What doeS It look lIke
As we have learned, there in no wrong ways to do the Hour of Code ™, unless – of course – there is no coding done by students! Instructional settings and access to technology vary widely, from students having one - to - one devices that are used all day by each student, and even taken home, while other schools rely on classroom sets, moveable carts, and computer labs. Some schools have a few student computers in each classroom. Across the country, there are many schools that do not have enough computers for students to all have a chance to code on a device during the week, so are there options and ways to work with all kinds of different instructional settings.
We would also stress that, even in the most technology rich environments, students learn with different modalities. A blended approach to coding is important, bringing in all the intelligences and learning styles. For example, at Orange Park Elementary School many learning styles were tapped into. “ We planned for students to experience Hour of Code ™ during their resource times. Many teachers also did projects in their own classrooms during the week. For example, the 6th grade science teacher, Mrs. Dougherty, had all of her sixth graders coding the path from their room to the cafeteria. Students in 2nd - 6th grades experienced Code.org and Scratch activities on the Chromebooks in the media center. Even the Kindergarten and 1st Graders did a "screen - free" version of coding in a Maze. In P.E., students learned about looping with a dancing activity. Art revealed pictures through pixels! ” It is important to infuse multiple approaches to teaching coding through the arts and through physical activities to allow students to see on - ramps across the different content areas, and to build strong connections. 13
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