Star Week 7
Hi there! This is Elena and this time I'm the Star, but this week instead of presenting our task, we had to create a podcast. Therefore, I was in charge of sending it and making sure it was all clear. Moreover, for this task we have chosen three activities in which they all follow different requirements. So, you will be able to read the chosen activities below. We hope you like it!
You can find our podcast here: Las Definitivas Podcast
Task 7: Exploring Tasks with Digitals Computational Thinking and Coding
ACTIVITY: DANCE PARTY
• What level would be appropriate for this?
This activity would be appropriate for several levels. It would be suitable from grades 2-5; grades 6-8 and grades +9. So it is aimed at children from 7 to more than 14 years old. The difficulty of the choreography can be adapted to each child depending on his/her developmental stage.
• What is(are) the objective(s) of this task following the Bloom Taxonomy?
Following the Bloom Taxonomy, we can observe these objectives:
-Remember what each event means(example arrow up means clap).
-Understand how musical tempo and beat works.
-Apply the previous musical knowledge for coordinating dance steps with music.
-Analyze the song and divide it into its different parts.
-Evaluate their decisions( dance steps, song, background..) in order to change something or remain the same.
-Create a new and original choreography by using the app.
• What content/standard from the curriculum would be suitable to be developed with this activity?
This activity develops different standards of some of the competencies in Primary Education.
Mathematical competency: Select and use technological tools and strategies for calculus, in order to know mathematical principles and solve problems. (beat and measures)
Arts: Use the ICT in a responsible way for searching and creating fixed and moving images.
Music: To explore and use resonant and expressive possibilities of different materials, instruments and electronic devices.
To acquire creative and expressive abilities offered by corporal expression and dance, conceiving them as a means of social interaction.
Physical Education: take advantage of expressive resources of the body and movement, in an aesthetic and creative way, communicating sensations, emotions and ideas.
• What is the added value of using digital tools in this case?
The added value of using digital tools for doing this activity is mainly the motivation and engagement that provides. Students get more involved and as a result they get higher results. Furthermore, there is no discrimination, since this task requires teamwork for reaching a common goal, making a choreography. Also, it is important to consider that this innovative activity leads to active students, who take responsibilities and make their own decisions. In short, without the use of digital tools, it would be almost impossible to carry this out.
• What ethical problems could you (or your students or the parents) find doing this activity in the classroom?
Doing this activity there could be some ethical issues. Firstly, students’ personal information is required. Although, it is true that the personal information is minimal and that students under 13 need parental consent for creating an account.
Since other users can see your content once you upload it, this could lead to copyright and plagiarism.
Apart from that, children could find some inappropriate content while surfing the web.
Ultimately, it is essential that the teacher follows closely what the students are doing, in order to avoid a misuse of the tool.
• What changes do you need to make to allow your students to do it from home?
The first thing you need is parental consent for their kids to create an account. It is also possible to use the app without creating an account, but their progression will not be seen.
The teacher also needs to take responsibility for their accounts and not share any personal information.
Lastly, the educator should explain thoroughly which steps to follow for obtaining the final result.
ACTIVITY: INFINITY PLAY LAB (COMPUTER)
• What level would be appropriate for this?
This activity is meant for 2nd to 8th graders, which are children between the ages of 7 and 13. They all have to follow the same steps, however, since the last activity is to program their own animations or games, the teachers can adapt the level of difficulty depending on the students.
• What is(are) the objective(s) of this task follow the Bloom Taxonomy?
If we follow the Bloom Taxonomy, the objectives are these:
Since the activity is a self-led tutorial the students can continue on their own. And, to make sure they have completed the task, they have to share the little diploma they get at the end with the teacher via email.
LEARN TO CODE WITH MONSTER HIGH
• What level would be appropriate for this?
This activity is appropriate for students between 2º and 5º grade of primary education.
• What is(are) the objective(s) of this task following the Bloom Taxonomy?
The objectives of this task following the Bloom Taxonomy are the following ones:
About the stage of “Remember” we could say it that children memorize the terms of movements that they have to program.
In the stage of “Understand” our students could program without needing the instructions of each movement that they have to program because they will know, for example, that “throw arm” means kick the skeleton.
About the stage of “Apply” students will use the information that they have learned in programming the movements of the dolls.
In the stage of “Evaluate” our students will evaluate themselves while they are playing the game. As teachers, we are going to put time into the activity, so if they fail while they are playing they will lose time so they will fail the activity.
About the stage of “Create” children will develop by themselves the whole activity (20 panels) in a given time.
• What content/standard from the curriculum would be suitable to be developed with this activity?
• What is the added value of using digital tools in this case?
The added value of using digital tools is that students are more focused and have more interest in the activity than if they were regular ones. They can learn how to program something in an easy and interactive way. They can develop new skills by themselves, making mistakes and learning from them. Also, they learn to work as an individual and to take responsibility for their work if something is wrong.
• What ethical problems could you (or your students or the parents) find doing this activity in the classroom?
By doing this in the classroom some ethical problems could appear. For example, children under thirteen need their parent's consent to create an account on this website. Parents would not agree with the use of this website because of their privacy policy.
• What changes do you need to make to allow your students to do it from home?
This activity is perfect to do it at home because the game gives to the students the instructions program. The only thing that we must know as teachers is that all students have a computer or tablet to do this activity at home.
Task 7: Exploring Tasks with Digitals Computational Thinking and Coding
ACTIVITY: DANCE PARTY
• What level would be appropriate for this?
This activity would be appropriate for several levels. It would be suitable from grades 2-5; grades 6-8 and grades +9. So it is aimed at children from 7 to more than 14 years old. The difficulty of the choreography can be adapted to each child depending on his/her developmental stage.
• What is(are) the objective(s) of this task following the Bloom Taxonomy?
Following the Bloom Taxonomy, we can observe these objectives:
-Remember what each event means(example arrow up means clap).
-Understand how musical tempo and beat works.
-Apply the previous musical knowledge for coordinating dance steps with music.
-Analyze the song and divide it into its different parts.
-Evaluate their decisions( dance steps, song, background..) in order to change something or remain the same.
-Create a new and original choreography by using the app.
• What content/standard from the curriculum would be suitable to be developed with this activity?
This activity develops different standards of some of the competencies in Primary Education.
Mathematical competency: Select and use technological tools and strategies for calculus, in order to know mathematical principles and solve problems. (beat and measures)
Arts: Use the ICT in a responsible way for searching and creating fixed and moving images.
Music: To explore and use resonant and expressive possibilities of different materials, instruments and electronic devices.
To acquire creative and expressive abilities offered by corporal expression and dance, conceiving them as a means of social interaction.
Physical Education: take advantage of expressive resources of the body and movement, in an aesthetic and creative way, communicating sensations, emotions and ideas.
• What is the added value of using digital tools in this case?
The added value of using digital tools for doing this activity is mainly the motivation and engagement that provides. Students get more involved and as a result they get higher results. Furthermore, there is no discrimination, since this task requires teamwork for reaching a common goal, making a choreography. Also, it is important to consider that this innovative activity leads to active students, who take responsibilities and make their own decisions. In short, without the use of digital tools, it would be almost impossible to carry this out.
• What ethical problems could you (or your students or the parents) find doing this activity in the classroom?
Doing this activity there could be some ethical issues. Firstly, students’ personal information is required. Although, it is true that the personal information is minimal and that students under 13 need parental consent for creating an account.
Since other users can see your content once you upload it, this could lead to copyright and plagiarism.
Apart from that, children could find some inappropriate content while surfing the web.
Ultimately, it is essential that the teacher follows closely what the students are doing, in order to avoid a misuse of the tool.
• What changes do you need to make to allow your students to do it from home?
The first thing you need is parental consent for their kids to create an account. It is also possible to use the app without creating an account, but their progression will not be seen.
The teacher also needs to take responsibility for their accounts and not share any personal information.
Lastly, the educator should explain thoroughly which steps to follow for obtaining the final result.
ACTIVITY: INFINITY PLAY LAB (COMPUTER)
• What level would be appropriate for this?
This activity is meant for 2nd to 8th graders, which are children between the ages of 7 and 13. They all have to follow the same steps, however, since the last activity is to program their own animations or games, the teachers can adapt the level of difficulty depending on the students.
• What is(are) the objective(s) of this task follow the Bloom Taxonomy?
If we follow the Bloom Taxonomy, the objectives are these:
-Remember the actions each block does and what order they have to be put to execute the action needed.
-Understand the functioning of the blocks and what they do.
-Apply the knowledge they have of the functioning of the blocks to connect them correctly.
-Create a game or animation in which they show what they have learned throughout the activity.
• What content/standard from the curriculum would be suitable to be developed with this activity?
According to the Spanish curriculum for primary education, the contents more suitable for this activity are the following:
Mathematics: the usage of technological media in the process of learning and obtaining information, and the integration of technologies in the learning process.
English: comprehend the indications, instructions and basic information in notes, posters, signs, etc.
• What is the added value of using digital tools in this case?
Using digital tools like this one makes students understand the process that is behind video games and animations. Also, since they are working with characters they know, it is easier for them to concentrate on the activity and keep them engaged.
• What ethical problems could you (or your students or the parents) find doing this activity in the classroom?
Taking into account that the activity has to be completely done with the internet and on a technological device, the main ethical problem is that not every student has access to both of them.
• What changes do you need to make to allow your students to do it from home?
First, we would need to make sure that everyone has access to a computer or a mobile device. Then, it would be necessary to give the students specific instructions on how to get to the web page and what activity they have to do.
-Understand the functioning of the blocks and what they do.
-Apply the knowledge they have of the functioning of the blocks to connect them correctly.
-Create a game or animation in which they show what they have learned throughout the activity.
• What content/standard from the curriculum would be suitable to be developed with this activity?
According to the Spanish curriculum for primary education, the contents more suitable for this activity are the following:
Mathematics: the usage of technological media in the process of learning and obtaining information, and the integration of technologies in the learning process.
English: comprehend the indications, instructions and basic information in notes, posters, signs, etc.
• What is the added value of using digital tools in this case?
Using digital tools like this one makes students understand the process that is behind video games and animations. Also, since they are working with characters they know, it is easier for them to concentrate on the activity and keep them engaged.
• What ethical problems could you (or your students or the parents) find doing this activity in the classroom?
Taking into account that the activity has to be completely done with the internet and on a technological device, the main ethical problem is that not every student has access to both of them.
• What changes do you need to make to allow your students to do it from home?
First, we would need to make sure that everyone has access to a computer or a mobile device. Then, it would be necessary to give the students specific instructions on how to get to the web page and what activity they have to do.
Since the activity is a self-led tutorial the students can continue on their own. And, to make sure they have completed the task, they have to share the little diploma they get at the end with the teacher via email.
LEARN TO CODE WITH MONSTER HIGH
• What level would be appropriate for this?
This activity is appropriate for students between 2º and 5º grade of primary education.
• What is(are) the objective(s) of this task following the Bloom Taxonomy?
The objectives of this task following the Bloom Taxonomy are the following ones:
About the stage of “Remember” we could say it that children memorize the terms of movements that they have to program.
In the stage of “Understand” our students could program without needing the instructions of each movement that they have to program because they will know, for example, that “throw arm” means kick the skeleton.
About the stage of “Apply” students will use the information that they have learned in programming the movements of the dolls.
In the stage of “Evaluate” our students will evaluate themselves while they are playing the game. As teachers, we are going to put time into the activity, so if they fail while they are playing they will lose time so they will fail the activity.
About the stage of “Create” children will develop by themselves the whole activity (20 panels) in a given time.
• What content/standard from the curriculum would be suitable to be developed with this activity?
First: Time control and responsible use of information and communication technologies.
Second: Makes appropriate use of information and communication technologies. Use of information and communication technologies.
• What is the added value of using digital tools in this case?
The added value of using digital tools is that students are more focused and have more interest in the activity than if they were regular ones. They can learn how to program something in an easy and interactive way. They can develop new skills by themselves, making mistakes and learning from them. Also, they learn to work as an individual and to take responsibility for their work if something is wrong.
• What ethical problems could you (or your students or the parents) find doing this activity in the classroom?
By doing this in the classroom some ethical problems could appear. For example, children under thirteen need their parent's consent to create an account on this website. Parents would not agree with the use of this website because of their privacy policy.
• What changes do you need to make to allow your students to do it from home?
This activity is perfect to do it at home because the game gives to the students the instructions program. The only thing that we must know as teachers is that all students have a computer or tablet to do this activity at home.
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