Grade 6 Practicum, Science Shorts

Hour of code

The 21st century workplace will require coding knowledge, which is regarded as a new type of literacy. Through coding, students not only learn problem solving and critical thinking skills, but also feel empowered by this tool for self-expression. ‘Hour of code’ is an initiative to actively teach coding skills to students of all ages.

There are numerous coding games and apps that can be used to teach computer science and coding. The following tools are recommended for teaching coding to students over the age of 8:

  • Hopscotch: free iPad app that allows students to make their own games and share them for others to play.
  • Scratch: used or downloaded online, this is a programming game suitable for beginners.
  • Lightbot: free online puzzle game that lasts an hour.
  • Alice: a programming environment that blends games with storytelling to keep students engaged.
  • CodeCombat: free to play (at the basic level) online multiplayer coding game (9 and up).

These are a few of many tools that exist to help students learn coding. The teacher’s focus should be on cultivating an environment where students are encouraged to take risks and fail safely. Coding requires learning through collaboration and a strong growth mindset!

At my placement school, the  “hour of code” session was implemented as an introduction to the language and uses of computer science. Students used apps such as Scratch and Kodable to explore the concepts of coding. Students were also given the opportunity to further explore coding at the school’s ‘Innovation Club’ meetings, where they could tinker with Dash and Dot robots as well as Lego Robotics. Many students thrived on the chance to learn the basics of programming and robotics, creating complicated series of movements and tasks for the robots. The students were learning a new language while simultaneously turning their ideas into reality through coding!

Edutopia. (December 4 2013). 15+ Ways of Teaching Student to Code (Even Without a Computer).

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