We downloaded the app “Tickle” on our classroom iPads to create the codes to have the Sphero move. There is a sphero app, but it only allows students to move it using a joystick, I wanted the students to actually create the code to allow it to move. This was something new for all of us and a great learning experience for us all.

About a month ago we tested out Scratch as a class in the computer lab. Scott McKenzie created some basic step-by-step instructions on YouTube on how to do some basic things with the sprite (we call him, “Scratchy” in our class). With time to play and explore, they discovered how to make him move, make noise and use speech bubbles. With this little bit of background knowledge, I knew they could handle working on it more during these centres. Scratch can be challenging for Grade Ones as there is a lot of text to navigate, but with some purposeful partnership and time to explore, my students didn’t seem too bothered by it.

At the beginning of the year I had introduced Kodable, a very basic primary version of coding, where students use arrows to direct a fuzzy ball through a maze. Scratch Jr. is a primary version of Scratch, without all the extra words. The codes that students use are pictures and are very self-explanatory.   Daisy the Dino is similar to Scratch Jr. where it contain simple codes to make the dinosaur move. These are great beginning apps to coding that are primary friendly.

We don’t always have access to this technology, but when we have it, I am very grateful. For these centres, I used 3 Sphero’s (on loan from our school board) paired with 3 iPads we have in our classroom, I signed out an additional 6 iPads from our school collection and currently have 4 Chromebooks in our class. Having a variety of technology in our classroom is an asset to allow students to see how they can use each one and learn the positives (and negatives) about each and what works better for the purpose we need.

Before we started our first Coding Morning, we read the book The Most Magnificent Thing by Ashley Spires. This is a book that focuses on growth mindset and failure leads to success. We talked afterwards about how the girl struggled to come up with the most magnificent thing that she had created in her mind, but that she kept with it until she made it. She took a walk when she needed space, but she never gave up and she always kept going. This was going to be our mantra as we worked through the centres. We also created learning goals that helped us focus on what we wanted to do. They focused on working together, problem solving and talking it through (especially when we get frustrated). Learning skills that are essential for everyone, but can be particularly difficult (but necessary) for Grade One students. 

I gave them a coding partner that they would work with for each centre, then gave a few introductions for each group (how to log into scratch, how to find the apps you wanted or how to use Tickle in order to make the Sphero work) then set them off to work with their partner.

My students were so engaged and created some interesting things. No one created a project that was worth sharing to a global audience yet, but each group created something that worth sharing to each other. The sharing time was so important. I found that by the third morning, the students had started creating more elaborate projects because of what the previous group had shared, even though they hadn’t been at that centre before.

All in all, it was a great project and opportunity to explore together. I would definitely recommend coding to all primary classes. It certainly seems like the new language of the 21st century and something that engages all learners in my class.

So as life-learner myself, I’ve already started wondering about what is next and how I get there. How can I go deeper?  How can I link this with some of the Language expectations* for Grade One? How can I use coding in my classroom on a regular basis?