEEN CODE
GRAPH PAPER START-UP
• The graph paper activities provided an opportunity to see where students
were at or most comfortable
• Translation of images to number and vice versa
• Curriculum connections to graphing in mathematics, language arts
following/giving directions
• Students were also given the chance to self-assess, we did not prescribe size
of graph paper to students we allowed for choice.
DESIGN A PATH
Algorithm: a process or set of rules to be followed in calculations or other problem-solving
operations, especially by a computer.
PIXEL ART
CODE/BEAD YOUR NAME WITH PONY BEADS
BEADING OUR NAMES IN CODE
• Introduction to ASCII code: students used the ASCII to encode their names using pony
beads. Each letter of the alphabet can be represented in ASCII as an eight-digit
combination of 0s and 1s. Students chose two colours of beads to represent the 0s
and 1s and then used tables to translate their names into ASCII code on beaded
necklaces or bracelets.
• It’s visual, hands on learning; making a very abstract concept tangible
• The lesson extended into discussions about translation, proofreading and debugging,
as well as cross-curricular connections to culture, identity, mathematics and literacy.
• Gordon Li was a visitor in our classroom that day
VISIT FROM GORDON LI
• “The students were
creating something
they connected with
on an immediate level
while learning the
very foundations of
coding.”
- Gordon Li, Learn
(March 2017)
https://www.bcteacherregulation.ca/documents/Learn/LearnMagazine
_Current.pdf#page=4
HANDS ON/PHYSICAL LEARNING
CODE.ORG
Several students have moved
onto to course 2 before
becoming engrossed in Scratch.
SCRATCH
BENEFITS OF STARTING WITHOUT A COMPUTER
• They can relate computational thinking beyond the computer if start with
paper or other tangible ways of coding
• Provides access points for all students
• Connect to their experiences
• Realizing that coding can be done without a computer which is very important
to our students because they have limited access to technology.
REFLECTION
“This has been an amazing experience. I’m glad we applied for and received this
grant. My students surprised me in their ability to quickly adapt to coding language
and how fast they picked up Scratch. They loved to create images and ‘cartoons’ on
Scratch, but in reality in the end – they enjoyed all the different aspects of this
project. As a classroom teacher, I will definitely teach this again (with less
trepidation).”
Marianne Brown
Nusdeh Yoh Grade 3/4 Teacher
REFLECTION
“It was a wonderful learning experience for both myself and the students. The progress I’ve
seen in the grade 3/4’s in both coding and makerspace is phenomenal. Student’s have gone
from not being able to piece of paper to asking to be in groups. This project has made me
more focused on how we can express culture through modern technology or vice versa;
viewing social media networks/Coding/ADST through a cultural lens.”
Noelle Pepin
Nusdeh Yoh ELL/Maker Teacher
@noelle_pepin
REFLECTION
“My role in the SetBC project was one of support. I came in once/week to support the execution
of the lessons. What I learned far outweighed any of the support that I provided. The hands-on
learning, tied in to the aboriginal context and content was a powerful vehicle for student
engagement, access and learning. This project supported access for ALL. There was not one
student that wasn’t engaged, had to have an alternate lesson or was not able to access the
learning. The most at-risk learners were fully engaged in all of the lessons. The project began
where the students were at, and built each time towards the next step. The physical
representations of learning that the students produced were all unique, thoughtful and
representative of innovation and connection. The work done by the team at Nusdeh Yoh is, by
far, some of the best work I have seen across school district #57.”
Katie Marren
District Resource Teacher Conditions for Learning ~ Differentiation/UDL
RESOURCES
• Twitter: @INDIGital_space, @noelle_pepin
• Code.org
• Learn BC (March 2017) Code-ifying the curriculum
• Code BC: http://codebc.ca/
• CUE BC: http://cuebc.ca/cue/2016/01/21/bcs-new-coding-curriculum/
• Lightbot: https://lightbot.com/
• Thinkersmith Travelling circuits: https://csedweek.org/files/CSEDrobotics.pdf