WORKSHOPS - Friday June 19
8:30-9:00 - Registration, coffee
9:00-9:10 - Introduction/Welcome
9:15-9:45 Keynote #1 (Full): Noss & Hoyles University of London, UK
Revisiting programming to enhance Mathematics learning
9:50-10:50 - Presenters introduce two math + coding ideas and propose two hands-on activities
Jonathan So (PDSB)
10:50-11:20 - Making shapes in Hopscotch or Scratch
11:20-11:50 - Measuring the distance and perimeter of a object (using pixels or non-standardizes units)
Level = primary
Lisa Floyd (TVDSB)
10:50-11:20 - Computational thinking
11:20-11:50 - Integrating Coding to Solve Math Problems in Grades 4-8
Level = junior/intermediate
David Hann (TDSB)
10:50-11:20 - Coding and STEM - Using Makey Makey in Math Programming (Part 1)
11:20-11:50 - Coding and STEM - Using Makey Makey in Math Programming (Part 2)
Level = junior/intermediate
10:50-11:50 - Hands-on explorations (participants chose two hands-on sessions to attend and to explore-- presenters provide small group support)
12:00-12:45 - Light lunch
Lunch Research Poster - Danielle Beckett & Jin Dhaliwal (Wilfrid Laurier University): "Expanding the idea of Math + coding across the curriculum"
12:50-1:50 - Presenters introduce two math + coding ideas and propose two hands-on activities
Brock Dubbels (McMaster)
12:50-1:20 - Learning computational thinking with patterns and code with Lightbot
Level = K-8
1:20-1:50 - Design a simple arcade game with an artificial intelligence
Level = 5-8
Brian Aspinall (LKDSB)
12:50-1:20 - Minecraft + patterning
1:20-1:50 - Coding Math Apps in Scratch
Level = intermediate
Gabriella Solti (Western)
12:50-1:20 - Math, art and "home-made" robots?
1:20-1:50 - Math, art and digital making?
Level = primary/junior
Vera Sarina (TDSB)
12:50-1:20 - Creating games and animations in Scratch (Part 1)
1:20-1:50 - Creating games and animations in Scratch (Part 2)
Level = intermediate
1:50-2:50 - Hands-on explorations (participants chose two hands-on sessions to attend and to explore-- presenters provide small group support)
3:00-3:30 - What did we learn? What else do we want to know? Where do we go from here?
7:00 pm - Keynote: Yasmin Kafai: Connected Code: A New Agenda for K-12 Programming in Classrooms, Clubs, and Communities
8:15 pm - Discussant: Bill Higginson
8:30 pm - Q & A
9:00 pm - Reception
Friday June 19 - workshop details
8:30-9:00 - Registration, coffee
9:00-9:10 - Introduction/Welcome
9:15-9:45
Noss & Hoyles University of London, UK
Revisiting programming to enhance Mathematics learning
There was an explosion of research and development into the relationships and mutual influences of programming and mathematics in the nineteen eighties. After several decades when programming fell ‘out of fashion’, it has now returned – at least in England - and the time is ripe to revisit this prior research as it has much to tell us. We will attempt to tease out the new potential as well as reporting on enduring and new obstacles.
9:50-10:50 - Presenters introduce two math + coding ideas and propose two hands-on activities
Jonathan So (PDSB)
10:50-11:20 - Making shapes in Hopscotch or Scratch
Level = primary
When I first started to learn how to code this was the very first exercise that I tried. I knew many of the properties of shapes and I knew that hopscotch and Scratch could draw so I made squares, rectangles, and triangles. It was also the time where my class was exploring the properties of various 2D shapes. Armed with knowledge of various properties I challenged my grade twos to create as many shapes as possible in the program. In this 10 minute exercise, I will demonstrate Hopscotch (or Scratch) and challenge you to make as many shapes as possible. Let’s make shapes together.
11:20-11:50 - Measuring the distance and perimeter of a object (using pixels or non-standardizes units)
Level = primary
In Primary, a big mathematical idea is understanding how to measure correctly using both non-standard and standardized measurements. Many students struggle with measuring because they fail to understand the iteration process in measuring; that a unit of measurement is repeated over and over again. The purpose of this program is to give students an opportunity to measure an object and explore through coding the concept of distance and perimeter. Participants will explore Scratch. They will build a step by step program that will allow their students to move scratch around an object or along an edge of an object and count the distance scratch has travelled. Participants will also see samples of students work, some of my problems and troubleshoots I encountered while making this program and explore the basic functions of Scratch (movement blocks, rotations and variables) as they try to replicate the code.
Lisa Floyd (TVDSB)
10:50-11:20 - Computational thinking
Level = junior/intermediate
Computational thinking is a fundamental skill that everyone can benefit from, not just computer programmers. You can use this way of thinking to solve problems across various subject areas. This introductory session will help you understand three basic structured programming concepts that can be used to solve any problem logically. Through algorithm action activities, you will learn how sequential, selection and repetition programming is used in coding. The use of variables in computer science will also be explained and applied. You will be snapping and clapping your way to having a basic understanding of structured programming.
11:20-11:50 - Integrating Coding to Solve Math Problems in the Grades 4-8
Level = junior/intermediate
Problem solving is central to learning mathematics and this is emphasized in the Ontario curriculum documents. An adapted problem solving approach for coding math programs will be shown. Sample student assignments, suggested Scratch computer programs that integrate mathematics, a rubric for this problem solving approach and video tutorials to help you to teach coding effectively will be provided. Specific Ontario curriculum expectations will be linked to programs that you will have the opportunity to code, along with suggested extensions for each one.
David Hann (TDSB)
10:50-11:20 - Coding and STEM - Using Makey Makey in Math Programming (Part 1)
Level = junior/intermediate
One of the major challenges of math teaching at the elementary levels is bridging the abstract/concrete gap to ensure effective concept attainment by students. We can pair Scratch with a Makey Makey and create devices to address this gap. Students could design, build and program these devices themselves with teacher guidance. For example younger students could be tasked with building and programming a device designed to help calculate the area and perimeter of a rectangle or square when given the side lengths. Older students could make something that helps measure the radius and diameter of a circle, and calculate the area and circumference from that measurement. We will also give an example of how Makey Makey's could be used within a broader, large-scale STEM project (a pinball machine).
11:20-11:50 - Coding and STEM - Using Makey Makey in Math Programming (Part 2)
Level = junior/intermediate
See above.
10:50-11:50 - Hands-on explorations (participants chose two hands-on sessions to attend and to explore-- presenters provide small group support)
12:00-12:45 - Light lunch
Lunch Research Poster - Danielle Beckett & Jin Dhaliwal (Wilfrid Laurier University): "Expanding the idea of Math + coding across the curriculum"
12:50-1:50 - Presenters introduce two math + coding ideas and propose two hands-on activities
Brock Dubbels (McMaster)
12:50-1:20 - Learning computational thinking with patterns and code with Lightbot
Level = K-8
Program a virtual robot to light one or more square on a floor that may be uneven or have other surprises. Learn about mathematical functions. Programming is like mathematics and logic in many ways: all these disciplines use rigorous methods to reason about abstract concepts. But programming pays more attention to issues of representation as well, to the syntax of language and not just its abstract meanings. As with our Light-Bot robot, we have to give concrete expression to our plans and patterns in the form of a written script.
1:20-1:50 - Design a simple arcade game with an artificial intelligence
Level = ??
Using Scratch. Examine the role of "intelligence" in computers as an algorithm, and learn about game tuning.
Brian Aspinall (LKDSB)
12:50-1:20 - Minecraft + patterning
Level = intermediate
Minecraft - creating growing patterns to support intermediate algebra as well as the science curriculum (structures). Examples including building 3D patterns and Rube Goldberg machinesStudent examples here: http://brianaspinall.com/?p=610
1:20-1:50 - Coding Math Apps in Scratch
Level = intermediate
Coding games to support numeracy - a focus on creating 'apps' to help students master rote / repetitive tasks like adding fractions. Student examples here: http://brianaspinall.com/?page_id=438
Gabriella Solti (Western)
12:50-1:20 - Math, art and "home-made" robots?
1:20-1:50 - Math, art and digital making?
Level = primary/junior
website: https://gabriellasolti.wordpress.com
Vera Sarina (TDSB)
12:50-1:20 - Creating games and animations in Scratch (Part 1)
Level = intermediate
The presentation will highlight my experiences of running a Scratch Club for Grades 7 and 8. The participants will become familiar with the basics of Scratch. The lessons/student handouts will be shared with the participants. Coding is an indirect way to make students explore some basic mathematical concepts, e.g. negative numbers, variables, the Cartesian plane, inequalities. Coding provides students with opportunity to think algorithmically. While coding students learn the basics of problem solving from formulating a problem to choosing the appropriate tools and strategies to applying the tools to the data of the problem.
1:20-1:50 - Creating games and animations in Scratch (Part 2)
Level = intermediate
Delving deeper into Scratch coding. Get ready to run a Scratch club in your own school! Or make your own virtual manipulatives to use in your teaching practices.
1:50-2:50 - Hands-on explorations (participants chose two hands-on sessions to attend and to explore-- presenters provide small group support)
3:00-3:30 - What did we learn? What else do we want to know? Where do we go from here?
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