What is the purpose of the Coding Inquiry Project?
As with all other provincially delivered classroom technology projects, the overall purpose of the Coding Inquiry Project is designed to support interested classroom teachers and school based teams employing personalized learning strategies and resources that utilize technologies to provide student access to their curriculum and meaningfully include all students in the classroom environment. More specifically, this project group is using an inquiry approach to explore the use of ‘coding’ as a vehicle for blending the new BC curriculum with strategies that support all students’ learning. Project teams regularly participate in a provincially facilitated community of practice which will culminate in a celebration event in late spring 2017. Teams that would like more information on coding and the implementation of the ADST (Applied Design, Skills and Technology) curriculum through computational thinking can visit our Coding in the Classroom area.
For more information on each of the school teams, their project and their progress during the 2016-2017 school year, click on the specific school site below.
The Columbia Park team is using a multi-disciplinary approach to explore aspects of the Fine Arts, Language Arts, Physical Health and ADST (Applied Design, Skills and Technology) curricular competencies with their Grade 6 class. Read the team blog to see how students use design and SCRATCH to demonstrate their understanding of mindfulness, body image and self-awareness by combining multiple media (sound, text and illustration) to illustrate a poem based on “The Best Part of Me” by Wendy Ewald.
The Hillview Elementary team is using coding technology with Grade 3 and Kindergarten students to develop “foundational mindsets and skills in design thinking and making” by creating interactive learning games using SCRATCH that help little buddies to practice letter and number recognition. Read the team blog to see how Grade 3 students are encouraged to explore the big ideas of the BC curriculum by ideating, making, sharing and reflecting during their work.
Halfmoon Bay Elementary’s project team are exploring how Grade 4/5 students can use computational thinking and coding as a means of further developing student problem solving skills and persistence. Student work designing, prototyping, testing and reflecting will be recorded on the project blog but will also be shared with families using a Freshgrade as a digital portfolio.
The team at Prince Rupert Middle school are addressing aspects of the ADST (Applied Design, Skills and Technology) curriculum with a diverse group of Grade 7 students as they explore design and project management. Students create games which are “responsive to the identified needs” of younger students. The project employs SCRATCH and other tools to turn school work into authentic tasks.
The team at Nusdeh Yoh Elementary is exploring “how teachers/students can explore Aboriginal culture and teachings through coding and making”. The diverse grade ¾ class is using a specially designed maker space to stimulate and transform thinking about future opportunities while building on oral language skills as they design and create.
The team at KELSET elementary is excited to explore how Grade 4/5 students acquire practical skills and knowledge as they use computational thinking and design to bring ideas from concept to fruition. Students will work individually and in groups with tools such as SCRATCH to learn about coding as a means for demonstrating their learning in other subject areas.
The Grade 4 class at Chase River Elementary is using SCRATCH to create learning applications to teach other students about Salmon thereby demonstrating and creating a deeper understanding in themselves. The class are not just be exploring what salmon are and what they do but also their interconnectedness to humans, culture and our ecosystem.
At Nakusp Elementary teachers and grade 4 students are learning to code so they can apply new ways of representing learning in math and across the curriculum. Teachers want to know “What will happen in terms of student self-regulation if Grade 4 students are involved in building their understanding and skills in coding? Will the levels of interest and work avoidance behaviours change?”
The teaching team at Upper Pine Elementary/Secondary wants to know “Can all students in a classroom with diverse cultural and academic representation, demonstrate a sustained intellectual curiosity about a scientific topic of personal interest, by using coding to create an interactive simulation?” By using elements of the ADST curriculum and science in combination, grade 8 students will be developing computational thinking and language skills then applying them to demonstrate their learning.
The Errington teaching and learning team are exploring how coding and computational thinking can be used to develop student engagement and problem solving skills across the curriculum. Read about how grade 5/6 students are exploring Robotics, SCRATCH and the ADST (Applied Design, Skill and Technology) Curriculum to answer the question “Does teaching elementary students in a diverse classroom to code have a positive impact on student engagement and learning across the curriculum?”
At Lindsay Park Elementary, educators want to know, “Can coding, using programs such as SCRATCH, provide a platform for students with special needs, such as Autism Spectrum Disorder, to explore and express their creativity successfully?” Teachers will be working with a diverse group of Grade 3 students to “explore the use of simple available tools and technologies to extend their capabilities” for sharing ideas and learning across the curriculum.
Huband Elementary staff and Grade 5/6 students are exploring the use of Raspberry Pi as a means to increasing student understanding of the basics of what technology is and how it works. The team will also be see the process as another opportunity to support student social emotional growth around problem solving skill, self-awareness, empathy and collaboration as they work towards creating a project with the tools to share with younger students.
The Penticton Secondary Team is exploring the use of Raspberry Pi with Grade 9 students for addressing the ADST (Applied Design, Skills and Technology) curricular competencies and content. Read the team blog to follow along as students use the iterative design process to solve real world problems using computational thinking and a simple micro-processor.