Middle School Computing with Robots: 2010
Section One: 4 students
We ran through Ashley Gavin's first lesson plan. The class is about half the size of hers so it went very quickly. To remedy this we did more discussion topics at the end and also talked about other things the students might like to study in the course. I brought up Grace Hopper and the story of the first computer bug and it was determined that the students would like to learn about successful women in the field of computing. I thought this was a great idea and so I will incorporate it into the rest of the classes. At the beginning of the class I gave a short questionnaire to the students so that I could learn more about the technologies they use on a daily basis (see attached file).
Strong Areas: In answering the discussion questions I was delighted that some of the students talked about things they have already seen or experienced. Also, two of the students shared that their favorite subjects in school are the sciences and that they are really excited for the course.
Weak Areas: The class went very quickly because of the small number of students. A few issues with the robots.
Today we used the second lesson plan. This lesson did not require any changes. I also made up an extra lesson to talk about Megan Smith, this week's woman in computing (see attached file).
Strong Areas: The lesson plan went great. They had a lot of fun learning to program their robots to draw shapes (One student even produced the most perfect square I've ever seen drawn by a scribbler robot). I really enjoyed our discussion at the end of class; honestly I think it was my favorite part. We read the lesson about Megan Smith and then talked about her life and the awesome things she's done. I read a short bit from an article she wrote for the Grace Hopper Conference 2009. This prompted discussion about their parents jobs and how even when you're not computer science or in a directly related field you still have to use technology all the time. This conversation was really exciting for me.
Weak Areas:In contrast to Ashley's findings: there were some cases when the students were not paying attention to their classmates successful program runs and then they wanted them to run the program again.
Notes: I'm also a TA for other undergraduates at BMC and the differences in the way the middle school-ers and the college students have approached the relatively equivalent course content has been interesting. The students in this class were much more willing to take their time in thinking about the problem before rushing to program. They really wanted to learn and did something (without my prompting them) that our professors are always telling us to do: THINK ABOUT THE PROBLEM ON PAPER BEFORE YOU TYPE ANYTHING.
I used Ashley's third lesson plan with a few changes. I removed some of the extra information on for loops and added some discussion topics. One new student joined the group.
Strong Areas: They really enjoyed writing a robot dance and didn't procrastinate when picking the song for their dance (in fact they all used the very first song that they googled). The talk about Mary Lou Jepsen was even more of a hit. They loved experimenting with the One Laptop Per Child (OLPC). I'll probably try to incorporate them into a later lesson plan.
Weak Areas: I would have liked to go more in depth about the programming syntax. I think it will be helpful to ask them to recap what we've learned at the beginning of every class. Standard issues with the robots: batteries, and problems connecting.
Notes: One discussion topic that I added to this lesson is the question of whether computer scientists are creative and whether computing is creative. The students had an interesting response to this question. All of them stated that they believe computing is creative (for reasons such as video game design, the dances we made today, having to come up with innovative technologies like those in health care, etc), but they were also clear in their belief that most people who have not been exposed to computing in a meaningful way would not agree that it is creative. One student gave a direct example. In one of her math classes her teacher decided to have the students use Basic. It backfired majorly with no student interest and cheating to complete the assignments.
I used Ashley's fourth lesson plan and added my worksheet about Anita Borg.
The students really enjoyed the madlibs exercise and seemed to understand the concept of variables. Most of the students remembered the syntax from the previous week's classes.
Problems with the computers in the lab. The students were really rowdy today and didn't seem especially excited about the Braitenburg vehicles. Also when we talked about our Woman of the week, as a whole they were not interested and weren't listening, and only one student engaged me in conversation about her.
I used the fifth lesson plan and made a worksheet about Ada Lovelace.
The students really loved writing and running the universal maze program. They all remembered most of the syntax that we have been learning throughout the class and they were really excited to discuss our activities today. I mentioned the Programming Paradigms course I am taking where we are working on the Microsoft Surface and during are next class I'm going to show them the interface. They can't wait! They were begging me to show them this week but we ran out of time. They also liked hearing about Ada Lovelace.
Everything went really well today. We all had a lot of fun. Other than the normal issues (batteries etc) nothing was a problem.
The maze program writing section on the worksheet was entitle "Artificial Intelligence." This prompted a discussion about whether the students thought this was an example of artificial intelligence. They agreed that it was definitely not an example of intelligence in the strictest sense. They robot still didn't know which way was toward the goal and we had to tell it exactly what to do. It was really cool to hear them talk about what they think intelligence is.