My current lab is in a room 30' X 24'. I currently have classes up to 28 students in grades K through 6. I have 32 student computers with 19" monitors (21" across), 1 server, 1 Smartboard with its own computer, my desk and computer, 3 printers, 2 switches, 1 wireless router, 2 external harddrives, and a large screen television.
The lab is moving into a room that is 12' X23'. One of the 12' walls is really windows with heating system under them and the other 12' wall has the entry way door (5' wall - 3' door - 4' wall).
Can someone design the space to accommodate everything? Oh, Smartboard won't be moved.
I am looking for advice and lesson plans for a 9th grade computer class that I just inherited and will be teacher in a month. I would welcome ideas on what works for you to get me started.
I am trying to figure out a quick and easy way to have name, date, table number and block number to automatically print out to pdf (for an entire block or for all my students).
I am thinking for a while about how to teach young generation coding in a funny way. I come up with an idea of a fidget spinner with RGB LEDs and a microcontroller. This idea succeeded in attracting teachers' and parents' attention. But the most important part of the project is drawing students' attraction. Of course being a fidget spinner doing its job but I am talking about the educational part. What kind of coding challenges and tutorials can we prepare? This is the reason I am writing to this board. Please find some code challenge ideas that I came up with [here](http://lightino.org/2017/07/23/code-challenge-number-1/) and [here](http://lightino.org/2017/07/27/code-challenge-number-2/) but we can find others and betters Any help on ideas or preparation of a one-page tutorial content is appreciated.
The fidget spinner has an optical rotation sensor. So determining its speed and number of rotation is possible.
A new series of revision notes for the IBDP Computer Sc Science are being made available topic by topic on Amazon (j (just search for IB Computer Science).
Topic 1 - Systems Fundamentals - published Option A - Databases = Preliminary Concepts - Published
These notes follow the IB Syllabus point by point.
Anyone who finished early could go to CGF Learnfree.org. they would put on headphones, watch a video, then practice that skill. If they learned it well enough to teach to someone else, they had mastered it. Students tracked their own progress by maintaining a log in Excel, or in a table in Word. They would type in the date, the skill, and the level, by pasting smiley expressions to depict their level of expertise. Expressions were defined like this: 1. Not a clue, yet 2. I like it but I have a lot to learn 3. Hey, I've got this, but not enough to teach it and 4. I've mastered it, let me show you how! So, that was the rubric. Students knew they could never go on to the next assignment unless I told them to, or they had finished the one before it. Hope this helps. Susan
On 11/30/16, bgmx wrote: > I'm trying to help a co-worker who is having a challenge, > but I've never taught computers, so I'm unsure how to > help. I teach elementary school. She teaches middle > school and also 11th and 12th grade, and several of her > students consistently finish early. She's a first year > teacher and doesn't know what to have the students do > when they finish an assignment early. I've never taught > her subject matter before so I'm at a bit of a loss. > She's currently letting them practice typing if they > finish early. I think it would be useful if she had a > plan for her higher acheiving students. Right now, I > think she's coming up with things to keep them busy on > the spur of the moment. Some differentiation here might > help, but as I said, she's new and still learning. If > anyone has any ideas to share, I would really appreciate > it.
Another avenue I've been working on is using that time as an avenue for developing critical thinking/creativity skills. I've developed a set of activities where the students are given pictures of three things (could be paper clips, paper towel rolls, plastic cups, combs, index cards, etc.) and they must design something that wold be useful to the public. It could be a bird feeder, toy, catapult, key holder, or whatever. The students love it, and they get an opportunity to hone their "outside-the-box" thinking skills. You can get a free copy of the activity over on mitchfairchild.com.
My K-5 school has an aging computer lab. We have been integrating chromebooks throughout the school, and have a modest supply at each grade level (not one-to-one). My principal is trying to decide whether to buy new PCs for the lab, or simply purchase more chromebooks. Should we go Google monoculture, or maintain some computing diversity?