Haiku Coding Activity for Grade 5 -TLLP Activity 2

This is the second in a series of blogs connected to the Teacher Learning and Leadership (TLLP) of which I am a part. Our goal was to “Investigate ways that students can use Computational Thinking, across the Curriculum, to problem solve, create and remix - maximizing available technology.”

I need to thank Scott McKenzie @ScottMcKenzie27 for this great idea. He let me know that he got it from Kim Gill @Gill_Ville. Regardless, I am sharing it because it has so many great curriculum connections and it really "bumped-up" a Haiku activity that had gotten stale for me.  Additionally, it allows even early English Language Learners to experience wonderful success.  Finally, there are some great connections to decomposition in Computational Thinking.

A few Curriculum Connections taken from Ontario Grade 5 Writing

1.1 identify the topic, purpose, and audience for a variety of writing form.

1.2 generate ideas about a potential topic using a variety of strategies and resources.

2.6 identify elements of their writing that need improvement, using feedback from the teacher and peers, with a focus on specific features.

2.7 make revisions to improve the content, clarity, and interest of their written work, using several types of strategies.

2.4 use sentences of different lengths and structures.

3.8 produce pieces of published work to meet identified criteria based on the expectations related to content, organization, style, use of conventions, and use of presentation strategies.

Procedure

1./ Introduce Haiku to students by way of this book “Guyku: A Year of Haiku for Boys” by Bob Raczka and Peter H. Reynolds. This makes the idea of this poetry more accessible to boys who are, sometimes, a little more reluctant to create poetry. There are also some great resources and activities at that website.

2./ Allow the students the opportunity to recognize the pattern themselves? What do all of these poems have in common? This is decomposition - the first step in Computational Thinking.

• Three lines - not rhyming.
• 5 syllables followed by 7 syllables followed by 5 syllables,
• Each poem tells a short story or has a complete idea.

3./ Lots of scrap paper, pencils and GO!  

• Let them create.
• At least three is the expectations, but there is no limit on creativity.
• Reinforce the idea of tinkering - massage the language to get more from less.
• Encourage sharing and, most importantly, syllable counting and checking.

4./ Have them select a favourite and present it using two sprites on Scratch. One sprite to read the poem, while the other claps or drums or meows the syllables. Additionally, they are to add a variable counter for Haiku Lines and Syllables.  

My students were familiar with Scratch, but at different stages of proficiency. My mid-year arrivals are still beginners, while others in the class have long since eclipsed my skill level.

I used this example as a guideline. It also provided me with a comfortable way to introduce the upcoming Health Unit on Human Development and Puberty.

• Struggling students were allowed to use my code and remix it.
• Students with limited proficiency copied code from handouts, and were encouraged to look for patterns that could be duplicated.
• Students comfortable with the program created it on their own - referencing my code when necessary.
• Advanced students were encouraged to find a more interesting approach to the code and the final product.

We shared our final products on Edmodo in order to allow other students to offer positive feedback.

Here are some examples.  Nevaeh's Haiku Diya's Haiku Hadil (ESL) Haiku

Have Fun!

2016 Reflections

My summer goal was to have 12 posts published this year. if I can finish this entry in the next two hours, I will exceed that expectation - with plenty of time to see the puck drop at the Canada vs U.S.A World Junior hockey game. So, here is a quick reflection of some of the best things that happened to me in education in 2016.

TLLP

I, along with a group of highly motivated colleagues from three Thames Valley schools, successfully applied for a grant through the Ontario Government’s Teacher Learning and Leadership Program (TLLP). With the money from the grant, I was fortunate enough to attend two conferences, the TLLP Learning Summit in May and then the Bring it Together (BIT) Conference in November. Additionally, we secured plenty of new technology (Chromebooks, IPads, Spheros, Ozobots, Dash & Dot) for our schools. We were also provided with release time to learn how to use them in our classrooms with an eye toward a  changing curriculum that necessarily embraces coding and computational thinking.

My understanding of both coding and computational thinking grew by leaps and bounds through this wonderful opportunity. I benefited greatly from the experiences of both my "Grant Colleagues" and from the many, passionate educators who shared their knowledge at these informative events. It has also helped me build my Professional Learning Network through Twitter and that has become an invaluable resource.

Lego Mindstorms EV3 Robots

I was also fortunate enough to be selected by my Principal to attend three, half-day, workshop sessions to learn about Lego Mindstorm EV3 Robots. Eight of these high-tech kits were purchased for our school and I have been asked to learn how to incorporate them into the Junior curriculum. After this year, I will provide the resources and support required for other teachers to share them in their classrooms. My students and I explored the  DRiVe Inquiry Approach supported by the Thames Valley board and took on a number of coding challenges. These included the navigation of a floor hockey stick maze and programming the robotic arms to throw a ping-pong ball. I am keen to expand my understanding in the first few months of the 2017 school year so that I have much to offer my colleagues when they explore the kits.

Feedback Driven Evaluation

For several year, I have been trying to move student focus away from “marks” and toward “feedback”. This year, I have had increased success. I have made it a priority to give prompt, written feedback with both "Next Steps" and constructive praise through this version of a no marks rubric*.

(*A rubric is a document that articulates the expectations of an assignment. It often includes some form of mark)

Some challenges have persisted

• Parents and students still think in terms of marks - the question: “Did I get an A?” is hard to shake.
• Report Cards still require "Letter Grades". Consequently, I eventually have to quantify this feedback and distill it to a mark.

However, this approach has been most enhanced by two changes in my practice. The first is incorporating more “ongoing feedback" during an activity.  This is typically provided through Google Classroom and Google Documents. For example, a student completing a writing task will submit it after the completion of a first draft. I will provide feedback for some of the work and encourage them to review their work with my recommendations in mind. Google Docs "suggestion" feature is wonderful for this process.

Additionally, I have encouraged students to make a copy of the rubric and self-evaluate. If they are able to self-reflect and determine their own “Next Steps” they have time to make the changes. Not only does this encourage students to be critical of their own work, it also inspires personal celebration. Students benefit greatly from discovering the intrinsic value of work that is well done.

Well, “game time” approaches. I think I will end things here. 2016 was a year of growth for me and I experienced many successes. I enthusiastically look forward to 2017 and I hope to write my next post before the first week is over...however, with report cards looming, I make no promises.

Thanks for reading.

Happy New Year!

  
  

Summer Goals

My summer officially started today, Friday, July 8th. It was slightly delayed because I had the opportunity to teach a course with fellow educators that was sponsored by the Elementary Teacher’s Federation of Ontario (ETFO). The course was designed to help teachers transition to a Blended Classroom environment in the Junior Grades (4-6). Overall, it seemed to be well received by participants.

I am now looking at approximately 60 days before greeting my new Grade 5/6 class. Past summers have taught me that, left to my own devices, I will increasingly accomplish less. I have learned that I need to plan ahead and I must set the same S.M.A.R.T. goals I encourage my students to embrace. I need to be sure that my summer has some clear objectives that will keep me from too many late nights playing video games and/or watching television. I am also fighting a losing battle with my waistline. Although an extra ten pounds over the winter is understandable, gaining weight in temperate weather is just sad. (You can read between the lines and add "drinking beers" and "eating junk food" to my list of summer distractions.

With that in mind. Here is what I want to get done.

• Continue the 365 miles in 365 days challenge . I am currently at mile 208 on Day 190!
• Advance my TLLP Ontario Grant journey by mastering more at Code.org and Scratch(ed)
• Reorganize my math lessons based on computational thinking strategies provided here
• Read the book Invent to Learn
• Continue to practice my Spanish daily, using Rosetta Stone and Duolingo
• Write at least 6 blog entries (one every ten days) by the end of the summer.
• Learn 3 songs on the guitar that I can use in the classroom next year. This one for sure.
• Get more comfortable with the Lego Mindstorms EV3 robots for next year.

Beyond this, I still plan to have an awesome summer with my family and friends close to me as often as possible - with lots of beer, food, kayaking, hiking, campfires, laughs...a Mud Hero obstacle course race with my sister and, a 10 day vacation in Halifax, Charlottetown and Cape Breton to celebrate my 30th Anniversary with my wife! Perhaps I should reconsider the “A” in S.M.A.R.T. goals. These may not all be achievable - but it will be a great summer trying! I hope your summer is wonderful too.

The Start of My TLLP Journey

About a year ago, my principal approached me and asked if I was interested in getting involved with a grant proposal. Thinking back on that day, I have a vague recollection of this having something to do with technology in the classroom (an interest of mine). I also remember that there was mention of a “guru” from another school that was going to do a lot of the initial paperwork. (That's a plus!)

“Would you be interested?” my principal asked. All she needed was a commitment from a few staff members (including me) and a signature on a document.

At the time, I was intrigued, but also distracted. I’ll admit, "distracted and curious" is modus operandi for me at the best of times. Staff at my school will attest that I am regularly staring at my phone as I walk down the hall. Typically, I am reading an article, perusing the news or scanning my PLN on Twitter.

Looking back on that day, I suppose I realized that I would have more time to evaluate this opportunity at a later date. So, I signed the document and moved on.

I should mention that this event coincided with some significant challenges in my teaching career. At the time, I was moving to a new classroom and changing my assignment from Grade 4 to Grade 5/6. Consequently, I had been pouring over unfamiliar curriculum documents while trying to incorporate more technology into my classroom. WiFi had recently been installed at our school and I knew I would have increased access to Chromebooks. I really wanted to step-up my efforts to be a Google Educator.

Additionally, I was a Workplace Steward and we were navigating the challenges of increased job actions due a year long contract battle with the government. There was also volleyball season (I was a coach and a regional convenor). Needless to say, in the chaos of first few months of the new school year, the “grant” had slipped my mind.

Early this spring, I was reminded of my commitment. This time, things had settled in my world and I was less distracted and far more intrigued. I found out that the grant was part of an ongoing project. It was geared toward experienced teachers who are passionate about their practice and want to share their ideas with others. By choosing to participate, I would be provided with release time to hone my professional practice and my skills. I would also have access to additional funding to spend on technology for use in my classroom and at our school. More information on this grant can be found here. Needless to say, I was glad I had signed up and was delighted to understand fully that this was the type of opportunity for which I had been looking.

A few weeks later, I learned that I had been selected by my administration to attend a three day conference in Toronto as the representative from our school. If I didn’t have enough incentive before - I certainly did now. There is something wonderfully energizing about being trusted through a generous opportunity. I began to investigate our grant with renewed vigour. I got a chance to meet with the aforementioned “guru”, Michelle, and I also got to meet my conference partner from our companion school, Kari. I looked at the initiative with fresh eyes.

The long version of our grant proposal reads as follows:

We hope to explore, implement and evaluate coding and computational thinking in the K-8 classroom. Computational Thinking (CT) includes computer programming (ie: coding) and means problem solving, understanding and designing systems and understanding human behaviour (Wing, 2006; 2008 p 3717). We will investigate how CT can be useful for learning the mathematical processes outlined in the Ontario Mathematics Curriculum as well as the 21st Century Skills championed in Ontario and around the world. Complementing our board’s recent initiative with Science, Technology, Engineering, Arts & Math (S.T.E.A.M.) this project will investigate four pedagogical phases CT: unplugged, making, tinkering and remixing. (Floyd, Kafai, Khan, Kotsopoulis, Morrison, Namukasa et al 2015) . We will also explore how CT manifests in the physical world through tangible materials such as robots, circuits and micro-controllers.

In my next entry, I hope to distil that to 25 words or fewer and update my experiences at the 10th Annual TLLP Conference in Toronto.