I Can Guess Your Secret Number with Magic Boxes

This is the magic box activity.

Here's how it works...

Ask a student to pick a secret number from 1-31. Alternately, they can pick the day they were born...I was born on the 11th, for example.

Next, ask the student if their number appears in each of the boxes (Orange, Yellow, Blue, Green, Pink) My number, 11, appears in Orange, Yellow and Green.

Add up the first number in each box that was identified as containing the number...1 + 2 + 8 = 11

Reveal the secret number to the student to gasps of shock and awe!

So, How Does It Work?

The boxes are built on the idea of Base 2 or Binary counting. Think about each number in the box being created by combining only the numbers 1, 2, 4, 8 & 16.  For example - 7 is constructed with 4 and 2 and 1 or 4+2+1 = 7

This is also binary code - or how a computer stores numbers using a series of 1's and 0's.  Think about it like a series of switches that are either on or off.  

• For 7, the switches would read ON, ON, ON, OFF, OFF or 11100 (111 actually). 
• 14 would read OFF, ON, ON, ON or 0111. 
• Here is a table showing the numbers from 1 -16. To create a number greater than 31 would require another column with the heading 32.

Want to learn more - explore the website Exploding Dots. I am just learning about the possibilities. I was fortunate to attend an mini-workshop put on by our Board's Math Team. I'm most keen to see how students will react when we explore this strategy for solving math problems. 

I sure wish I would have known about it in Grade 9. See how easy it is to combine like terms using dots and chart paper.) 

(3x2 + 2x + 1) + (4x2 + 3x + 2)

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!

Computational Thinking in Art -TLLP Activity 1

This spring, I will be presenting at the Thames Valley District School Board’s S.T.E.A.M. conference. When I put my application in, I was taking a risk. I agreed to present results from a few activities I had never tried. I wasn’t entirely sure what I was going to ask my students to do and I had no idea what they might create. I did know that I wanted to investigate one of the key pillars of computational thinking, decomposition.

Decomposition is, as it sounds, the breaking down of a complex problem or system into manageable parts. During this process, patterns are often revealed and a deeper, richer understanding of a solution can be reached.

In mathematics, the connections are obvious. Breaking a problem into smaller parts has always been a hallmark of problem solving methodology.  However, I wanted students to learn to develop this skill to investigate art and literacy.

CURRICULUM CONNECTIONS

Connections are numerous. I have highlighted a few from the Grade 5 Visual Arts & Language curriculum.

Visual Art D2.2 Grade 5 students are learning to explain how the elements and principles of design are used in their own and others’ art work to communicate meaning or understanding. EX:  Piet Mondrian’s paintings use colour, line, and geometric shape to create an impression of movement.  

Oral Communication 1.4 Grade 5 students are learning to demonstrate an understanding of the information and ideas in oral texts by summarizing important ideas and citing a variety of supporting details.

Oral Communication 1.7 Grade 5 students are learning to analyse oral texts and explain how specific elements in them contribute to meaning.

Reading 1.7 Grade 5 students are learning to analyse texts and explain how various elements in them contribute to meaning.

Writing 1.6 Grade 5 students are learning to  determine whether the ideas and information they have gathered are relevant, appropriate, and adequate for the purpose,

ACTIVITY 1

Students were organized, in advance, into 6 groups. I was sure that students with academic or language needs (I have a high ESL population) were separated into different groups. I also made sure that every group had at least two students with strong literacy skills.

I was fortunate to be accompanied by two Teacher Candidates from Althouse College at Western University. Consequently, each group had ready access to an adult who could help them (a) stay on task and (b) support them when challenged.

We began by looking at the concept of minimalism, using the following Google Slide Each group was provided with an editable copy of this slideshow on a Chromebook. This is important because the display on the Chromebook is far superior to that of a classroom projector.

After introducing four paintings by Yves Klein and Barnett Newman, students were encouraged to discuss their opinions and ideas about the pieces with these guiding questions.

Slide 7: In the space below type in Words that come to mind when you and your group first look at any of  these paintings.  Anything goes. Whatever words pop into your head. You don’t have to agree.

Slide 8: What do these paintings have in common?

What rules do the painters seem to be following?

Use the space below to type your ideas.

Slide 9: Can an artist tell a story with a painting like this one (or one of the others)

What story is he trying to tell? (Picture of Who’s afraid of red, yellow and blue)

Share your ideas in your group.

A member of the group was responsible for typing responses into the provided space.

You don’t have to a

Here is what one group chose to share (See Slides 7 - 10)

A class discussion followed and all ideas were shared. Responses were also screened with the class projector. A final conversations about minimalism and simplicity of design followed. Opinions were varied.

“It isn’t art, it is just three lines of paint. I could do that.”

“I’ll bet it looks better in real life.”

“It is art. It makes you think.”

 

EVALUATION

Anecdotal notes were taken to evaluate students on Visual Arts D2.2 (above) and the Learning Skill of Collaboration as outlined in the Growing Success Document

Page 17

The student:

• accepts various roles and an equitable share of work in a group;

• responds positively to the ideas, opinions, values, and traditions of others;

• builds healthy peer-to-peer relationships through personal and media-assisted interactions;

• works with others to resolve conflicts and build consensus to achieve group goals;

• shares information, resources, and expertise and promotes critical thinking to solve problems and make decisions.

RESULTS

Engagement was high and the discussion was rich. The students liked creating a story for the final picture “Who’s afraid of red, yellow and blue.” Students seemed comfortable sharing their ideas about the art piece because of the simplicity. This was a wonderful stepping stone to get to the next activity. All students met expectations and some exceeded it.

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!

  
  

Wile E. Coyote - Computational Thinking Genius

Throughout the summer, I have been trying to learn more about computational thinking. It is a commitment I made to myself, and my peers, when we applied for a grant through the Teacher Learning and Leadership Program (TLLP). I detail the first steps in that journey here. Computational thinking is a way of approaching problems using key fundamentals from the computer sciences. A comprehensive explanation of it can be found at this site but, simplified, it typically involves decomposing a problem in order to see patterns that can then be used to create a method (or algorithm) for solving other similar problems. My team and I are attempting to “investigate ways that students can use computational thinking, across the curriculum, to problem solve, create and remix - maximizing available technology.” At least, that is a quick “elevator pitch” of our goal.

I have been learning a lot about coding - the lessons available at code.org, Code Monkey and Scratch have been invaluable … and a lot of fun. The connections to math and science are easy and obvious.  However, I did want to put more thought into how I might introduce computational thinking into my teaching of both art and literacy. Eventually, a podcast led me to an unexpected revelation  - The cartoon team of Wile E. Coyote and his fleet-footed nemesis Roadrunner. It struck me that this classic Loony Tunes cartoon could be used to help teach both minimalism and writing within a framework. This is because each episode of the cartoon existed in a universe governed by a specific set of rules. Eleven, well articulated guidelines developed by the show's creator and animation director Chuck Jones to be followed by his writers.  

The rules were as follows:

1. The Road Runner cannot harm the Coyote except by going "meep, meep."

2. No outside force can harm the Coyote -- only his own ineptitude or the failure of ACME products. Trains and trucks were the exception from time to time.

3. The Coyote could stop anytime -- if he were not a fanatic.

4. No dialogue ever, except "meep, meep" and yowling in pain.

5. The Road Runner must stay on the road -- for no other reason than that he's a roadrunner.

6. All action must be confined to the natural environment of the two characters -- the southwest American desert.

7. All tools, weapons, or mechanical conveniences must be obtained from the ACME Corporation.

8. Whenever possible, make gravity the Coyote's greatest enemy.

9. The Coyote is always more humiliated than harmed by his failures.

10. The audience's sympathy must remain with the Coyote.

11. The Coyote is not allowed to catch or eat the Road Runner.

So, here is my idea for a couple lessons and a culminating activity

The students and I could start by exploring the art work of well known minimalists (perhaps a few paintings by Yves Klein and Barnett Newman). Without introducing the term, minimalism, I will allow the students to decompose the art form to discover its essential elements. This interactive Google Slide could be shared with small groups for inquiry and discussion.

This will lead us to a brief discussion of minimalism - perhaps even investigating the music of modern composer Phillip Glass - and organize the rules that these artists embrace.

Once we have explored the elements of minimalism we will view two or three cartoons featuring Wile E. Coyote and the Roadrunner. The students will work in groups to determine the rules that they feel govern this cartoon world. I suspect that, after we debrief as a class and share our findings, we will uncover most of these rules through our own inquiry.

Students can now be tasked with writing their own episode - using either a script, storyboard or live tableaux format - respecting the rules decreed by Chuck Jones. As a group, they will present their script to the class. I will encourage them to explore as many Rube Goldberg-style devices as possible as their Wile E. Coyote character exhausts the warehouses at the ACME corporation. This video by the band OK GO is an additional way to introduce Rube Goldberg.

It will take a few test runs to formalize the efficacy of this series of lessons and activities. I will also fine tune it with the help of my TLLP team. In the end, I hope this serves to connect Computational Thinking to several Art Strands (Visual, Musical, Dramatic) and Literacy strands (Writing, Story Boarding, Oral Presentation) from the Ontario Curriculum.

As a side note, the funny pseudo-Latin names given to our titular characters (carnivorous vulgarus & acceleratii incredibus respectively) leads nicely into Grade 6 Science - Life Systems)