AP CSA
Students said the test was "easy" - I am hoping that the scores turned out OK. Even so, I am proud of the work I have done with my students this year.
After the AP test I gave them a "final project" - it was WIDE open. It could be in any language. It actually could be almost anything that would take 2 weeks that involved code.
For the most part this has worked out well, I have all sorts of projects:
- Students learning Python
- Students learning/building on Unity
- Students comparing different langauges
- Students making 2048
- Students making Minesweeper
- Students making a Snake game
- Students making card games
- Students making iOS apps
- Students making a robotic spider -- this is a weird one... but using arduinos to do this.
- Students learning about "hacking"
I think the accountability is a little on the low side. I have some students doing AMAZING things. Truly creative, challenging projects. It is nice to give students so much autonomy. At the same time, I have students who are 5 days in and are still not really able to show me anything for their work. Maybe it is the "May Effect" but I haven't really addressed my iPhone slackers (the ones who are "watching videos" on their phone for "research"...).
In all truth, I could probably predict who my problem children would be ahead of time.
I hate making procedural requirements for all students that hinder learning/progress just so my slackers get moving. I think this might be an opportunity for differentiation. Perhaps next year, I check in with my pre-identified problem children and put them on a more structured learning plan.
I also initiated stand-up meetings in one of my classes. It is funny to watch the whole group stand up and stretch immediately. I know that just having people stand is a big difference maker, it also holds the a BIT more accountable to progress as they need to explain to their group mates what they are working on and what challenges they are encountering.
In another class, I am using "time logs" instead of stand up meetings. That also has an effect of holding people a little more accountable, but the vague responses for what they have done is painful. I need to be better at modeling what a good update looks like.
I also had a guest helper in this week to help troubleshoot problems with students. He didn't have things to do all the time, but I appreciated having back-up and he did a great job asking students about their progress.
AP CSP
We started our physical computing unit after the AP test. We started with play-doh circuits and then moved to our SparkFun Inventor Kits.
I did remember from last year to have students label their boxes. That was a huge win.
But I also forgot some things... I forgot to get enough battery packs for our play doh activity and I forgot to post the link to the code for the "labs" initially.
I also should have modeled what it looked like to read the code provided to them. Maybe even next time in the "passport" I might have them interpret what a set of code will do. When it came to applications, students claimed they were unable to do the tasks, but had they read the code and made sense of it, they could have done it. I didn't have that many issues with the applications last year, but I certainly could still model the problem solving process.
On Thursday, we started our "unit final" project - students needed to make dancing robots. I think I am going to have some super lame ones. Students are really phoning it in. I am going to model what some of the code looks like on Tuesday in class. I am hoping that a little modeling will inspire some more creativity.
Here is the interesting part... I was talking to a group of two female students about the task and one of them said "this is my favorite part of the class so far". That was a bit surprising to me, but also a reminder of why I do this unit. In a lot of ways, it changes the dynamic in the class. It can be a fresh start for students who fell behind in programming and also allows students to show off a bit. For those students who love science - this is their thing.
For example the other day, a student was having trouble running a LED and a motor. I looked through his code, tried another board, re-looked at his code, looked at his wiring, and couldn't find ANYTHING. Another student interrupted me to ask something and when I turned around, I noticed the motor was moving very slowly. It was a mystery. That's when the student I was working with said, "Oh, it must just need more power, do we have a transistor?" - this is something I would have needed to google, but because the student had some background knowledge with science he brought to the table, he was able to fix the problem.
At the same time, nearly every student is able to get an LED to light up so the floor is quite low for students. To some students, getting an LED to blink is magical itself.
Concepts
Even as I type the word "concepts" I sigh. I have half the class coming in tardy or absent each day. It is just a rough way to start the hour.
I have been doing more guided note sheets with students which has been a life saver here for the end of the year. Students seem to be more on task with the note sheets, but I think the level of learning isn't as authentic.
We also did the pasta sin and cos curve graphs. That was fascinating. There is SO many misconceptions on what x and y are. It makes all algebra tricky when students don't understand the connection between the variable x, a function, a y value, and how to plot a point/function.
One Good Thing
One of my students was building an iOS app. In reality, I think he mostly followed an online tutorial, but I was ok with that - we all start somewhere. He was using my computer and then the bell rang. He stayed because he was "so close" to finishing his app. I told him he needed to get going to his next class, and 10 minutes into my next hour he was still there. I asked him to get to class again and he said "this is just so much more exciting than what I am doing in my other class". It was kinda a nice moment... I just cannot make enemies with other teachers.
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