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Before class:
- Check on a classmate's computer to see if your Genius Hour Post #2 is showing up as expected.
- Review Computational thinking project Lesson plan templates and project rubrics.
Defining Learning Objectives:
You need to set clear, reasonable, and applicable learning objectives which will guide the design of your learning activities. That is to say, learning activities should be aligned with learning objectives. This is represented by the "intentional" principle of Meaningful Learning. We'll address the other Meaningful Learning principles when we discuss the "learning activities" section.
For example, in a lesson plan of integrating Ozobots with foreign language learning in middle school, my learning objectives might look like this:
(Knowledge level) Identify buildings with new vocabulary such as library, hospital, grocery store, post office, police station, restaurant, etc.
(Application level) Give directions properly in everyday situations.
(Creation level) Create algorithm (Ozobots coding solutions) to solve a problem .
(Create level) Make up a creative story about how Ozobots take different routes every time, using the vocabulary and expressions learnt in this lesson.
Now discuss with your group members about the learning objectives of your lesson plan. Brainstorm as many as possible, then decide on 2-4 objectives and fill in them in this Google Doc. You may refer to Bloom's Taxonomy.
Opportunities to Earn Late Passes:
As I mentioned before, I'm going to share my own Genius Hour Project. My topic is how college students experience and perceive frustrations in collaborative group work. This is a relevant topic to this course and it's a good timing to talk about it since you are doing a collaborative project. I won't explain too much about it because I don't want to affect your perspectives. I designed a Q Sort activity with an online tool:
Download Lloyd's Q Sort Tool and install it.
Enter the Q sort code: 2000
Finish the Q Sort and the post-sorting survey (only three questions)
Late pass #1: sign the consent form to let me use your Q Sort data for research purpose. OR if you don't want to sign the consent form, you may record a 90-second video about your best collaborative learning experience and send it to me via Remind by Monday, October 21st, before class.
Late pass #2: As part of the research, I would like to conduct follow-up interviews (around 45 minutes) which will happen in the next two weeks. If you agree to volunteer for the interview, please sign-up here. OR there is an equivalent non-research option: Write a 500-word reflection about your perspectives on collaborative learning and your own experiences (both positive and negative) of collaborative group work; email it to me by October 30th, Wednesday, before class.
We will learn some more concepts related to block-based programming with coding exercises. Then you practice more based your own interest using the "use - modify - create" approach.
HOMEWORK:
- Before class, Monday, October 21st, choose another Scratch starter project or other existing projects to remix and practice your coding skills. Be ready to share what you have learned or what problems you may have.
- Start to work on your Genius Hour project Post #3, due November 1st, Friday, before class.
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