Gerald Ardito gerald.ardito at gmail.com
Fri Feb 26 07:54:37 EST 2010


Thanks for this.
Your idea about "watchers" is a really good one.


On Fri, Feb 26, 2010 at 7:53 AM, K. K. Subramaniam <subbukk at gmail.com>wrote:

> On Friday 26 February 2010 12:12:19 pm Cherry Withers wrote:
> > It's definitely a balancing act trying to get them to focus on finishing
> up
> > something and getting them to explore. Once they realize that they
> > can affect the object by scripts they just want to do everything they can
> > possibly do in one sitting (dragging and dropping tiles in one script
> > window ..then I'm in fire fighting mode). Too much resulted in chaos in
> my
> > class. Not doing THAT again. I now give them some time to go nuts on
> > exploration then pull them back in to finish a project. Now I'm
> > introducing just a max of two concepts (or tiles) in one 40min. session.
> When a new tile is introduced, kids tend to use it over and over many times
> before they get to a state where they can use it in a project. This is par
> for
> the course.
> Alan's car demo script starts with commands. When the script says "forward
> 5"
> what exactly is 5 in that blank space? Introducing watchers before commands
> helps ease the up ramp. Learning about watchers for shapes
> (length/width/heading), color and border and then position (x,y,..) allows
> kids to grasp spatial and angular dimensions gradually.
> BTW, I wouldn't worry about kids "finishing" a project in the first few
> sessions. Curiosity and experimentation will dominate the sessions. Only
> when
> they reach a zone of comfort with the system will they become receptive to
> tips on "saving" their projects.
> My experience is limited to non-English students in rural India using the
> English GUI. I don't know how much it would apply to students in other
> regions.
> YMMV .. Subbu
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