Free "Coding" Resources...
Borrowed this from another site, thank you! |
1. Code.org - In a different blog post, I briefly talked about this great resource and you can read it here.
What I really liked about this program:
- I teach over 600 students and I could create multiple classes and assign each student their course. What was really great is that if you have students who aren't grade level ready for there courses, you can assign them an appropriate course and no one knows but you. This allows for all students to feel and be successful in coding.
- I can monitor each students individual progress, view their lessons and cater their learning needs as needed. The teacher aspect is a great tool.
- There are unplugged activities also. I really liked the cup stacking activity and so did my students.
Image of one of my challenge sheets - link attached! |
For example:
- Each of my iPads are a group color (ex: red, yellow, etc...)
- Each class saves their work with identifying codes. For example: M2ch1 (First Initial of teachers last name,grade level, challenge #). Because students get assigned a specific iPad color, I know who has done the work and this has made a hug difference in my grading ease.
- I laminate and print all my challenges so they can be reused over and over without the worry of getting messed up.
3. Scratch - Is the computer version for older students. This resource will allow you as an educator to create a FREE account. I think you have the ability to get 50 free student accounts when you sign up. So what I did is create this for only my 5th graders. Each class would have an account and when I was finished with one class I'd "suspend" the account and open the new class. This worked great but takes a little more planning. I do recommend creating tasks for your class so they don't play around. If you have a drama teacher...collaborating with him/her would be a perfect way to make the lesson fun.
I know there are many more FREE resources, but from an educators perspective, these really were my favorite.
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