Class Dojo

Year: Lower to upper primary

What is this? Class Dojo is a app that aids with behaviour management, as it helps monitor and guide student behaviour. It can be used by both the teacher and the students. It enables students to become responsible for their own actions, reactions and behaviours and can also help develop students’ ability to self regulate. This app can help create a sense of belonging in the classroom as students are shown as a whole class and can even be broken down into groups. This app can be used for more than just behaviour management however, as it can be used as a timer, as an attendance record, track homework and it has an instant messaging system to be used to keep in contact with parents. Parents can ask queries and seek responses from the teacher, and they can even be updated through the class blog. All students have the ability to post on the class blog but posts require teacher approval. In this way students are able to have access to their dojo from home, and the site even provides custom QR codes for students to scan in order to reach their dojo. As of last year, teachers are now able to use the site to send other teachers resources, which keeps the resources in one easily accessible account. The site also provides an introduction video for students and a letter to parents explaining how the app works. Not only is this a wonderful app that is beginning to be used in many schools, but it is also 100% free, making it easy for whole schools to adapt due to the lack of cost.

Here are some praise and examples for how other teachers use this app:
https://www.classdojo.com/en-gb/wall-of-love/?redirect=true 

Image result for class dojo avatars girlsHow this app aids with behaviour management: In this app, the teacher enters their class list into the app. Each student is represented with a customise-able monster avatar. The teacher can give individual or groups of students points and select a specific reason why from a list of observable behaviours (eg. listening, participation). Points can also be deducted from students. The app can either be displayed on an interactive whiteboard so that all students can view it, or can be operated from a computer, iPad or iPhone. This makes the app portable and provides access from where ever the teacher may take the students within the school. To make the app most effective, teachers should negotiate with their students a list of desirable behaviours that they can achieve points for. This way all students are aware of what behaviours they should demonstrate and creates a sense of accountability. Students can also be broken up into groups (either as desk groups or even spelling/maths groups, etc.) and can give group points. The points can be reset whenever the teacher chooses, for example at the end of each day or week. What the teacher chooses to do with the points is completely up to them. They can provide students with individual rewards or can even decide to give out whole class rewards. Reward systems and needed points can be tweaked to suit the year level.

Image result for class dojo rewards whole class

 

 

Application in classrooms via the use of the curriculum: I have seen this app effectively implemented in a range year levels, such as year 2/3 split class and even a year 5 class. However I will relate this to the year 4 curriculum.

Year 4 curriculum (SCASA)

Subject: Technologies

Strand: Digital Technologies

Sub-Strand: Knowledge and Understanding/Digital Systems

Content Descriptor: Digital systems and peripheral devices are used for different purposes and can store and transmit different types of data (ACTDIK007)

This content descriptor was chosen because aspects of the app directly relate to this. The app enables teachers to track, mark and keep record of student homework. Students each have their own individual accounts, which students can use to upload their homework and assessment pieces. The uploaded work is presented as a portfolio, and allows parent and peer access.

References

Class dojo. (n.d.). Retrieved from https://www.classdojo.com/en-gb/?redirect=true#LearnMore

School Curriculum and Standards Authority (SCSA). (n.d.). Retrieved from http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies/digital-technologies2

The Social Robot Toolkit

Subject:  
Technologies

Year Level:
F – 2

Strand: 
Digital Technologies

Sub-Strand:
Digital Technologies Knowledge and Understanding

Content Descriptor:
Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001)

Link to the Resources:
https://thejournal.com/articles/2015/03/12/preschoolers-practice-programming.aspx
http://robotic.media.mit.edu/portfolio/social-robot-toolkit/

Cross-Curriculum Priorities and General Capabilities:
Literacy, Information and Communication Technology (ICT) Capability and Critical and Creative Thinking

Links to other learning areas: 
English

A classroom activity using this resource:
The Social Robot Toolkit works specifically with an interactive robot called Dragonbot. The purpose of the social robot toolkit is to teach students about social communication with the assistance of playful interaction. This coding device allows children, between the ages of 4 and 8, to experiment with computational concepts. The toolkit gives students the opportunity to develop their interpersonal skills through the assistance of storytelling. The Social Robot familiarises students with interpersonal and computational concepts. Edith Ackermann, a developmental psychologist, highlights that the programming of the robot is done so highlight relational interactions.

 

How to use this resource:
The Social Robot Toolkit comes with:

  • Dragonbot
  • An A3 laminated sheet comprising of a blue triangle and a green square.
  • A series of vinyl stickers that represent triggers and events.
  • Tablet

The children place a sticker on the blue diamond, which is the action they are to complete, such as clapping their hands. Followed by a sticker on the green square, which is the action for Dragonbot to complete, such as smiling. Placing a black arrow between the two events creates the sequence.

Once the students have created their sequence they show Dragonbot. The teacher then uses the tablet provided to input the sequence created by the child. When Dragonbot acknowledges the sequence it nods its head and says, “I’ve got”.

At that point children will complete the trigger action which results in Dragonbot executing the chain of command.

 

Timber Sleuth – Design and Technology

Subject: Technology

Strand: Design and Technologies

Sub-Strand: Knowledge and Understanding

Bands: Foundation to 2

Learning Resource Type: Interactive resource

 

 

Timber Sleuth!

Timber sleuth is an interactive application that can be found on the Apple App Store. This App transforms learning into a fun and easy educational form, suitable for independent or collaborative work, with plenty of room for extension!

In this App Students will identify a range of familiar items made from timber. Upon completion of each activity students will be provided with further information on the uses and types of timber used in the items they are selected. The App gives details on why such material has been used for the job and the properties of said material. within the App their are two settings,’Under construction’ and ‘Home sweet home’. Students can explore each setting zooming in or out, while selecting items to learn more about their materials and properties.

Content Descriptors

Design and Technology:

  • Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004)
  • Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013)

Science:

  • Objects are made of materials that have observable properties (ACSSU003)
  • Different materials can be combined for a particular purpose (ACSSU031)
  • With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS054)
  • Natural and processed materials have a range of physical properties that can influence their use (ACSSU074)

General Capabilities:

  • Literacy
  • Science
  • Personal and Social capability
  • Information and Communication Technology

Links and Further Reading

Timber Sleuth App

Scootle – Timber Sleuth

 

By Emily Richardson, 2017

 

Jessica Mann – Coding is the Future

Scratch Jr

Subject: Technologies

Year Level: Year One

Strand: Design and Technologies – Processes and Production Skills

Sub-Strand:

  • Creating Solutions by – Designing: Develop and communicate design ideas through describing, drawing, modelling and/or a sequence of written or spoken steps
  • Creating Solutions by – Collaborating and managing: Works independently, or with others when required, to safely create and share sequenced steps for solutions

Accessing the App:

  • Get on Google Play (Android)
  • Download from the App Store (iPad/iPhone)
  • Available at Amazon
  • Available in the Chrome Web Store
  • The app is FREE

Cross-Curriculum Priorities:

  • Sustainability
  • Asia and Australia’s engagement with Asia

General Capabilities:

  • Literacy
  • Numeracy
  • Information and Communication Technology (ICT)
  • Creative and Critical Thinking
  • Personal and Social Capability

Links to Other Learning Areas:

  • English
  • Mathematics

Why is Coding Important for Students?

Coding is important as students learn computer programming as well as how to solve problems and create their own projects with their own ideas. Using Scratch Jr. students have the opportunity to use their own creative juices in interactive stories and games. This app was created to suit younger children (5-7 years) cognitive, personal, social and emotional development.

Coding is a new type of literacy. It helps students express their own ideas and organise their thinking. They learn how to create and express through technology as well as learning how to solve problems and create design solutions, which are important life skills.

Coding involves students using their computational thinking. It requires them to use their thought processes in formulating a problem and expressing the solution.

Generic starting image on the Scratch Jr. app

How does the Scratch Jr. App Work?

  • Ultimately the app requires students to move and connect coding blocks. They control their characters actions within the designated area. The blocks are organised in colour-coded categories and they can control how many times an event occurs.
  • There are many different things that can be used, created and done on this app. Numbers, directions and letters can all be used. As a teacher, watching and attempting the tutorials and activities found on the Scratch Jr. website is beneficial in helping your abilities in teaching students how to effectively use this coding app. Help with this can be found at this link: https://www.scratchjr.org/teach.html#activities (flicking through the tabs – activities, curricula and assessment – is very beneficial and provides lots of guidance for great classroom use of the app).
  • For a step-by-step introduction video on how the app works access this link: https://www.youtube.com/watch?v=s6XvwEH0xpg
  • Playing the introductory video on the Scratch Jr. site https://www.youtube.com/watch?v=ciWPaEgscr0&feature=youtu.be teaches students what to do. Have them work through it as the video plays and also give students free time to have a go at using and exploring the app.

Students working collaboratively on the Scratch Jr. app

Scratch Jr. Benefits for Students:

  • Learn how to solve problems
  • Learn how to create solutions to problems
  • Learn how to design their own projects using their own ideas
  • Get to creatively express themselves – creating their own stories and games
  • Makes abstract ideas real

Classroom Activity using Scratch Jr.:

The Scratch Jr. App is used with lower primary students (mainly used with 5-7 year olds). It can be used with older students if they have never experienced coding before as an introductory activity. Older students who are experienced with coding can use the full Scratch app or other coding apps such as Hopscotch that are available. Scratch Jr. can be used independently, in partners or in group situations. Students can use their knowledge from Mathematics lessons on directions to program their cat to move in certain ways or their knowledge from English lessons to program the cat to say different letters correctly when it is the appropriate time. Students can swap their Scratch Jr. programs with others (by swapping devices) and complete each others designs.

Student independently using the Scratch Jr. app

Further Information:

Additional information on the app can be accessed through this link: https://www.scratchjr.org/

Can connect with others on Twitter (@scratchjr)

Further activity videos for guidance can be accessed through this link: https://ase.tufts.edu/devtech/CSEdWeek2016.html

*App requires wifi to work*

 

 

Superhero Coding Game

Year Level:
F-2

Subject:
Technologies

Strand:
Digital Technologies

Sub-Strand:
Digital Technologies Processes and Production Skills

Content Descriptor:
Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004).

Link to the Resources:
http://littlebinsforlittlehands.com/superhero-computer-coding-game-without-a-computer/

Cross-Curriculum Priorities and General Capabilities:
Literacy, Numeracy, Information and Communication Technology (ICT) Capability and Critical and Creative Thinking

Links to Other Learning Areas:
Science, Mathematics and English

A Classroom Activity Using this Resource:
This is a simple coding game to introduce th basic concepts of coding without using a computer. Students will get the opportunity to create the board game with the objective being that the superhero has to avoid bad guys and get the jewels. Students will use sticky notes to create a sequence using basic coding commands that will determine the path the superhero has to take. This board game can be used in early childhood settings to introduce basic coding commands before introduced to coding on a computer. As students develop in confidence with the commands, the game can be modified to a more advanced level. This coding game is based around the STEM (science, technology, engineering and mathematics) initiative. STEM allows us to use current technologies that allow us to drive innovation in our fast-changing economy.

How to use this resource:
To make this game you will need:

  • A poster board/A3 piece of paper
  • Craft tape or ruler and marker
  • Post it notes (3 different coloured piles)
  • Superheroes
  • Obstacles
  • Jewels

Start by creating the board using either an A3 piece of paper or a poster board. Using either craft tape or a marker and rule create the lines for the grid. Once you have drawn the grid establish a starting and finishing point.

When creating the command cards we use three basic commands. Forward. Turn Left. Turn Right. On top of each pile of sticky notes
draw one of the commands.

Place the obstacles and jewels on the board to make it difficult for the superhero to reach the finish line.
Start the game! Ensure students have ample space to lay out the code in front of them. As students move the superhero they will layout the forward,turn left and turn right cards in front of them. They need to determine the shortest route to get to the finish line and collect all the jewels.

Advanced Version – students use the sticky notes to plan their commands before they go. Then move the superhero trough the series of commands to see if they were correct.

Classroom Designs

What does your classroom look like?

Subject: Design and Technology

Year: 2

Strand: Process and Production

Sub-Strands: Designing

Content Descriptor:
ACTDEP006 – Generate, develop and record design ideas through describing, drawing and modelling
ACTDEP007 – Use materials, components, tools, equipment and techniques to safely make designed solutions

Cross-Curriculum Priorities and General Capabilities:
Sustainability
-Numeracy
Critical and Creative thinking
-Information and communication technology (ICT) capability

Links to Other Learning Areas: Mathematics
ACMMG037 – Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units

Platform:
iPads
Website: http://classroom.4teachers.org

Overview:
This activity helps to develop students concept of designing a classroom using shapes to outline objects. The activity would be completed in a geometry lesson and looking at students recognition of shapes. Students will look at objects around the room and position them on their own template by incorporating various shapes to represent different objects. Once students have drawn their objects, they then need to use shapes in the website classroom architect to represent a layout of a classroom. The app allows you to print the final products to assist in assessment.

Roald Dahl

Marvellous Medicines Creations
Influenced by Roald Dahl’s, George’s Marvellous Medicine

Subject: Technologies

Year Level: 2

Strand: Digital Technologies

Sub-Strand: Process and Production skills

Content Descriptors:
ACTDIP003– Collect, explore and sort data, and use digital systems to present the data creatively
ACTDIP004– Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems

Cross Curriculum Priorities 
-Sustainability

General Capabilities:
-Literacy
-Critical and Creative Thinking
-Information and communication Technology (ICT) Capability

Links to other Learning Areas – Literacy
ACELA1470 Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose

Can use on a:
– PC
– APPLE products such as MacBooks and Ipads
Digital devices must have word and or powerpoint (Which ever you chose)

Overview of activity:
The unit of work is based from the text: Roald Dahl: George’s Marvellous medicine.
Students will be developing the concept of informative texts throughout reading the text and ability to create their own marvellous medicine. Students will use multi modal representations to show the instructions on how to make a marvellous medicine that they have created. This unit of work integrates digital technologies and links with Language, giving students a broader context of literacy components including capital letters, commas and full stops; as well as writing instructions with appropriate audience in mind.

Mamas codes – Explore. Create. Code

MAMA CODES- Explore. Create. Code

Subject: Digital Technologies

Year level- F- 2 (Ages 3-7)

Strand: Processes and Production Skills-  Follow, describe, represent a sequence of steps needed to solve simple problems (ACTDIP004)

Strand: Knowledge and Understanding- Recognise and explore digital systems (ACTDIK001).

Mama codes is a fantastic free online resource for the early childhood learning setting!! The site provides an opportunity for the students to dive into coding that is fun, enjoyable and educational. Through songs, rhymes, stories and history, the students are presented with a digital technology website which can be accessed through a computer, laptop or iPad. Bursting with patterns, computer codes, sequencing and mapping, this resource makes learning fun!

Link to resource: mama.codes/

Links to other learning areas: History, Geography, Literacy, Science,

Maths.

How to use this free resource:

Log onto mama.codes/ 

Click the button dive in!. This will then take the participants to the websites gallery.

Here the teacher or students decide which of the following area to commence coding:

  • Songs
  • Jokes
  • Nature
  • Poems
  • Rhymes
  • Stories
  • Histories
  • Travel

 

 

This caters for range of interests and preferences. The website contains plenty of animations, videos and information for the students to grasp the introductory concept of coding.

Natasa Jovanovic

Kodable

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Subject: Technologies Year Level: Suitable for all years

Strand: Digital Technologies Sub strand: Digital Technologies Processes and Production Skills

Recognise and explore patterns in data and represent data as pictures, symbols and diagrams (ACTDIK002)

Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004)

Overview of Kodable: Kodable makes learning to code fun for students. They must drag and drop commands to program their fuzzy character to get through a maze. By doing this, they learn problem solving, computational thinking, sequence, conditions, loops, functions and debugging. These are skill necessary for learning any programming language.

Kodable includes interactive tutorials for each new concept. Students can learn new programming terms and logic without any adult assistance. The tutorials are completely voiced and walk kids through the first problem in each new lesson.

You can also download the app for free on your iPhone, iPad or tablet!

For more information and to purchase visit: https://www.kodable.com/resources

 

 

Blue-Bot

bluebot_connected_450_1.png

Subject: Technologies Year Level: Suitable for all years

Strand: Digital Technologies Sub strand: Digital Technologies Processes and Production Skills

Recognise and explore patterns in data and represent data as pictures, symbols and diagrams (ACTDIK002)

Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007)

Overview of Blue-Bot: Blue-Bot is a robot that can be programmed in a variety of ways providing progression for children. It is controllable via bluetooth which means you can control it with your tablet or PC. It provides children with a means of creating their own logical programming sequences in a fun and interesting way.

At the beginning the keys on the Blue-Bot’s back are pressed to control forward, backward, 90 degree turns, to pause and to stop. Using this approach children can build their first programs in simple logical steps. The Tactile Reader helps children further develop their programming skills by allowing them to visually create a linear programming sequence by placing cards into frame. For clarity, card sequences can be arranged either horizontally or vertically. Finally, it can also be controlled remotely by Apple, Android or Windows devices providing a wonderful practical example of programming a physical device.

The Blue-Bot comes ready to go with a rechargeable cell and USB recharging lead. Numerous other Blue-Bot resources are available, supporting its use in the classroom.

For more information and to purchase visit: http://www.tts-group.co.uk/blue-bot-bluetooth-programmable-floor-robot/1007812.html?utm_source=youtube.com&utm_medium=socialmedia&utm_campaign=BBvid16

Links to other learning areas: Mathematics

Content Descriptors: Location and transformation

Give and follow directions to familiar locations (ACMMG023)

Identify and describe half and quarter turns (ACMMG046)