Coding io1-introduction

TEACHING METHOD AND FLEXIBLE TOOLS
INTRODUCTION
ALL CRAZY FOR CODING
"thinking... coding" 2015-1-IT02-KA219-015506

Basic Information
European commission had declared that it must be necessary, “improving the literacy, skills
and the inclusion to digital”. The first step in this “route” followed by the ministry of
instruction consists with the law number 107, “the develop of the students digital skill, in
particular to the computational thinking, is the critical and aware use of social
networks”.
Europe committed Italy the coordination of the European initiative of the “Europe code
week” through the Emma’s platform.
What can a school d0?
 managing local and national events,
 organizing international work-shop
 launching important institutional initiatives for schools and students.

The digital world
The digital world, if not lived with awareness, could be very risky, in front of the important
resources that they offer for the study, the information and the playtime.
It takes the students have the instruments to get the potentialities of digital world.
People is crazy for coding, the art to learn and to play the rudiments of computer language.
“When students learn coding mean they think in algorithmic mode, or rather they find a
resolution and they develop it”.. says Alessandro Bogliolo from the University of Urbino,
coding gives to children a “forma mentis” that will allow them to face complex problems
when they grow up, so that, coding is teaching in early age.
Bogliolo says, more than 5 thousand teachers do the coding a “mass phenomenon” and they
gave birth to a large community of on-line learning called “coding in your classroom”.
Augusto Chioccariello, researcher of the Genova CNR, about one year ago, said that
computational thinking asks for a deep change of the teaching: from trasmissive to
laboterial.

S. Papert, the father of computational logic, soustained that learning and
programming concretely can’t do without of obstructionistic dynamics,
operatives and workshops.
The coding experimentation, in Italy, goes on patchy, mostly thanks to the
teachers enthusiasm and obstinacy.
Last year the activities promoted by the Ministry of instruction have interested
304.761 students with 2.066 institutes.
In the curriculum of the primary school must entry, in the group of essential
cognitive achievements for the students that end the primary school, the
concepts of SEQUENCE-ITERATION-PARAMETER-VARIABLE.
This would avoid the risk of running behind the technology developments loosing
the cognitive development objectives of children and boys.

 For years the school has prevailed a logical training “learning to use mind”.

 The basic idea is that some connective goals related to COMPUTER SCIENCE is an
inalienable cultural heritage on the third millennium. So the CODING must serve to the
study of other disciplines , by means of a transverse use as a tool : a tool for learning.

 Stathistic says that the approach is multidisciplinary : Italian language (28%) Science
(22%)
 History (12%) and Art (60%).
 The Technology not only as a tool, but as an object of study in order to understand how
they are made various digital DEVICES. Coding can become a pillar on the road of the
new literacy is not enough enthusiasm for teachers and pupils.

 It is necessary that becomes the subject of study. The government presented a plan of
1bilion euro , to be achieved in 2020, earth modern harry schools with the goal of making
more digital train teachers and introduce programming in classroom. So that CODING IS
YES A GAME BUT it IS VERY VERY SERIOUS.

Strategies
FIRST STEP:
Nursey school and the first cycle of primary school approaches
robotics with children through GAMES, discovering that with
them you can learn to share, collaborate and put into action
creativity.

Paths

Geography
Stories
Multiplication tables

SECOND STEP
Psychomotor activity: understanding the positions of the body in space,
learning to follow verbal instructions related in movements to carry out
to then transfer it all to the use of the computer.

THIRD STEP:
CODING UNPLUGGED, That is paper, pen and traditional board to
become confident with computer language.
https://csedweek.org/unplugged/thinkersmith
For example, here’s how we would write an algorithm to instruct a friend
(who is pretending to be a drawing machine) to color their blank grid
so that it looks like the image below:

FOURTH STEP
LEARN TO PROGRAMME WITHOUT A
COMPUTER
Here we teach to think. Children are given an authentic problem to
solve
and they assimilate complex concepts with algorithms and flow diagrams.
From the chalk for the blackboard to coloured pencils, to the PC keyboard
to the touch screen of mobile devices.
All technology is educational.

FIFTH STEP:
“THE LABYRINTH” – CODE.ORG: American project
https://code.org/
Supported by Apple, Google e Facebook, Born with the objective of giving
school students the opportunity to learn computer science.
“PROGRAMME THE FUTURE” – MIUR PLATFORM
http://www.programmailfuturo.it/
BLOCKLY GAMES – the students must build mini-programmes, choosing
and placing the learning blocks.
https://blockly-games.appspot.com/
TYNKER GAMES – The children approach the basic concepts of coding
through the creation of animation, games and interactive cards.
https://www.tynker.com/hour-of-code/

SIXTH STEP:
PROGRAMME WITH SCRATCH, following these steps:
STORY TO BIVI
STEP 1 - structure of a story: introduction to scratch for the part of the use of background
characters (movement), audio.
STEP 2 – elaboration of the story: characters, development of the plot, settings, different
endings.
STEP 3 – creation of the story with Scratch

https://scratch.mit.edu/help/videos/#

Vocabulary
Programmer - person that writes the code (language) that
tells the computer what to do.
Code - The language that programmers use and create to tell
computers what to do.
Sequence - Sequence is one of three basic flow control
structures in programming, and is the very first concept a
student must understand when learning to code. Also
known as order of events, a computer will execute
commands exactly in the order or sequence they are
written. As a programmer, it is important to make sure that
the commands given to a computer are in the right
sequence, otherwise a program might not run as expected.

Which is the student' s role?
Pupils have fan with a games that offers many
possibilities for creating stories through the language
of coding
Which is the teacher's role?
GUIDE - FACILITATOR

Celebrate! You're all programmers!

This project has been funded with support from the
European Commission. This publication reflects the
views only of the author, and the Commission cannot be
held responsible for any use which may be made of the
information contained therein.

Coding io1-introduction

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