 We assess and assess in subjects like math and reading. We take our data and group students accordingly so that we can specifically target skills that they are missing. We even go the extra steps and plan three different lessons for one period so that students are learning what they need in order to be successful. We even find programs that will feed our students questions based on how they perform when they first sign on. However...When it comes to some content areas teachers get stuck. Sometimes I've even heard comments such as, "This subject just isn't for grouping," or "This subject can only be taught as a whole group lesson." Hmmmmm...is that really true? Hopefully those reading this blog have already bought in to the concept that an assessment doesn't have to just be a 'test.' Assessments can be taken from informal observations done while students are working. Using that theory, I decided to take on the challenge of differentiating some of my Computer Science and technology classes this year. This is in response that some students are now enrolled in after-school clubs, camps, and competitive groups that advance their skills in different ways. Now I'm seeing that there is a need for some of my more skilled students to be able to take their skills to the next level instead of always being assigned the role of 'class expert.' Don't get me wrong, there is definitely value in having student experts for other students to learn from, it is just that having those students do that in every class only benefits the mean and doesn't enrich their talents. It also doesn't allow students who are struggling with a topic to have time to process what they are learning. One technique I use is when I teach a new Computer Science skill. For example, let's say we are working with Scratch and I note that there is a student that knows more code beyond the 'basic' lesson I presented. That is a student that is already ready for a more difficult challenge. Now if you teach multiple grade levels (as I do) sometimes I just ask the student if they would like to try a challenge that I'm giving the next grade using the same tool. Another technique I've used is having 'task cards' on hand. For example, if we are doing a lesson on loops and there is clearly a pair of students in the class that has mastered the skill, I then have task cards with challenges ready on different skills or a harder looping concept. I've also used task cards in another way. I've printed twelve task cards and told the students they could move on once they have mastered one card. I've made it clear that some students would get further then other in the course of one period and that I was ok with that. Stressing the non-competition part is important when trying to use this differentiation technique because otherwise they just try to get through as many cards as possible without actually understanding what they are doing. 
Another way that I've found to do interest based differentiation occurs when students are done with a PBL or creation. Often I'll offer a variety of 'line coding' gamification and see what they have chosen. Those who are looking for the challenge often pick the harder coding games. If your school has a BrainPop account there are 8 coding games under the 'Game Up' section.  Right now I've decided to move on to a random grouping activity. I want to regroup and see how some of my personalized differentiation has worked for the students this year. I guess you can say I'm giving an assessment to myself to see how much computer science the student have learned during the school year. So far, so good. I was very happy when a student I would consider to be an advanced coder because the student is actively involved in different coding clubs asked if he could add to his Historical Speech Scratch Project some Lego connections. This thrilled me because I can tell that the students are starting to understand how their projects can be different and at a variety of levels. Please let me know in the comments below any ideas you have also had for differentiation or personalization in Computer Science class.
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Recently, I visited www.edcamp.miami/ I was explaining to some of my peers how I am working on creating PBLs (Problem Based Learning) projects that give me the most bang for my buck. Meaning that I am trying to create assignments that cover the most technology possible so that students can take those skills back to their other classroom teachers. A couple of them asked me to put something together in order for them to plan off of. ----------------------------------- Here is how I pulled it all together: Dash Robot Sports PBL Original Challenge Idea: Question: Have you heard of Robot Wars? Pretty soon we will be coding robots to participate in sports of all sorts! What kind of sport do you think can be designed for your robot? Purpose: Students will be using computer programming language to program their robot through a maze designed as a sporting event. Tools: Dash Robot ----------------------------------------  This project works best if you and your students have access to Google Drive and Dash Robots. In order to access the documents attached you will need a Google Drive account. Creating one is free and these links will give you a permanent copy. However you can modify this project to work with any robot or cloud storage. Sample Student Projects https://drive.google.com/drive/folders/0B8VDeeKOHmbIdlZ2a2JSMk5HcFk?usp=sharing Formation of Groups: I started with a Brainstorming Session of sports students would be interested in researching. We noted our ideas using https://padlet.com/ This made it easier when I reopened the student ideas from classroom to classroom as I was working with several classes on these projects.  For some classes I even worked with them to organize the sports into workable categories:  Then students filled out an online form letting me know 3 sports they would be interested in researching.Note: I made no promises to students regarding what sport they would be placed in.
Forms to Organize Groups: I wanted interest based groups but I didn’t want the student influenced by the decisions of their friends. I created the form below in order to group them into the groups they would be working with on this project. https://docs.google.com/a/pinecrest.edu/forms/d/1hWcaV-dEi7OkXh2OY78Uqf44Kjkv2eu1qzcKR_jGeW4/copy Research a sport: What I said to students: Create a Google Doc with your group. Share the document with each other. Show your research on the sport your team has chosen. Make sure to show references. (Don’t worry we will demonstrate!) I had the students use World Book Kids but you can use whatever search works for your school. I explained to the students we would be using these facts later on when we are in our presentation/publication phase of the project. Planning: First I reviewed several guidelines/suggestions with the classes: https://docs.google.com/document/d/1uuW-RPkGf5Sxu2HACCxss6bfb4dm7B5jFeeo5y4o7OY/copy What I said to students: Either use a graphic organizer (I’m a big fan of Smart Chick Design Cycle) https://www.teacherspayteachers.com/Product/STEM-Design-Cycle-FREE-Graphic-Organizer-970762 Or list on separate paper your materials list and draw out what you think that your project will look like. To see sample designs: ctbl.es/kjauZ8gz www.creatubbles.com/creations/zmlgl25n Materials List: Once students materials were approved, some groups required materials that I had to plan for. I created a shared document that students could add to which I checked on from time to time in order to order or scavenger for supplies: https://docs.google.com/spreadsheets/d/1Z3o93kjXh20MocVf0SnjLhKUcILIHmCHZMOxksBpIFg/copy Creation Time/Coding This project required the students to use Blockly. They were not able to just drive around the robots. I also required the students to take a screenshot of their code and share it with me in their Google Drive. Presentation of Projects: Wanting to incorporate the ideas of Digital Portfolios and Educational Social Media we discussed the pros/cons of social media. I reminded the students of their original sport fact finding research that they used to design: https://www.creatubbles.com/galleries/riW6JFGY We were able to have wonderful conversations about what kinds of things to write in a post and how there are so many different ways to present information. Rubric: I actually decided against using this rubric in the end, opting to access students more on their work on using the site creatubbles.com however by putting in the work to create this document it helped my overall project design and may help others in creating different rubrics. https://docs.google.com/document/d/1K-4SHYVRgcuyiVnE119z3L_YASRxW4UHptsVYtKLdWc/copy Special Thanks to: Smart Chick Design Cycle: https://www.teacherspayteachers.com/Product/STEM-Design-Cycle-FREE-Graphic-Organizer-970762 It all starts with a bit of power and a bit of action. What is a circuit? How can teachers bring circuitry to their classroom? In my last entry I included some information on circuit blocks. In the presentation below I started even simpler with AA batteries and holiday lights. These lights can be purchased with crazy amounts in one box to keep costs down. By using holiday lights we can also teach techniques such as cutting with wire strippers. The presentation goes through the importance of circuitry and why circuit blocks are important in the flow of information from tinkering to robotics. We tried out some paper circuits with circuit tape and LED lights. In the presentation there are recommendations regarding products to purchase and freebies I've found. Not enough circuitry for you? Towards the end we discussed soft circuits (either with battery pack or with Makey Makey) and some curriculum connections to literature. I have received so much positive feedback from this presentation that I'm sharing it online. Enjoy! During the presentation we tried some of these fun lesson ideas. We finished off with a presentation by a fellow PBS Digital Learning Media Innovator.
 I love the trend at EdCamps and other Innovation conferences to offer a 'teacher play room' where teachers can explore new tools on the market. The only challenge I've had is figuring out how to play the games once I get back and get myself a copy. Sometimes there is not enough time to sit and play all of these amazing products at each conference. So I've searched online and the good news is that some of the unplugged board games have tutorials. There is real merit in having students do unplugged activities and now with board games we don't always have to craft them all. Now, full disclosure (and I know that I'm not the only C.S. teacher to do this) but since sometimes it is challenging to leave a tech infused lesson, especially with code, for a substitute often I leave board games for days when I'm out. I do this for several reasons. One of the reasons is that board games don't have power buttons which means they can't 'go down' or have tech issues that a substitute will be left to deal with. It also forces me when I return to take a good, hard look at instruction of the games for the other classes. What I've found is that when I unplug with board games it does two things for the students. First, it slows them down. Instructors are starting to see how coding to understand vocabulary such as repeats, loops, functions, if/then, etc when off the tech helps students gain deeper understanding which then they take with them when the tech gets turned back on. I've seen students create more difficult Scratch projects after playing a few rounds of Code Monkey Island (which is my personal favorite.) Second, (and I've written this in other posts,) it's all about the manipulates. What is it about having pieces to hold in your hand that translates for visual learners? I love it. Here are some of my suggestions on getting started with coding board games:
How can you expand on Board Games Unplugged? Have the students create their own board games! Don't forget to look through the curriculums of other CS tools you may already own. For example, ask yourself how you can reuse those Puzzlets pieces in another way.  In my previous post from 1/1/2016 I mentioned how ‘Take Apart Isn’t Just for Preschool’ has transformed learning at the exploratory level in our technology classroom. The question that arises often from other educators is: What do you do with the take apart when your students are done investigating what is inside the piece of electronic? OR What do the students make with the items they have discovered? The truth is that there is a stage of exploration that students examine prior to creating. This testing stage is a review on how to make basic circuits. I do this with circuitry blocks I’ve created, a variety of batteries, and a ton of gator clips. The coolest part was when I started to see students take items (such as fans) from different electronics and create their own sets of circuit blocks. Although some of mine use conductive screws, many of the student blocks were done with hot glue. Have you created circuit blocks with your students? Share your stories and examples.
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One of the biggest questions I receive from teachers in my role is: Do you know any new digital tools on ________________ (fill in the blank with your subject matter.) Since I encourage the belief that, ‘Technology is personal’ I like to encourage my peer teachers to find tools that will give them long term tools. Better then doing the search for my tools, teaching how to search for the tools is a more proactive skill. I like the mantra, “Find the tool that works for you and become an expert in it.” Here are some of my favorite ways to find tools: http://powermylearning.org/ Can be used by students, teachers, or both. It is like pulling all of the free sites and games online and being able to sort them by grade and subject. My students love the zombie typing game. I like the Cell Phone design game because it also has the students looking at the financial risk in creating a new item. http://pbslearningmedia.org/ Is wonderful resource for appropriate videos for the classroom. They have a storyboard tool that you can send the links to others. My most recent search was for a class that was into spies and math. Yup! They had videos on that. Are you trying to search for apps? Try these https://edshelf.com/ https://www.graphite.org/ They also have certifications available for contributors. Product reviews: https://www.edsurge.com/ My list of tools isn't a searchable database, but it does try to break down some elementary recommendations that are popular at my school: http://www.symbaloo.com/shared/AAAAAUgvdx0AA41-4UGqDA== Please click on the advertisements if you enjoyed this post. Thank you.
This time last week I had just returned from FETC trying to detox from the excitement that comes from being at a conference. It doesn’t matter if it is an EdCamp, local conference, or large conference there is always something that you can ‘take away’ when you meet up with other educators and other schools. I recently came back from FETC (http://fetc.org/ ) in Orlando and everyone at my school wants to know what I learned and what we can use immediately. The thing is, for me, it isn’t always a quick process. I like to ‘sleep on’ the information I learn, process it, and reflect on it thinking about how I can use it at my school. We hear great projects and resources at conferences but I think that the best usage comes when you think about how a tool would work for your population. Ask yourself, “Is it the best tool for your population?” If you believe that technology is personal, as I do, then you know that not every amazing thing is right for every classroom. The idea that technology is personal is something I was thinking about as I was going off to FETC. I was really lucky that for FETC I was invited to the ‘Executive Summit.’ I love that on our tags it even said, “People Who Get It.” If you are ever invited, take the opportunity to meet some of the other innovative educators with great vision. The speakers were amazing during this preconference. A special shout out goes to @JenWomble for putting the session together. Here were some of my personal notes (In no particular order:)
 Vendors: There is so much anticipation for the conference floor to open. I always notice that many run to the big vendors or go booth to booth for freebies. Me? I prefer to head straight to the newbies that stand at small little tables. That’s where I try to guess where the edtech is going next. I love to ask the vendors (who are often the inventors/owners) what their inspirations are. I love to ask them tough educational questions and try to guess what a product will look like when it gets to a more polished level.
As a side note to all of the other teachers I met…Maker can be anywhere. You can start small, even in the corner of a classroom. When I started I didn’t have a room for Innovation, I had a table in the corner of a computer lab. (That’s right, I started by doing ‘centers’ in a computer lab. It is possible.) I met tons of people who were as passionate as I and are trying to figure out the combinations of Maker, STEM, STEAM, Coding, Robotics, Problem Based Learning, etc. in the elementary setting. Now you know why my brain hurts because it is a ton to process. Since we have to wait a whole year to go to another FETC, L you may want to check out theeducationcalendar.com which lists several upcoming ways to meet with other educators all over the country.  If you enjoyed this post please click the vendors on the side. Thank you.
I'd love to hear what your 'take aways' were from FETC or other conferences below. Safety In Elementary Making Often I get asked for recommendations on how elementary making areas can be safer. The debate between exploration/freedom and liability is tricky. However, I believe that there can be safe exploration. Elementary makers have to operate differently from middle and high school maker areas due to the ages of the students. You can find safety rulers on amazon.com I do a ton of scoring on cardboard to get students started and then have them finish off the cutting. (I learned this trick when I attended Maker Educator Bootcamp which was awesome: https://pittsburghkids.org/education/maker-educator-bootcamp )   Caution tape makes it easy to define 'hot' areas. Everything is still open for students to use however they know that when something they need to use is beyond the caution tape they should ask for adult backup. Which version is safer? We try to teach the student to look for safety issues in our lab and either report them immediately or fix the issue. Hand drills...remember the ones without batteries? These are great to encourage elementary students to SLOW DOWN.  Please 'click' on advertisements to show your support of this blog. Thank you.
So your students have created an actual cardboard car that moves with the assistance of a remote control. Now what? If your student creations are as large as mine have been you are left with the challenge of what do with their projects after presentation and reflection. Some we can display in the lobby of your school or take to a fair...but then what? How can we share some of our new creations with others (including parents?) I like the online format https://www.creatubbles.com/ because it also operates as a social media platform for students to comment or 'like' each others work. There are some great safety features built in and the focus in on the upload of the work, not photos of the student. I've seen comments coming in from around the world. Check out some of these projects: 2nd Grade Gliders -- https://www.creatubbles.com/galleries/Y2TOg0CT 3rd Grade Urban Planning--https://www.creatubbles.com/galleries/k2ATqVTC 4th Grade Invasive Species -- https://www.creatubbles.com/galleries/gao8anYQ 5th Grade Colonial Tools -- https://www.creatubbles.com/galleries/VFt8NE70 Shoe Design Project-- https://www.creatubbles.com/galleries/9ICOWKmj Open Innovation Lab Projects -- https://www.creatubbles.com/galleries/ScmyZxik Please share different ways you share some 'maker' creations your students have made. Please 'click' on advertisements to show your support of this blog. Thank you.
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AuthorDebra Jacoby, J.D. 
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