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I am interested in Ms. Kors's assignment, because it centers the students, their experiences, and linguistic knowledge in a new way. Mrs. Kors's assignment challenges traditional notions of what is relevant to computer science education, because she has students code in an expressive way that shares important aspects of their lives with others. Mrs. Kors's assignment makes coding with Scratch relevant to her students, their cultures and lives.

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Ashley Streebel - I was impressed with how all the teaching moves from Ms. Kors', “...supported John and his peers to represent code and what they hoped it would do for their projects in a way that was easily understandable…" I love how she challenges traditional notions in order to make learning more accessible, motivating, and relevant to her students. Students were able to share parts of themselves that others may have known otherwise. When students understand the intention behind the assignment, they are more motivated to complete it. Additionally Ms. Kors' focused on the steps rather than the final product. She made sure to differentiate and scaffold steps to ensure student understanding.

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What is your gut reaction to Ms. Kors’s assignments?
My gut reaction is that Ms. Kors’s assignment is thoughtful and powerful. It goes beyond the typical coding task by giving students a creative and personal way to express themselves. Instead of focusing only on technical skills, it centers students' identities and experiences, making learning more meaningful and inclusive.  -Marlene Gleason-

How did Ms. Kors’s assignment challenge traditional notions of what is relevant to computer science education?
Ms. Kors’s assignment challenged the traditional view that computer science is only about logic and technical problem-solving. By asking students to code their family histories using Scratch, she showed that personal stories and cultural backgrounds are also relevant in CS. This helped to support ELL’s. It makes the assignment diverse and allows for differentiation by allowing creativity, storytelling, and identity with coding, expanding what counts as valuable knowledge and who belongs in computer science.            -Marlene Gleason-

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Brad Horrigan - I'm incredibly impressed by Mrs. Kors's design of this student project. She gave the students agency to choose which family story that they could tell. It is inherently engaging to the students because it's about them and their families. The steps were well-devised and included sketching out on paper, role playing, annotation, and of course the coding (and debugging). But in doing so, she allowed students to use their home language along the way. This was a such an interesting connection between CS and the students' personal story/experience.

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Nicole Northrup

Ms. Kors's assignment challenged traditional notions in many ways. It wasn't about the end product as much as all the steps needed to get there. She also used a variety of differentiated instruction throughout the steps building on visuals, family history, and experiences. She used coding as a tool to create a personalized message and allowed the students to share their own story.

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Brian Mayer - I was surprised in a good way by the teachers approach. Often CS instruction is focused on the platform, syntax, and lacks context for its application. By building the project around telling the student's family history, the teachers build a personal connection to the work and helps connect coding to human experience. It creates a way to communicate and share ideas, and challenges what aspects of their lives are connected to the skills. It touches on aspects of coding that don't often get covered, audience and impact. Thinking about how coding creates and shares to those interfacing with the end product, and how those products can support communication and expression.