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Unity Park Team Members - Bettie, Diamond, Jamika, Grace & Dariann

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Unity Park Team Members - Bettie, Diamond, Jamika, Grace & Dariann

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https://www.tinkercad.com/things/5u34RrYHmGn-copy-of-park-park/edit?sharecode=LJgCb2nOVWWcA1hE6vyizSm0pzjwZ28CtfZoZ4J4RI0

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STEAM Makerspace by Yokasta, Deliann, Caleb, Natalie, Winton, Andrew

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STEAM Makerspace by Yokasta, Deliann, Caleb, Natalie, Winton, Andrew

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https://www.tinkercad.com/things/3ed4LVYZjpl-steam-makerspace/edit?sharecode=2c-5Uy5iUIJf-H3mXzgKKVXpr9A6CAsu1SDJLsHVu0E

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https://www.tinkercad.com/things/fQoUmHwfmMX?sharecode=78yXCIKqOIjGKr0o4hVoVyTf1Hjb-WCqm2hTfWzVy4U

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Protecting the animals and recreating the biomes are a real important way to save the fauna and flora of the ecosystems.  It is a social justice cause since so many forest fires occurred in Brazil, Africa, and California that endangered a lot of species, and the glaciers in the permafrost and tundra are also endangering the bears. A few wetlands are vanishing since contractors are building homes into the marshlands, therefore endangering the Walruses, alligators.

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Zoo, Biome  and Ecosystem-   Room 3- Sherlyne- Ambika- Emely- Fabely- Vanessa

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Zoo, Biome  and Ecosystem-   Room 3- Sherlyne- Ambika- Emely- Fabely- Vanessa

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https://www.tinkercad.com/things/abaE8BimVdH-zoo-biome/edit?sharecode=6aWIDbuB25VCUZnZsbw7V3liaIOYQfRtz5KOxjRD9Ks

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https://www.tinkercad.com/things/6tvWuPP2vRg-dazzling-turing-leelo/edit?sharecode=AxlF-XXC70EPlyr25NdynKBee5DzSQXWWoXE0x4kCwg

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Updated fidgit toy

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a fidgit to spin around

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I made this last week as it reminded me of the lego piece in my office. It reminded me of me and my son when we used to work on legos.

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Inspired by the Groot on my desk

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Group Self Reflection - Pattern Recognition

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Group Self Reflection - Pattern Recognition

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Pattern Recognition - Group Self Reflection

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https://docs.google.com/document/d/1XW1jHawn5oporLea082S9XWiWldju2cK/edit?usp=sharing&ouid=117578921283553973182&rtpof=true&sd=true

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Transform static lesson delivery with game-based activities, formative assessments, and student collaboration.

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When you say "two scoops per cone" or "three chips for every one cookie" you are describing a ratio. Ratios also happen in music: "three drum hits for every one shout" for example. On this website you can set up your own music rhythms using ratios, and even add your own vocals, singing or rapping to a beat you created.

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When you say "two scoops per cone" or "three chips for every one cookie" you are describing a ratio. Ratios also happen in music: "three drum hits for every one shout" for example. On this website you can set up your own music rhythms using ratios, and even add your own vocals, singing or rapping to a beat you created.

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Banana Banana Meatball + More Blazer Fresh Dance Along Videos for Kids | GoNoodle

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Pattern Recognition in Language Understanding

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Pattern Recognition in Language Understanding

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Link/ Details

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn - any subject, in any language, on any device, for all ages!

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Lesson Domain - Pattern Recognition
Age Group - 4th Grade Computer Science & Math

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1) The strongest part of the lesson was teaching mitosis using the scratch. I learned about scratch in this class and to see what it can do, the possibilities are endless. In future, I would want to incorporate the program to help students learn and keep the lesson fun.

2) The weakest part would be vocabulary and prior knowledge. It’s been awhile since my peers learn about mitosis and activating prior knowledge could have help us explain better, our delivery.

3) The feedback given by my peers will help me create a better lesson and improving as time goes by. For example, many of my peer brought up time management, so I would try to keep track of each prompt, such as do nows, exit tickets and class work.

4) In future, I would want to learn how to better use scratch and peer deck. I feel like since the pandemic, many programs came out to help and is still beneficial in the classroom. For me I would have to research the prices, programs and lessons that need the extra boost to be interactive with the students.

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Engaging students was the most effective. We came to that conclusion based on the score for highly effective In one column.  Criteria 2 for demonstrating flexibility.

The part that was the least effective was the column that included developing section. criteria 6 has 35/44.  According to the reviewer we were not able to manage the time.  Also criteria 5 has two developing for challenging students rigor and work.

One of the feedback given by my peers was to go over the vocabulary more because the topic was difficult for some  scholars.
How I would improve it is to fix any glitch in delivery, and create an interactive scratch game for the vocabulary.
According to this article by Nelson (2017) "Student success and retention continue to be of concern for higher education institutions"  Therefore creating more scratch game where the students learn computing and vocabulary will also satisfy  the Chancellor's 4 pillars and 5 main priority around education in NY.  See the above picture.
Therefore Scratch coding and algorithm and computing is an excellent to reimagine the student experience because it incorporate student's choice, and it build their academic vocabulary.
Student engagement makes valid and relevant contribution toward student experience, and understanding. It will sustain the students social emotional learning.

"Student engagement in the educational interface: understanding the mechanisms of student success

Ella R. Kahu & Karen Nelson Pages 58-71 | Received 01 May 2016, Accepted 26 May 2017, Published online: 03 Jul 2017

https://doi.org/10.1080/07294360.2017.1344197

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1. I feel the strongest parts of our lesson were the level of engaging activities, our presentation of material and overall design of a multidisciplinary lesson that connects a computer science topic to a biology topic effectively. We had a variety of activities through PearDeck, video resources, Kahoot and Scratch. I feel this was a sufficient variety as sometimes adding too many different platforms can be time-consuming, confusing and increases the odds for technology glitches. I feel the activities we planned were targeted toward teaching the desired topic/content effectively and allowed several opportunities for engagement. I also feel the presentation of materials was well organized and clearly laid out as we were able to navigate everyone through the multiple digital spaces efficiently. Creating multidisciplinary lessons that effectively teach multiple topics is challenging and I feel we were able to integrate algorithm design and mitosis effectively as students walked away with increased knowledge of both algorithms and mitosis.

1. I think we should’ve pre-taught some vocabulary to refresh peoples’ memories of parts of a cell and their function. This would’ve allowed the content being taught to be more clear for the class. In addition, I would put the “introduction to scratch” activity before the “Code Mitosis” activity. I think the “introduction to scratch” activity could’ve supported students in writing the code for mitosis. In the peer review, someone wrote about the sprites in the “Code Mitosis” activity were named “stage ?”. When I created the project, I was thinking of stages of Mitosis not stages from scratch. I see how the word choice could be confusing and I would make the instructions and naming of the sprites more clear

1.  As stated in my last answer, the feedback about the naming of the sprites in scratch was an area of confusion and I would adjust the instructions and the sprite names moving forward to clarify. I also would’ve incorporated more checks for understanding throughout the Mitosis content instruction as this is a dense topic. In addition, I think spending additional time on pre-teaching vocabulary would benefit the flow and comprehension of the lesson. There were a couple comments about working on timing. To use this piece of feedback effectively, I would need more details on which parts moved too slow/fast or if they felt an activity or piece of the lesson was not a good use of time.

I think the positive feedback of using a variety of activities, being responsive to students' questions and clarifying instructions, and being prepared for technology glitches are all characteristics I will continue to plan for in my lessons.

1. “The perspective that comes from the Panel’s conclusions about classrooms that extend and enrich students’ vocabularies is one of variety and richness. Effective classrooms provide multiple ways for students to learn and interact with words. These ways of learning words and strategies for learning words engage students and motivate them to listen for and look for new words. The contexts in which students see the world are rich, such as books that use language inventivelt and pertain to many content areas. The ways of learning words also include technology and multimedia where students can interact with language orally, pictorially and in writing. What is clear is that this learning is not a happenstance occurence. Classrooms where students receive sound word instruction (Scott & Nagy, 2004) are ones where lessons focus their attention on specific words and word-learning strategies, where opportunities to talk about words are many, and where occasions for applying what has been taught with engaging and content-rich texts and with motivating purposes occur with regularity and purpose.”

Highlighting vocabulary in context and pre-teaching key vocabulary, will build student understanding. I would incorporate more targeted vocabulary instruction. I would provide multiple ways for students to utilize that vocabulary pictorially, orally and in writing to reinforce the concepts.

Hiebert, Elfrieda H., and Michael L. Kamil. Teaching and Learning Vocabulary: Bringing Research to Practice. Routledge, 2005.

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Group # 4

Team Members - Bettie, Diamond, Jamika & Graciela

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Scratch Remix: Create & Decompose a Multiplication Problem

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Scratch Remix: Create & Decompose a Multiplication Problem

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn - any subject, in any language, on any device, for all ages!

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Self Reflection Digital Maker Project- Decomposition

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Tasks that model CT concepts without a digital device.

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https://scratch.mit.edu/projects/734685257

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Think about the strategy that you adopt in order to solve your jigsaw puzzle.

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https://docs.google.com/document/d/1097owqVTHzG6B1h1VqbmiqIUIWqzjwgcpgdZMQjWmB8/edit

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Group 2:The Digital Maker Project (Decomposition)

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Selected domain: Mathematics
Age Group: 3rd Grade
Link/Details: 3rd grade connection lesson of multiplication word problems & how we can "break them down" using CT thinking (decomposition)

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These slides will be presented in a PearDeck format. This link is to the Google Slides version.
https://docs.google.com/presentation/d/1y8tjwuqkm39R_EH-1rSK5ercbmKpgcTsqcpeiGTrC9s/edit?usp=sharing

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Domain: Biology (Science
Age Group: 6th - 8th Grade

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Puzzle is a quick introduction to Blockly's shapes and how the pieces snap together.

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Link to Lesson Plan Template for Algorithm Design

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Link to Lesson Plan Template for Algorithm Design

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https://docs.google.com/document/d/1cS4sGRJA72ez3i_Ex2HS5ztDEKxWOT1U/edit?usp=sharing&ouid=117134076454986682618&rtpof=true&sd=true

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https://www.techtarget.com/searchsecurity/answer/What-is-red-and-white-hat-hacking

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link/details

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link/details

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Selected domain:
Age group:

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Team Building

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Game Time! Group 1: shorturl.at/EJSWZ Group 2: shorturl.at/deoTV Group 3: shorturl.at/lPR49 Group 4: shorturl.at/MOU68

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Grouping is based upon common interests/subject areas

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Each team will own one of four CT principles: Abstraction, Decomposition, Algorithm Design, and Pattern Recognition. The project includes developing and delivering a lesson plan highlighting their CT principle applied to some domain of your choice.

Please use this space to brainstorm ideas, test out prototypes, collaborate, post questions/comments, or give support. You can write/draw or use audio/video to communicate. Please post your self reflections at the bottom of the Padlet after you've given your lesson.

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Group #: 1
Team members: Sara, Sherlyne, Ambika, Vanessa, Fabely

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Group #: 2
Team Members: Deliann, Yokasta, Andrew, Melanie, Emely,  Caleb

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link/details

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Group #: 4
Team members: Winton, Susan, Cyntonya,  Natalie, Dariann

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Selected domain:
Age group:
Link/details

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Guiding questions for reflection

1. What do you feel were the strongest parts of your lesson? Give examples. How will you continue using these strong points?

2. What do you feel was the weakest part of your lesson? Give examples. How do you plan to improve?

3. Describe some of the feedback given by your peers, how do you plan to use this feedback?  Give specific examples.

4. Lastly, describe your next steps on how to improve on your future lesson. Justify your plans by referring to current educational research or theory.

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Selected domain:
Age group:
Link/details