# data[].attributes.body
1 min left for survey

# data[].attributes.body
How did students fix problems - a lot of them said the teachers helped them. Some observations and discoveries were made by teachers

# data[].attributes.body
Kids Related bacteria in water to changing their variable

# data[].attributes.body
Anything cool we found

# data[].attributes.body
Did anyone have something that needed fixing

# data[].attributes.body
Reflection
-what went wrong
-but what went well?

# data[].attributes.body
Reflection time (3 minutes)

# data[].attributes.body
3 mins left - reflection

# data[].attributes.body
Boys arguing, Mak went over

# data[].attributes.body
Free coding time - 4 minutes

# data[].attributes.body
Last group only had 2 minutes to use the microscope

# data[].attributes.body
9.54 starting to pack them up

# data[].attributes.body
Students asking other groups how to play "mary had a little lamb"

# data[].attributes.body
Adding codes to padlet

# data[].attributes.body
Microscope - only 2 groups have used it (10 mins left before class ends)

# data[].attributes.body
Record on tablet

# data[].attributes.body
9.45 going through changing code

# data[].attributes.body
Adrian- reminding students that it is not just about “changing code for fun” - related the need to change code in context of Mars

# data[].attributes.body
Waited til everyone follows instruction before start -adrian

# data[].attributes.body
Record a video of microbit working

# data[].attributes.body
Mak was quick to check in with Matteo who started lying on the floor

# data[].attributes.body
One boy lying down? Mak went over 👍

# data[].attributes.body
Shrekeez group work
Felix and Sol not contributing while Sady was coding

# data[].attributes.body
Still growing something, just not what we wanted

# data[].attributes.body
Constantly checking in with students to record their observations on padlet

# data[].attributes.body
Fresh avo and barbie group -> only 1 person doing coding. The other person was always on the ipad

# data[].attributes.body
When shrekeez left alone, boss start chatting

# data[].attributes.body
Challenge
Get the lights to work

# data[].attributes.headline
No scope nation (girls from Barbie group moved to group) 

# data[].attributes.subject
No scope nation (girls from Barbie group moved to group) 

# data[].attributes.body
Group finished early- extended them by asking them to change variables in relation to the light sensor

# data[].attributes.headline
No scope nation (girls who moved from Barbie group) 

# data[].attributes.subject
No scope nation (girls who moved from Barbie group) 

# data[].attributes.body
Group finished their coding early. Chelsea asked questions to test their understanding and encouraged them to trial it and see if it works

# data[].attributes.body
One group finished 9.39, tell them to try change after look at microscope

# data[].attributes.body
"What the other group did is measure the growth" mak

# data[].attributes.body
Getting the other student to make more observations - scaffolding

# data[].attributes.body
Students were coding by matching the colours- I think the algorithmic thinking behind the coding was a little lost. Not necessary conceptually understanding the reasoning behind each code block.

# data[].attributes.body
Mak- making sure group takes turns to code,  everyone can see and is cooperating

# data[].attributes.body
2 groups going ahead with coding

# data[].attributes.body
Ensuring all groups were ready to go by making sure they had their light sensors plugged in.

# data[].attributes.body
Waiting for all groups codes to be cleared

# data[].attributes.body
Groups using the light coding handout:
No scope nation (2 girls)
Barbie tinkerbell
Fresh avo (only matteo is coding)
Shrekeez

# data[].attributes.body
Coding 9.33 - tech

# data[].attributes.body
Light coding
Try by yourself if you want, follow instructions if less confident

# data[].attributes.body
Student choice - metacognition come to the floor or do it yourself

# data[].attributes.body
Giving a choice to students. Scaffolding or independent working

# data[].attributes.body
Bringing back to Mars again 👍

# data[].attributes.body
9.30 - science -discussing plant growth

# data[].attributes.body
Recognising distractions straight away. Asked students to move to the floor away from devices and took the camera away from student

# data[].attributes.body
Just waiting for m - thank you 👍 bm

# data[].attributes.body
Mak -  building student's confidence when she was worried about the cloudy water in the bottle. It's all lart of the process

# data[].attributes.body
Repeat clapping when no one did👍

# data[].attributes.body
Mak- constantly encouraging students that all answers and good answers. Student “is that right?” Mak “it’s all part of science. We need observations”

# data[].attributes.body
Adrian - keeping the Shreekez on task when they were using the microscope to look at their hands

# data[].attributes.body
All able to acknowledge students who had hands up and needed help. Attended to them.

# data[].attributes.body
Mak- scaffolding observations

# data[].attributes.body
Chelsea- clearly explain how to use the camera and have students chance to  explore using the camera

# data[].attributes.body
Only one group using a ruler to measure the height of their seeds

# data[].attributes.body
Chelsea showing one group microscope

# data[].attributes.body
Shrekeez - just sat there after they finished coding and didn't knkw what to do next until Chelsea came to them

# data[].attributes.body
Mak encouraging students to be scientific. Group estimates the height of their biodome... encourages them to use a ruler instead.

# data[].attributes.body
Checking in with all the groups

# data[].attributes.body
Lots of scaffolding involved during coding process

# data[].attributes.body
Mak bringing group that was going ahead back to doing observations like they were supposed to be 👍

# data[].attributes.body
Adrian was able to problem solve with the students. Went through the problem with the students and suggested potential answers. If answer was given to student- he explained what he did.

# data[].attributes.body
Make sure you've got all these observations in your padlet first - good

# data[].attributes.body
Coding session at the beginning: Sol is disengaged. Sitting on the side and not looking at the screen or contributing

# data[].attributes.body
More coding for temp 9.20

# data[].attributes.body
Mak letting students have turns coding in the Shrekeez group

# data[].attributes.body
Explaining difference from temperature reading and moisture

# data[].attributes.body
Felix "is this number the soil temperature?"

# data[].attributes.body
Chelsea- floated between two groups. Able to dedicate time to each group to guide them through their problem

# data[].attributes.body
Shrekeez relying on Mak to solve code

# data[].attributes.body
Getting students to interpret their answers once they got a recording.

# data[].attributes.body
Great to have code on sheet for them to refer to

# data[].attributes.body
Some groups taking observations from 9.18 - science

# data[].attributes.body
Had a list of things students needed to do on the ppt. But slide was only shown during th activity. Not at the beginning of the lesson

# data[].attributes.body
Each of you were able to ask guiding questions for students to code- when you were checking in with every geouo

# data[].attributes.body
Students still not very familiar with coding. Teachers still providing lots of guidance at the beginning

# data[].attributes.body
Reminded students to input data into padlet

# data[].attributes.body
When giving instructions to students, there were two groups that were being assisted by TC. Missed instructions and had to end up re-explaining to that group what had been said to the students

# data[].attributes.body
Making sure they record it on the padlet

# data[].attributes.body
Clear explanations of code cheat sheet

# data[].attributes.body
Forgot to tell students to get ipads at the beginning

# data[].attributes.body
Encouraging students to fail. Used Edison as an example... getting students in the right mindset

# data[].attributes.body
Adrian - scaffolding "how are you going to get it from the computer to here?"

# data[].attributes.body
Learning intentions and success criteria was clealy illustrsted

# data[].attributes.body
Students forgot how to assemble microbits

# data[].attributes.body
Adrian- able to get student to link  answer to the bigger idea (Mars)

# data[].attributes.body
Barbie group working together to find the right codes

# data[].attributes.body
Students on task,  some finished very quickly

# data[].attributes.body
Mak- referring the students to the biodomes was effective to stimulating their thinking and explaining their answers

# data[].attributes.body
The wait time was a little bit rushed when you asked the students what else they could meausreb

# data[].attributes.body
Students coding moisture - technology 9.10 start

# data[].attributes.body
Use of humour

# data[].attributes.body
Mak- if you can't work together I'll have to split you

# data[].attributes.body
Mak- you were able to constantly acknowledge the student giving the answer and then build and expand on their answers

# data[].attributes.body
Mattao and Jamie following codes without any questions. No problem

# data[].attributes.body
Preparing code handouts in advance

# data[].attributes.body
Checking in with students prior to the lessons- ensuring that you knew their name. This worked well as you were all able to call on students by their name during the mini lesson.

# data[].attributes.body
Maybe get attention before giving other instructions - protecting equipment, taking tape off carefully

# data[].attributes.body
Reorganizing class- only 8 kids, make 2 for each group