D82: Re-thinking the practice explore

AP CSP
Students turned in their practice Explore task and did presentations on it.  Last year I liked the presentations, but this year felt a bit "blah".  I think the hardest thing for students was NOT looking at their cell phones for the time period.   Next year, I think I will make it a "scavenger hunt" sort of thing - I will have half the class "present" their project to small groups of students, and students will have to interview each other about their innovation.  Then we will switch to the other half of the class.  I think that will make the time period more interactive.  I think I also could probably do this in an hour and I could give students the final time period to work on the "real" explore.

Concepts
We did this Desmos activity as our final.  This was actually a student's idea... here is what is good/bad about it:

• Good:
• It certainly reinforced the growth mindset and problem solving that I have been trying to stress all year long
• Students worked the whole time - few students took up the "above and beyond" option but I feel like typically when I give a test to this group, they will just try to write down numbers as fast as possible and turn in some pretty crummy work.   That didn't happen here.
• Bad:
• I think I needed to work in some additional reflection questions here to be graded.  
• I am concerned that this shows that students are able to guess and check more than they are able to graph linear and quadratic equations.  It probably does a bit of both. 
• We did not cover exponential growth here, so it wasn't as comprehensive as a MC final I could have given. 

Overall, if I teach this again, I think I would do a desmos final again.  I would add in some reflection questions and perhaps only give 2-3 extra credit problems so students don't get overwhelmed. 

One Good Thing
I graded students practice PTs and they were actually pretty good!  I was a bit releaved that they followed the directions pretty well!  We start the "real" task tomorrow so I'm feeling pretty good about it.

D81: A new way to give feedback

I actually didn't miss a day here, we had a snow day - that is what 10 inches of snow will do! Exams started today, but I still needed to grade my CSA students processing project.  I had them all start up a computer with their code on it, put a post-it note with their name on the screen, and then put it on one of my two open tables.  While they took their test, I graded their code.

First hour, I graded it and wrote comments in the grade book.  When I was done with their computer, I shut it down.  I'm not sure if students actually look at the comments, but I felt like I needed to give some feedback to students beyond just a number.

Second hour I had one student that I wanted to make sure she got the feedback.  I wrote the feedback on to the post-it so I could give it to her when the test was done... then I realized, "Wait, I can do this for everyone!"

So I did!  Then, when each student was done with their test, I left the post-it note with feedback back at their table which I felt was a nice way for them to hear something (usually good) about their code right after they took the test.

This is what it looked like.

2 of many computers with names on it.

Post-it notes with feedback on it.

I still walked around the room every few minutes to make my presence known and orientated myself so I was facing the class at all times, but it worked out pretty well.  For some students, I even asked questions via post-it about their code.  A few students came up to me afterwards to talk more about it.

This seemed to work well - it allowed me to give feedback and grade pretty efficiently.  I think it was important for students to know what they did well or could have done differently to make their code more effective.

Next semester my classes will be a bit larger which might make it more difficult to do this strategy, but it might be worth trying again.

D80: Hands on probability in concepts

AP CSA

We tried making our images into GIFs... it didn't work out so hot.  That means that the first day of second semester, we will do a screen capture instead.  I fear we are losing a bit of the AP content here, BUT, it is important for students to have authentic audiences.

AP CSP
Students are working on their semester project.  I feel like a lot of students are behind, but I also have seen a TON of off-task behavior. For that reason, I feel ok with what I am asking students to do.

Concepts
We finished up the experimental vs theoretical probability activity from NCTM.  That went over well.  The more interactive, the better for students!

One Good Thing
I am testing out doing a desmos activity final in concepts this year.  I love trying new things!

D78: SKUNK for the win

AP CSA
Work continued on projects... I think it seems to be a good exercise on logic but I am not sure how advanced we are getting.  I would love to think of projects that require more advanced techniques.   Recursion I think we can do using fractals which will be fun.

AP CSP
We worked on the explore - students have 2 more days in class to get this done and I am a bit concerned they won't make it in time.  Fingers crossed!

Concepts
I introduced probability more in depth today through NCTM's SKUNK activity.  Students needed to play at least 3 rounds of the game to be able to start thinking about strategy - 4 or 5 maybe even better. 

It was a great way to introduce chance/choice and start thinking about how frequently they should expect different outcomes.

One Good Thing
I had my HS students go to our MS to talk about computer science.  I am hoping this is helpful for students and entices more students to try out CS.

D77: Wins and losses

AP CSA
Win: Students are getting into their projects.  EVERY HOUR just sat when the bell rung, working hard at it.  It was cool.

Loss: I wish we could do more of this... I am hoping we get the grant for next year!

AP CSP
Win: I think I set up something good for the future.  I had students look at their spaceship algorithm and see if it would meet the college board definition.  I had them screen shot it and after break, when we start up again, we are going to re-visit that topic.  Then we started talking about the explore.  I have been living so day-by-day in that class, I am feeling good about what was said there.

Loss: Some students feel like this class is "too easy".  I don't know what a "math elective" should look like.  I don't know what "too easy" even means.  Looking at the code that was written... let's just say not everyone feels that way.  I need to remember, I am teaching this class for the students who thought they might not "be" CS people.  Not for the kid who thinks they are infallible.

Concepts
Win:  Cracking down on behavior.  It is exhausting but needed.  In the long term it will be good.  I am thinking of having my para be cell phone enforcer.

Loss: A kid told me that I "don't care".  That hurts.  It does.  Although, I need to remember that the student literally said that if they are having a bad day they should be able to be jerks and ignore anything said to them.  That's not going to be the reality.   We did have a conversation about how if physically I am sick, class might not be the right place for me.  Likewise, if a student is psychologically unwell, class might not be the right place for them as well.  I think I believe that.  A bigger plan needs to be put into place to help students struggling with mental health issues in class.

One Good Thing
I just love how students are connecting to this project in AP CSA.  That makes me happy.

D76: A little help here?!

AP CSA
We started our processing project today.  First hour I told students, "GO!  Do cool things!!".  They were like "huh?".

So second and third hour I got them started.  We did a boiler plate together with a settings function, a setup function and a draw function.  Then we made a class together for a sun.  I channeled my inner Upperline to demonstrate using the reference for filling the sun, or getting rid of the outline, etc.   I think that has made a big difference - I try to stick with it too.  When a student asks me "how do I...", I have them open up the reference and we look at it together.

Students will have all week to work on that.  I told them that they should be working on it all week - If they are "done" I will find extensions for them... usually that isn't as much fun as the extensions they make for themselves.

It worked a ton better when I gave them a boiler plate for the runner class and an object class.  Lesson learned!

AP CSP
I think the 41 student class is starting to catch up with me.  As a group, I think we need to slow down - there are some people who are getting it, but it is not the majority.

Second semester I think we are going to start with a chat bot lab and have all students do a complete "Create" write-up from there.

I also want students to submit their "algorithm" components for us to do a sort of different algorithm's that meet or don't meet the criteria.

We start the explore project tomorrow.

Concepts
It was also registration day today.  I was trying to make a push to get more CSP students so we did an hour of code today in concepts.

One Good Thing
I think this is a good thing - I am trying to crack down on disrespectful behavior.  There is tons of over-the-top responses in Concepts.  I am pointing out that the behavior is disrespectful and setting more clear expectations.

D75: Who gets it

Disclaimer here - I always bemoan the fact that teachers complain about students who don't "get" the content.  It is literally a teacher's job to make sure students "get" the content.  Teachers need to meet students where they are at, but at the same time the student does have a responsibility to follow along to a certain extent.

To put this in images of cute animals... a student cannot be doing this:

But honestly most my students who don't get it are more like this:

... just a tinge distracted.  Honestly, if I could find a dog staring at a SmartPhone, that would probably be the best representation of why my students struggle.  I try to crack down on smart phones, but with laptops out, it is SUPER easy to hide them... ugh... another rant for another day...

BUT...

Here's what happened today.

AP CSA: 
Students took a test on ArrayLists.  I think I over-prepared them a tinge for the test.  I think next year I want to re-examine the multiple choice test and make it a bit more rigorous.  Overall students did well which was a good thing.

It is interesting that I have some students who had slid off the A train earlier in the year and now are getting back on.  I really attribute that to the work THEY have done though.  They took it in their own hands to use other resources available to them.  I am trying to figure out how I keep everyone on the train to begin with.  I think I could slow down more in the beginning.  That would be a benefit for everyone.  I think more frequent quizzes would also help in the beginning.

For those students who are still not "getting it", I am not really sure what to do.  Another AP CSA teacher I collaborate with says that the course isn't for everyone.  If a student is going to wait for the teacher to tell them exactly what to do, no learning is going to happen.  I do agree with that to a certain extent.  I can tell them what code to write, but they will not learn how to actually program... they need to do some thinking at some point. I need to be a bit more transparent about that with students.  I think back to the list of what does participation look like? in a harkness classroom... I wonder if developing a list like that for CSA would be helpful for students (and probably myself too).

AP CSP
I am glad we are taking time to do this mini project.  I need to go back and reinforce the idea that the computer only shows information that is stored in the computer.  What I mean by that, is that we need to talk about variables, why we use them, how scope works, what does it mean to initialize vs. update a variable... all of that.   Next year I think I need to do more unplugged worksheets/activities around this.

It is fascinating to see students who "get it" grow in confidence.  I can't really describe it, but it just "clicks" for some students - their thinking is spot on.  They can break down problems into smaller problems.  They try stuff.  My biggest issue in this class is students who "don't get it", try stuff, and then erase it.   It is so hard to be able to see what is going on in their heads without any evidence.

I also need to have a conversation with students about helping others.  Some of the "get it" students are "helping" others by giving them their code.  Uhhh... not helpful.

I would love to have a TA in this class.  With 41 students, I think having one other person to help troubleshoot in a productive way would be amazing.

Concepts
Well, our test didn't go well.  I gave it back to students to review with a partner.  That went well.

One Good Thing
I realize that I have a "concepts" class which suggests leveling, but I am thankful our school doesn't have more of that.  We don't have honors and concepts every thing.  This is a win for students and teachers.

D74: Getting more practice

AP CSA
Today students wrote up solutions Harkness style to prep for a test tomorrow.  For the most part I love this teaching technique... I just need to figure out a way to do that for larger classes...

I am pushing students harder than I think I need to in this unit, but I am hoping it will pay off.  We have done a lot of work with having separate classes interact with one another.  Next we take on inheritance.

AP CSP
After doing ColorSleuth, I had students make a "Space Math" App that Hannah showed me yesterday.  I wanted to get away from a color app for my color blind students.  I think it will be a good exercise.

I am noticing that students seem to want to store variables in labels rather than store labels in variables.  It seems like students don't really have a firm grasp on what a variable is and how to use it effectively.  That was surprising to me.

Concepts
Students tested today on exponents. 

One Good Thing
Students seem to be getting for each loops more now.  I think I didn't do enough direct teaching of what a For-each loop is but through application, students seem to have it.  I really need to put together an interactive notebook for this class!

D73: Introduction to processing

AP CSA

Today students took a mini-"quiz" - really it was supposed to be a real quiz but I didn't want to spend that much time on it so I made it a warm-up.  That was good though.  I need to remember to do more warm-ups.

Then we did a bit of work in Processing.  This was students first time using processing.  We created a "bubble" sketch where bubbles rose to the top of the screen.  I gave them the bubble class and we added some material in the set-up and draw functions.

It was a shortened hour, but I think the skeleton of the lesson was good - I had extensions ready for students to try.  

I teased students a bit with our project next week which will be all processing.  One of my students left saying that he was really looking forward to the project next week - me too!

AP CSP

We continued adding the scoring mechanism for the color sleuth project.  Walking around and helping students, I realized there still are some big gaps in understanding. There were people putting variables inside methods, methods inside methods, if statements just hanging out... it wasn't pretty.  I think I need to give students some more independent project/tasks to see what they can do.  Right now, I am thinking of  the following:

• Make hangman
• Make an escape room
• Make a Simon-game
• Make a math-fact practice game
• Make a "guess the color" game

I would like to characterize these by difficulty to see what I should have students do.

Concepts

Exponents continued today - I think students actually kinda liked it.  That was surprising!  We quiz on it tomorrow!

One Good Thing

I said NO to someone today!  Another teacher was putting together something and it sounded awesome but I said I wouldn't be able to do it.  I feel relieved.  Also... I didn't wear makeup today so I think people felt like I looked overwhelmed :)

D71-72: FRQs and ColorSleuth

AP CSA

I had students do 4 FRQs using arrayLists.  Here's the things I would do differently:

• I printed out student solutions, but didn't use them.  This late in the game, students can do it themselves.  I think next time I would do some of these at the beginning of the unit to give students an idea of how they would use this in an AP context - solutions can be a nice sense-making crutch.
• Smaller groups.  I had students working in groups of 5 - that was too big.  I need to do pairs or groups of 2.

Overall, some of the problems were a little beyond what students were comfortable with - I think it pushed them to the "stretch" zone which was a good thing. 

AP CSP

We are getting toward the end of unit.  I did the ColorSleuth App "code-along-style" -  I just love that style of teaching.  I need to find more tasks that are like this.

Concepts

Started properties of exponents - not the most thrilling unit, but sanity-maintaining. 

One Good Thing

I am SO ahead in CSP... I'm excited for what doors this opens for us.

D68, 69, 70

I was sick.  I still cannot believe I missed 3 days of school for being sick - that's not like me.

D67 - Back from break, ease back into it

AP CSA
I want students to get comfortable reading documentation and googling things they don't know (or want to learn).  I also had a potpourri of things I hadn't really covered yet - wrapper classes, for-each loops and different types of run-time errors students would encounter.

Unfortunately the Java Docs weren't great for these topics.  I ended up doing the googling for students and recommending that they read some sites. But some students were too inconvenienced by typing in the recommended links so they did some googling themselves, which was fine!

I also had a worksheet with Arrays and ArrayLists questions for students to think about.  The goal was to have a chill day to get back into the swing.  I think it worked out fine.

AP CSP
We were booted to the auditorium today.  Students were working on programming with code.org.  I really should plot out where students are going to land at the end of the code.org material.  I think we might have a lot of extra time.  I am thinking of making two different pathways, one for students who want to continue with code.org and another for students who want to do more processing.  I think I could make the processing group flipped with Daniel Shiftman's videos... more to come on that.

Concepts
Unfortunately the majority of students had work to do on their projects still.  I was concerned that it would be too distant for them to remember, but I would say the recall was about the same as usual.  I really need to figure out how to integrate more personal finance into this content to make it more real-world for them.

One Good Thing
I met with one of our SPED teachers who was super helpful!  I know they have so much on their plate, but having them as a resource is so valuable!