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Coding in the Prekindergarten Classroom

Coding in the Prekindergarten Classroom. Presenters: Gary Lyst and Kelly Olewack. Welcome:.

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Coding in the Prekindergarten Classroom

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  1. Coding in the Prekindergarten Classroom Presenters: Gary Lyst and Kelly Olewack

  2. Welcome: Gary Lyst: I have been teaching since 2006. I have only taught at Weller Road Elementary School in Wheaton while with MCPS. I started in Kindergarten for my first 7 years and have been teaching Pre-K for the last 5 years. I love what I do and the community around my school, they are the reason I don’t change schools. I have always enjoyed incorporating new ideas into my classroom, especially interactive fun ones. Kelly Olewack: I have been a teacher with MCPS since 2009. I have worked at many schools across the county, but currently I am at Wheaton Woods Elementary School in Rockville. I started working in second grade and then taught third and now I teach Head Start. My heart belongs in Head Start! I find technology in the classroom to be engaging and exciting for early learners.

  3. Human Bee-Bot Activity: Rules of the Game: • The Human Bee-Bot must follow the instructions of their teammates at all times. • Teams will be given five minutes to develop a plan to move their Human Bee- Bot from point A to point B. • The Human Bee Bot can not hear the team's plan. • The team will write the code down on the given index card. • You can “reset” one time. Which means you will return to point A and begin again to point B.

  4. Code for Human Bee-Bot Forward - 4 steps Backward - 4 steps Right Turn - 90 degrees Left Turn - 90 degrees Pause - Stop, wait five seconds, then continue Clear - Reset Go - Carry out instructions

  5. What is Coding? • Coding is a purposeful set of instructions. • Coding drives innovation • Coding allows kids to be creative • Coding builds confidence • Coding is best learned early • Coding translates to success in other areas.

  6. Coding Coding starts as a plan that, in turn, becomes a set of instructions given to a computer, app, phone, website or Bee-Bot.

  7. Innovations From self-driving cars to robot-assisted surgery to social media, computer science is revolutionizing every aspect of our lives. Coding is a fundamental skill that children need to learn so they can lead this movement.

  8. Creativity It can fuel their imagination and the possibilities are endless. From designing art projects to manipulating robots, kids can express their own creativity in many ways.

  9. Confidence It is a positive motivator for students when they are able to problem solve things with coding. Helps them with persistent/challenging situations.

  10. Early Learning It is like learning another language, the earlier the better. As students acquire these new terms and ideas it builds their background as they learn and grow.

  11. Future Success Learning to code prepares kids for the world we live in today. There are tons of jobs and occupations that use code directly, like web designers, software developers and robotics engineers, and even more where knowing how to code is a huge asset—jobs in manufacturing, nanotechnology or information sciences. Coding also teaches basic problem solving skills which we need in any job.

  12. Coding in Early Childhood What do you think about when you hear “coding” in the Early Childhood classroom?

  13. Coding in the Early Childhood classroom is building the foundations of early computer and computer commands • Every child needs to know the basics • For early learners codes are visual block interface Coding with a Bee-Bot Unplugged coding Coding confidence

  14. A Banana • This is a binary code for a word 01100010 01100001 01101110 01100001 01101110 01100001. • The actual word is banana. • This is what the simplified code for early learners is to recognize banana:

  15. The World of Bee-Bots • Bee-Bots are programmable floor robots that have been purpose-built for use with Early Phase and Primary students.

  16. Bee-Bots have a friendly and happy design that appeals to young learners (and teachers!). • They can move on any flat surface and can also move up slight inclines. • Surfaces that have been tested with the Bee-Bot on include carpet, tiles, concrete, plastic, cardboard and wood.

  17. Implementing Bee-Bots in the Classroom • When planning to teach with your Bee-Bot there are multiple ways to incorporate prekindergarten indicators and ELA data in your planning. • Here are a few prekindergarten indicators you can focus on with your Bee-Bot: • 5.PK.B.3 • With modeling and support speak audibly and express thoughts, feelings and ideas clearly • 1.PK.A.1.d. • Recognize and name some upper and lowercase letters of the alphabet • 1.PK.A.3 • Identify written numerals 0-10 • 6.PK.P.4.c • Identify real life connections between words and their use. (eg/note objects in classroom that are small) • If you use ELA here are a few skb’s you can focus on: • ELA: Language and Literacy - Vocabulary • Children will be able to understand and communicate an increasing number of words • ELA: Science - Inquiry and Observation • Children will explore, examine and investigate • ELA: Social Emotional- Using Logic • Children will use logic to solve increasingly complex problems • Indicator: 6.PK.P.4c • Identify real life connections between words and their use. (eg/note objects in classroom that are small)

  18. Implementing Continued. . . • Begin with unplugged coding: • “Today we are going to talk about something that all of you have used before. This toy is in the block center and you have played with it many times. Can you tell me what it is? Yes, it’s a truck. This toy truck will help us learn about something new today, but let’s first talk about what we have already done with this truck. We are going to think about how we can get this truck to move.” • Have students work with a partner to get the truck from point A to point B. • Ask questions as you circulate, Are you pushing the truck hard? or soft? Will you let it roll or stop? Are you stopping it with your hand? • From unplugged coding move towards introducing and using the Bee-Bot • “Today I will be teaching you about a new toy. This toy is called a Bee-Bot. (hold the truck up and the Bee-Bot to show a comparison). Ask, How are they the same? How are they different?” • Introduce the words “coding” and “programming.” • Then model how students can make the Bee-Bot move.

  19. Implementing Continued . . . • This is incorporating Bee-Bot into centers relating to the curriculum of Our Community.

  20. Bee, Bee, Bee-Bot Bee • Make a mat containing the names of each member of your class. Select a student to come up and program the Bee-Bot to move to their own name. As a class, sing the following song as the Bee-Bot moves. Bee, Bee, Bee-Bot Bee Can you find my name for me?

  21. Your Turn: With your table group explore the bee bot. Explore the bee bot to learn how to control it. • F : forward: Move the beebot straight ahead a few steps • R :right: Rotate the beebot to the right • F :forward: Move the beebot straight ahead a few steps • L :left: Rotate the beebot to the left • B :back: Move the beebot back a few steps • X :erase the last command typed • = :practice pausing the Bee- Bot Use your capture sheet to find ways to implement the Bee-Bot in your classroom lesson.

  22. Create Your Own Grid • Use the supplies at your table to create your own grid.

  23. What’s Next? Will Your Students be Ready? • Door prizes • Evaluation

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