The videos below give tips related to the flow of the iDEW projects, injecting supplemental work when needed, forming student teams, and using Google Drive to support your students.
Resources Mentioned:
Copies of Referenced Documents can be found on Google Drive
We will answer these questions and more through the following topics.
We will explore primary learning objectives for a computer science course and an achievable student profile that exhibits the attributes of a life-long learner and doer. We will consider the three threads of an innovator's work and how we can use the classroom as a bridge for students to participate in the modern world . We will review basic industry practices to manage project work and how to replicate them in an appropriate way for classrooms.
We will map the thinking, doing, and interactions of innovation to provide perspective on the set of practices we want students to engage that provide a depth and breadth to their approach. We will investigate the Indiana standards in computer science, along with the national framework and PBLWorks guidance, to build confidence and comfort in covering a full spectrum of learning objectives.
We will go through the three phases of a standard project outline and discuss the primary activities in completing projects. We will review the important milestones of the public presentations and deliverables. We will consider how teams of students may progress through the project, sometimes in a linear series and other times in parallel tracks. Finally, we will see how students may develop a product feature map for organizing work and communicating progress.
We will cover some basic concepts in programming with HTML and CSS that can provide a launching point into our projects.
Justin Smith will provide insight from experience on how to facilitate innovation in the classroom.
We will explore primary learning objectives for a computer science course and an achievable student profile that exhibits the attributes of a life-long learner and doer. We will consider the three threads of an innovator's work and how we can use the classroom as a bridge for students to participate in the modern world . We will review basic industry practices to manage project work and how to replicate them in an appropriate way for classrooms.
What do you see as primary roadblocks and opportunities for students to engage CS?
How might you have students track project work? What methods have you used in the past?
What code tutorial resource might you use? (e.g. Codecademy, Khan Academy, W3Schools, Code.org, CodeHS)
More: Live Teacher Task Board Example, Trello, Codecademy, Kahn Academy, W3Schools
We will go through the three phases of a standard project outline and discuss the primary activities in completing projects. We will review the important milestones of the public presentations and deliverables. We will consider how teams of students may progress through the project, sometimes in a linear series and other times in parallel tracks. Finally, we will see how students may develop a product feature map for organizing work and communicating progress.
What visual cues or weekly practices might you use to keep students and teams moving forward and aware of the broader context of their project work?
What industry or community organizations might partner with you and your students?
More: Another Guide to User Story Mapping
HTML provides the structure for web pages and uses elements with tag names to differentiate items on the page. For example, <h1>...</h1> is a large heading element. Notice the opening tag <h1> and closing tag </h1> that indicates the beginning and end of the element. "h1" is the tag name in this case.
Copy and past the HTML above into a new CodePen and notice how the browser preview looks.
Read these explanations on W3schools.com. Headings, Paragraphs, and Links
Add two more sites to the list with each having it's own "h3", "p", and "a" elements.
CSS stands for cascading stylesheets and allows us to modify the appearance of HTML elements in a browser. Study this W3schools page to understand the syntax of CSS. It is important to understand the concepts of a selector, property, and value.
Copy the CSS code above and add it to your CodePen from the HTML Exercise, and notice how the browser preview has changed.
Modify the CSS by changing colors and font-size.
Customize your look by adding the style properties below on the HTML elements you choose.
Box-shadow - This one is cool.
By assigning a class or id to an HTML element you can apply specific styles in a targeted way.
Copy the HTML and CSS above and paste it in a new CodePen.
Take a look at the browser preview and try to decipher what is going on.
Notice how assigning id="jill-card" in the HTML allows the element to be "targeted" with the CSS selector #jill-card.
Notice how assigning class="card" in the HTML allows several elements to be "targeted" with the CSS selector .card.
Go ahead and give Patrick's text a class of "card" and then add a unique id to his HTML element and some CSS to make his card stand out from all the others.
id - An HTML id is selected in CSS with a # prefix and should be used to target a single element on a page.
class - An HTML class is selected in CSS with a . prefix and can be used to select several elements that will share a common style.
Look at the HTML below. Do you see how the container could be called the parent of the three cards? The cards are then children of the container. This is an example of nested HTML.
Copy the HTML and CSS above into a new CodePen.
Notice in the browser preview how the nesting becomes visually apparent.
Also, notice how the indentation in the HTML is really helpful to see the proper structure. Technically the indentation does not need to be there, but it is a good programming practice.
Add a parent <div> element with a class of "outer-container" to the container and style it with a solid border line. Use good indentation in your HTML.
We will map the thinking, doing, and interactions of innovation to provide perspective on the set of practices we want students to engage that provide a depth and breadth to their approach. We will investigate the Indiana standards in computer science, along with the national framework and PBLWorks guidance, to build confidence and comfort in covering a full spectrum of learning objectives.
How might you facilitate a reflective practice with students to intentionally apply the different modes of thinking, doing, and interacting?
Which of the practices discussed do you think will be most difficult to facilitate? Any potential ideas to improve outcomes?
More: CS Standards Spreadsheet
