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Mr. Mincey’s Classroom Edit display name

  • Potter Elementary
  • Tampa, FL
  • Nearly all students from low‑income households

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Code.org uses a block-style coding structure embedded in computer games (Angry Birds is the first one). The students alter code by connecting the appropriate blocks in the appropriate sequence to get the bird to capture the pig. Each level gets progressively complex in the distance the bird must travel, the varying course options and the obstacles the bird must overcome. There is an efficiency factor as well, where students need to complete the program in a limited amount of lines of code. They are even awarded a higher score for using fewer lines of code. As they progress through the 18 Lesson course, I'll allow work on the robots that correspond with the lessons. In the two years, I've used it in my previous school, the students who embraced it were successful. There are limitations to Code.org, however. It is 2-dimensional in nature and confined to a computer screen while the robots take the lessons to a 3-dimensional, out-of-the-box and into-your-hands, level. I use code.org in my classroom during independent reading time (I'm a departmentalized Reading/Writing teacher) as I lead small group instruction. Students who join the after school program from my class will continue from the class lessons. Students who are not in my class will begin with Code.org before they progress to the Edison robots. Work will be collaborative in that students can offer help verbally, but they CANNOT do anything for someone else. This improves the logic of their verbal skills as well (giving directions, making suggestions, discovering alternatives). Depending on the make-up of the after school program, partnering is an option that will be considered. Especially if I see my students have a distinct advantage over others because they use it in class.

About my class

Code.org uses a block-style coding structure embedded in computer games (Angry Birds is the first one). The students alter code by connecting the appropriate blocks in the appropriate sequence to get the bird to capture the pig. Each level gets progressively complex in the distance the bird must travel, the varying course options and the obstacles the bird must overcome. There is an efficiency factor as well, where students need to complete the program in a limited amount of lines of code. They are even awarded a higher score for using fewer lines of code. As they progress through the 18 Lesson course, I'll allow work on the robots that correspond with the lessons. In the two years, I've used it in my previous school, the students who embraced it were successful. There are limitations to Code.org, however. It is 2-dimensional in nature and confined to a computer screen while the robots take the lessons to a 3-dimensional, out-of-the-box and into-your-hands, level. I use code.org in my classroom during independent reading time (I'm a departmentalized Reading/Writing teacher) as I lead small group instruction. Students who join the after school program from my class will continue from the class lessons. Students who are not in my class will begin with Code.org before they progress to the Edison robots. Work will be collaborative in that students can offer help verbally, but they CANNOT do anything for someone else. This improves the logic of their verbal skills as well (giving directions, making suggestions, discovering alternatives). Depending on the make-up of the after school program, partnering is an option that will be considered. Especially if I see my students have a distinct advantage over others because they use it in class.

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