Creative Coding: When Students Create, They Become Leaders of their own Learning!

A discussion with Erica Phillips, Vice Principal & Laura Kennedy, Teacher, at Sir Charles Tupper Elementary School, Halifax, NS By Sarah Ryan, Brilliant Labs Co-Director, NS

Canada needs programmers and information & communication technology (ICT) skills, but more importantly we need youth to want to learn --- and it starts with coding. Coding sometimes is viewed as the buzz phrase among students, teachers and parents, alike. In reality, computer programming had humble beginnings. The world’s first computer language was created in nine months by Ada Lovelace in 1842. Lovelace translated a paper written by Luigi Menabrea, an Italian mathematician, discussing Charles Babbage’s analytical engine. She appended her work with very detailed notes that outlined a method for calculating Bernoulli numbers using Babbage’s machine. Some historians recognize these appendices as being the world’s first computer program.

"WHEN STUDENTS CREATE, THEY BECOME LEADERS OF THEIR OWN LEARNING."

At the beginning of the 19th century, coding was used in early textile arts. The Jacquard loom worked to weave, sew and knit. This is actually the basis of early coding inspiration. Up and over, knit one, purl two, following a pattern and displaying algorithms in a truly artful way.

Somewhere along the way, coding evolved from a set of instructions to being reserved for only the brightest computer scientists. Our culture has shaped it into a role primarily for a super intelligent person who makes for a great character in a spy novel or movie, like Hackers. We know it's so much more than that. Coding has a far greater reach than what's seen through a pop culture lens.

It's time to demystify coding. What better way than to visit Sir Charles Tupper Elementary school. Here, students and teachers started their coding journey during the Hour of Code (an international event held every December in support of computer science week). We were met by two educators, both revealing the struggles, fears, and learning that came with introducing coding to their students.

Laura Kennedy, grade three teacher at Sir Charles Tupper Elementary, shares her jouney with creative coding:

Our official journey with coding began after seeing a tweet from the technology integration team (@TILTHRSB) about signing up for the Hour of Code (code.org) a few years ago.

It was a good experience, but there were a few hurdles. First, we had to find out what coding was and how it could be integrated into the classroom. After trying out a few of the programs, we quickly realized how easy it was to move through the various “levels” that were involved in the learning curve. The obvious educational connections were logical reasoning, sequencing (first, next, then), patterning, planning, and collaboration. In our class of grade 3 and 4 students, we tested programs, discussed perseverance and the necessity of teamwork.

We encountered a few technical issues, but in the true spirit of perseverance.... we troubleshooted as a class and learned that it was better to explore together than to pack it in and give up!

As a group, we figured how to get a Lightbot character to make it through a maze of blocks. We were using computational language and worked through missteps along the way. It was impressive to see how every student was fully engaged--without raising their hands or being chosen one-by-one to participate. Enthused discussions continued through the lunchtime bell. Students encouraged each other to share ideas of how to add lines of code.

https://studio.code.org/s/course2/stage/14/puzzle/1 Students create bracelets as a binary representations of the first letter of their name. Students learn that data can be represented and stored in more than one way.

There were celebrations when we achieved our goal and it was unilateral for the group, as opposed to each child being selfcongratulatory. Many students went home to explore coding during their free time and proudly returned the next day with certificates of achievement!

"First, we had to find out what coding was and how it could be integrated into the classroom. After trying out a few of the programs, we quickly realized how easy it was..."

After a review of the language used, we noticed that it was all directional language; up, down, over, left. right, hop, jump, lift and so forth. We related this to the on/off of a lightswitch, the right/left of a doorknob...and it opened up a new level of understanding.

From there we related coding to circuits (which isn't ‘officially’ part of the curriculum for another three grade levels). We began exploring online programs, as well as handson games and activities that further broadened our experience, including Circuit Madness, Snap Circuits, Binary Code bracelets, and even unplugged activities using Solo cups. In addition to the “Ah Ha” moment of directional

thinking/language, students were quick to notice that coding can be related to everyday activities. Computational thinking is everywhere!

A simple set of directions using descriptive language helps students refine the steps of everyday tasks such as sharpening a pencil or brushing your teeth. Each part of the process gives necessary information and when strung together, these commands create an action.

Branching out to other classes, we shared our learning with others on a one-to-one basis. This helped teachers who were new to the concept or unsure of how to begin the process. They became more comfortable inviting other forms of digital technology into their classes, such as Makey Makeys, Spheros, Bee Bots, Rapid Router, Co Spaces, Micro:bit, and Compose Yourself music cards. Once teachers and students have experience with coding using one type of tool, other devices

are more easily understood. The willingness to try and make mistakes during the learning is more accepted by all. Lessons on perseverance become more real and took hold as participants understood that each piece of the puzzle helps to eliminate unnecessary information or show pertinent information.

KinderLab Kibo robot, Micro Bit devices, Buzzbot, Kamigami, Root Robot and Little CodeR cards are some of the devices that we used as we continued our exploration of how to integrate coding in our classroom on a daily basis.

The next steps were to leverage our new-found coding skills to demonstrate learning or integrate it in academic presentations. For instance, Makey Makey can be used to show patterns. Bee Bots can be used to practice sounds, ordinal numbers, skip counting or directionality. Ozobots were used during a novel study whereby students created a mural backdrop of the setting and created a pathway to discuss the plot. Students composed their own music with coding cards and used it to create a song to celebrate our school office administrative assistant.

Vice Principal & grade 4 Teacher, Erica Phillips reflected on her in class coding experiences: I was an early advocate for coding in the classroom. My students became champions because I took a leap to try something outside of my initial “comfort zone”.

"I was quick to discover that when it comes to encouraging a coding mindset you can never start off with students who are “too young” (as it is sometimes argued)."

The opportunities that followed the introduction of regular coding started from day one and haven’t stopped yet.

One of my students, a grade three boy, had struggled with social relationships with his peers for a while. When we started coding things changed in a few ways. First of all, he just got it. He was an early adopter, and never turned down the opportunity of challenge--- whether it be with the Makey Makey, code.org, or even Tynker. This young man became the classroom expert. He found confidence and new ways to interact with his peers. He volunteered to help another classroom, not only assisting in one case (with the Makey Makey) but teaching what it was, how to use it, and trouble-shooting. I was quick to discover that when it comes to encouraging a coding mindset you can never start off with students who are “too young” (as it is sometimes argued).

I had simply mentioned the term “coding" to my grade one class and immediately a young boy piped up that he “was a coder”. The very next day he brought in Cubetto (a wooden coding robot https://www.primotoys.com) so that he could share what he found to be so exciting about it and coding, in general.

Coding crosses language barriers (have you ever noticed that code.org offers 52 languages when you login?!). A new student who had recently moved from Beijing had very little English when he joined my classroom. I had the Makey Makey out set up as a piano with PlayDoh. We were working out various patterning exercises. When I began to play the pattern and this particular student would instantly ask “I play?”.

Of course I encouraged him to do so and he played O’Canada on the Makey Makey. The whole class was blown away. This provided an opportunity for me to learn more about this child that he could express with words, and it only skyrocketed from there.

I have found that there are many important take away lessons from my journey of coding in the classroom: you should never underestimate your students. Never be worried that they know more--chances are that they do...and that is great! Let them lead!

Everyone is at a different place in the journey of coding in the classroom. Just like in “adult” life, there are many who will seem to be ahead and often are willing to lend a hand to others. It’s really the students who become the biggest advocates of their learning, resulting in a true ownership of their education. Natural collaboration emerges between groups of students whom you wouldn’t expect to find common ground, yet somehow they are integrating their skills and interests seamlessly. When students create, they become leaders of their own learning.

If you have questions about coding in the classroom or how to get started email us at info@brilliantlabs.ca