Peel21st Category

A critical thinking paradox

Okay… indulge me! Try this experiment: Activity #1  – Think of a topic in which you have a strong interest, and broad, expert knowledge/skill. Then, search the web and find three really good sources of information for that topic. Activity #2 – Think of a topic in which you have no interest, no knowledge and […]

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Show me the math!

Where is the math in coding? As much as I think that the connections between coding and mathematics are obvious, I think that there is a process involved in noticing and noting when mathematical concepts are demonstrated–some are clearly in use in students’ code and are easy to notice; other concepts are also in use […]

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Star Wars and the micro:bit

“I wanted to make it play the theme from Star Wars.” So began a Grade 5 student’s response this week when I asked her what she was working on with her micro:bit program. It was her very first session with it but she, and the rest of class, did have several other experiences in recent […]

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“Coding to Learn” Outcomes

[Updated July 2017] I want to share my set of “coding to learn” outcomes. These are the things that I am looking for in children who are coding in educational contexts. These are the targets in my mind. To me, these represent the powerful learning potential in coding to learn. “Coding to Learn” Outcomes Students […]

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Remember passwords using an algorithm

At this point in the information age, our personal digitals tools, data and valuable resources are often protected by a username and password combination. Maybe this will change in the future but currently, the task of remembering dozens or hundreds of passwords is a challenge. Many people I know use one, or just a few, […]

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Learning Design by Making Games

One of my favourite chapters in Constructionism in Practice was written by Yasmin Kafai: Learning Design by Making Games (pp. 71-123). She was interested in learning more about the development of children’s design strategies within the context of creating an authentic artifact – a computer game. Children were asked to design and create an interactive computer game that […]

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Mathland Reflections – Game Design

One of my blogging goals is to share more often about coding to learn experiences of the students I am working with at various schools. Case in point, on Friday, some grade 5 students were hard at work during their fourth session (our first was October 3) of game design using Scratch. In January, they […]

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Five useful tools to support music education

Here are five of my favourite apps/online tools that can be used to create, share, or listen to music. In the list below, click on the name of the tool to visit the web site and find out more about what it can do and how to download it. Explain Everything (iOS & Android) This […]

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Memorable learning moment (#peel21st Nov 2015 blog hop)

A grade six teacher and I had co-planned a series of sessions with her students around coding with Scratch. In one of the later sessions, I was working with a boy who was frustrated with the game he was making and told me he wanted to start over again.  In age appropriate words, I reassured […]

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The SAMR model was not created to classify apps

The SAMR model was not invented as a way to classify apps.  This poster continues to be circulated widely among educators over the past few years. Unfortunately, it also continues to perpetuate a misunderstanding of the SAMR model. I use this poster and others regularly in professional learning workshops as a provocation. Discussion about the possible merits […]

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