Lesson Sequence- Unplugged to Plugged

How do I incorporate coding into my lessons? Is it a replacement? Is it an extension? It can be both- the field of computer science supports integration. Let’s look at this practically. Let’s look at lesson design.

We can take a lesson from the field of computer science with the lesson sequencing approach from unplugged to plugged.

An unplugged activity is just that– unplugged from a digital device. It is a real world application or problem that introduces and practices the concept later to be used in coding.

Stay real!

An unplugged activity is often what we would think of as a traditional EL language activity. For example, write directions to a place in the school or community. “Turn left,” “Move forward,” “Pass the library.”

A plugged activity is the digital application or problem to be solved in coding.

Now plug in!

For example, code a digital sequence that moves your sprite from one location to another. Also, “Move forward,” “Turn left,” etc.

Sound familiar? Maria Montessori talked about a similar instructional sequence for math. “Concrete -> Representational -> Abstract.” She’d have her students manipulate physical items before expecting them to write representations and then work equations.

See this in action!

Unplugged– Write directions to a place in school. In groups of 3, my students had to write specific directions to a place in the school. Their instructions would tell them where they needed to end up and some told them where they could NOT go. For example, “Start at room 207. Go to the clinic. Do NOT pass the library.” They had to write out each physical step. “Move forward.” “Move forward.” etc. Then when complete, they exchanged directions with another group and had to follow them. Upon arrival, they had to take a group selfie in the location. Successful algorithms, directions, would lead the group there, and ones that needed work would, well, need work.

Plugged– Write directions (code) for your robot to reach the finish line. Students select and sequence the appropriate blocks to help their robot reach its destination.

Their unplugged experience gave them vocabulary exposure, problem solving practice, and interaction to be confident as they approached coding! And, it was super fun! Great job guys!

Unplugged!
Plugged!

CodeVA Featured Educator

It was an honor to be a featured educator for CodeVA this October! CodeVA is a nonprofit based in Richmond, VA which partners with schools, parents, and communities to bring computer science education opportunities to all students. All should follow CodeVA for CS news, engagement, training opportunities, and more!

CodeVA was a sponsor at #SETESOL22, where I presented Leveraging Coding & Computational Thinking to Learn English. I had the best conversations with Kristin Hott, their engagement strategist on CS in EL education. Finding like-minded educators is explosive! We talked about how Scratch listens to educators for feedback, Virginia’s CS SOLs, and how block based coding with its collocations and phrasal groupings in blocks mimics how the brain learns language, making it a must-use tool for EL educators. From these conversations came the connection which led to the spotlight.

Read the spotlight here! Thank you, CodeVA! CS for all, especially multilingual learners!

“I think everybody in this country should learn how to program… it teaches you how to think,” Steve Jobs.

The first line hear grabbed me. ML teachers, we teach the everybody in this country. We are know where to begin. We are the resource. We are the first hello.

The second line hooked me. I thought I knew how to think? Is thinking something I can be taught? Are there different ways of thinking and what different modality of thinking does coding teach? And how can this benefit my everybody-my language learners. Watch:

This mode of thinking has been hard to capture. It is now referred to as “Computational thinking,” but that may be a little off-putting because it seems like it could be “Thinking like a computer,” which… it is… but thinking like a computer is only a fraction of what computational thinking entails and what it can do for our students if taught and put in practice.

So what is computational thinking? How are these aspects similar to or just different enough to the language learning process that this can help my language learners? Look for posts that address each of these. What connections are you making with language instruction? Do you see overlap and opportunity yet?

This discussion will be informed by Jacob, Sharin & Nguyen, Ha & Tofel-Grehl, Colby & Richardson, Debra & Warschauer, Mark. (2018). Teaching Computational Thinking to English Learners.

Why should EL teachers integrate coding in their English instruction?

Since beginning my journey on integrating introductory CS in my ELD instruction, the reasons of why EL teachers can, should, (need to?) to integrate coding in their instruction have grown. And with each project, another reason pops up and waves its hands, “Hey, you forgot about me!” I am digging into each, then exploring how.

A participant at my #SETESOL2022 presentation added, coding provides immediate feedback. And my daughter has scrutinized this list and said, “Mom! It’s fun!!

What would you add?

No Experience Needed!

My purpose here is to share (and organize!) my journey how I am learning about coding and computer science. I will dig into the why and how I am incorporating it into my teaching of secondary ELs. I hope these stories encourage other EL teachers to do the same.

I have limited computer science background, which has me learning alongside my students. As a learner as well, I have learned how to collaborate with my students: “Let’s give this a try. Let’s figure this out together. What do you think?” I begin with teaching pre-teaching this language of collaboration, which all need from newcomer to LTEL. So. Let’s give this a try. Let’s figure this out together. What do you think?