This past week we were working on programing our own games or activities on scratch. I thought the programming was a little difficult and got me frustrated from time to time. I was able to program a pretty decent but very short game in the hour and a half that I worked before taking a break form the frustration. The idea of my game is to lead the dinosaur to the healthy food and avoid the junk food. My original idea for this program was to have 3-4 different stages each were the food got a little faster. For the lack of full understanding of the website and programming in general I was unable to finish the entire game, at this point. One thing I struggled with that kept me from moving forwards was I could not figure out how to make all of the fruit disappear once I had eaten all the healthy food. My main goal was to figure out how to get to the next stage without having to eat the junk food, I was unable to accomplish this and due to the frustration is caused I have not gone back to take a second try. I am sure soon enough I will try again but as of now, here is STAGE ONE.
After the sharing we did of our programs in class we had a class debate on if we would use programming in our classrooms or not. I was a head spokesmen for the side of the debate where we decided that programming should not be a part of our classrooms. We discussed that there is so much more math that is embedded into our curriculum that there is more important things to focus on then programming. We did agree with the other side of the argument that it could be used in the classroom as a introduction then the students could use it at their own leisure. It could be a fun activity for those who are interested but since it is not a necessary skill for all students it should not be a requirement. If every school was to introduce this at some point in their curriculum the students that were interested would have a chance to try it out. I think that in the higher levels or schooling, more into middle and high school they could make computer programming an elective and that would give the students who are interested a better look inside. So, now I think that I could use this in my classroom as a hook for some parts of math. I think with the grades I want to teach this site might be a little too advanced but if I was able to find a site that was for beginners it might be something they could try. But as I said before, this would just be something for fun like an extra choice.
Looking through the past 8 days of work with hexagon types we have done in class, I have realized how challenging it is going to be to teach this material. I don't remember any specific lessons or activities that I learned in elementary school and I want to make that a different story for my future students, but how?
Starting with the basics is essential, along with not teaching just the "regular shapes". Too many students get the idea in their head of a regular hexagon and can't get out of that hole, sadly I am one of those students. I have been working hard to see that a hexagon is a shape with six sides and six angles that don't necessary have to be congruent, but also can be. As a college student in a class full of future elementary teachers it has been a challenge to take my thinking back to the time I learned geometry for the first time. It is hard to look through the perspective of a child who has little to no knowledge of geometry shapes, like hexagons. To put ourselves in the places of our future students, we started creating hexagons and our own hexagon types. Each group of students came up with a new type and pitched it to the class so we could get a "standard" list of our hexagon types. Finding examples and non-examples was where the real fun started. It's so interesting to make up your own shapes that look like nothing you have ever seen before, but still fit the properties of a hexagon. Running through this activity with college students is a lot like teaching the elementary students real hexagon types and properties. Understanding the properties of each type helped me better my full understanding as well as move me forward in the Van Hiele levels, which is something I will need to do with my students.
It is time for teachers to get away from the cute activities that are fun for the students and get into the real meat of teaching these shapes. Teaching for understanding is something teachers struggle with, especially when trying to be creative. There is still room for creativity we just need to make sure we are doing the right types of activities, always touching on the big ideas. During our discussion we thought of some big ideas that should be a part of our hexagon lessons, as well as all math lessons we will teach: