Day 13 – Pyret and Post-its

Today we had pyret draw state diagrams for us! I wasn’t sure if I was supposed to do a design recipe or not – since so much was filled in on the starter code, and decided against it… maybe I should have, but I think we needed a different one. But anyway, it worked pretty well! I pretty much just let them go at it. It was clear we were struggling with what goes in the contract, but then most worked it out – they wanted to write a whole bunch of stuff that were not data types.

They sort of had a hard time understanding what to do …. but I didn’t want to just tell them and explain it. They took a bit of time, but then most of them got it, and then I sent them around to help others. Seems like the big problem is that they do not understand the function input is what is in the parentheses, and then that input (x placement in this case) is plugged into the function. I don’t blame, them, I feel like this is where I struggled a bit later, but kind of the same problem. But I let them work it out, reminded them they might be frustrated and it is ok, and not to give up! Some pairs were quick and did the x and y placement! Also, I made sticks with their names and I have been randomly pulling coding pairs and I think they have enjoyed getting new partners often, now that we sort of know what we are doing.

Giving a quiz on pyret stuff next class, so we will see how it is going!

We had about 25 minutes left, not quite long enough to do the post-it discussion, but too long to continue state diagrams. I had them open up the old jamboard of the flipbooks of the stations, and asked them to write ONE condition on each post-it, by looking at two or three of the states they had drawn. They had trouble with this, which I expected because when we did it at the workshop, I didn’t quite get it at first. They wanted to put things like “still on the table” – so I tried to help them see that was two things, to separate.

We only had a few minutes left but I had them try to sort the post-its into similar one. Across 2 blocks, there were 4 groups – only one kind of was lost here. I had to collect up and organize the notes so we can continue next time, which was a touch challenging! Still hoping to wrap this discussion and do bar graphs next time!

Day 12 – Two-Argument Functions

Today we WB the design recipe for sq-area and I am so glad we did. We found a whole bunch of errors, syntax and conceptual. Once they got to the coding part, it was smooth sailing.

circle board meeting

Finding things that need fixed!

Next we did 2 argument functions, did the design recipe all together and we talked about the purpose of each part. I am planning to give them a design recipe quiz next week so I said make sure to write it down! Also they have reading 2 for HW. They coded that and then will do rec-area for HW. I think they are ready to go it alone! These kids are seriously impressing me! And they LOVE coding! 🙂

Starting rec-per

Pair programming!

Day 11 – One Argument Functions

Today we started with an exercise to see if they know how to use drawing functions in pyret. I created a flag and gave them instructions to code it, and they could use the functions list on wkst 3. I told them to treat it like a quiz – though ungraded – if they struggle a lot, they know they need help and better get in to see me. The flag came out really ugly but the process was good! Link to slides here if anyone wants it.

Next we did one argument functions, WB the perimeter questions, then went over the design recipe all together. Then they pair coded it and did super well! Many were able to start work on the area one, so I asked them to try the design recipe for homework, since the ones that got that far seemed to be getting it. They are picking this up really quickly! I think I may also get to state diagrams next class!

Also, I gave an open ended summative of drawing system schema and stat diagrams… I wish I had just given some scenario choices since many things they picked didn;t really fit with what I needed to see. I told them I might ask them to re-do it… not sure yet what I want to do. I wish I had just made up some scenarios and given it in class. Next year!

Day 10 – Pyret!

Well, today was the day we started some real stuff on Pyret! I was a bit nervous about it, but also very excited. I spent quite a bit of time the night before going over my notes from the workshop. I also found some info on pair programming because I wanted to be sure to do that, thanks to Dan who said on Discord that he wished he had! I practiced the language and how to explain to the kids what Pyret needs and how to give it.

We started with what I have dubbed the “Melissa circle” discussion – I had drawn a solid red circle on my paper, left side – and I asked the kids to draw the circle I had on my paper (without showing the paper of course)… I was honestly pretty surprised that they all just drew a circle. I was kind of confused that no one asked anything, so I said hold up your whiteboards and look around. Then I was like – oh man, wow, none of these even look the same! This isn’t going well… erase it and let’s try again. So they erased then started to draw, then the questions came… wait how big? So I told them. They started to draw… then someone said, what color? And I was like oh, yeah, red, ummmm jeez I am messing this up…. then is it filled in? Where is it? I played off like I really screwed up, I’m sorry… then we all had the circle and the big reveal that mine matched! They were cracking up. I said what was the big idea? Oh right, we need to be specific. And who are we talking to today? Oh yeah, pyret, and it is dumb. We have to be specific.

So then we went over the new data type, Image, and function contracts. And I was trying to get them to see how you give pyret things, and it gives what you want back. They drew the shapes pretty easily, and were good about “driver” and “navigator” roles. I really liked when they defined red-circle = … and then nothing happened. I liked watching them think it out… oh, we only told pyret what red-circle IS, but didn’t ask pyret to draw it… genius kids!

They also problem solved quite a bit on the overlay, like why they couldn’t see the white circle, and then how to get three things to overlay when the function can only accept two arguments. I am working hard at using the right terminology.

The collaboration was amazing. They helped each other. And their faces lit up SO BRIGHT when they actually made it work. I was like – don’t you feel like a super smart rock star!?!? Most kids also had time to start flags, and wow they did great work. Many also looked up flags of other countries they had ties to so that was awesome too. Overall, this could not have been a better day. Super excited!!!

Day 9 – System Schemas

Today we WB the flipbooks of the stations, then learned about system schemas. Then in their groups, I had them then draw a system schema and state diagrams for one station and they were pretty good! We talked about them briefly. Of course I forgot to take pics of the WB! But here are a couple from that ones they finished for HW. Not bad for our first tries! Ready for more pyret next class!

Day 8 – Flipbooks

Today we finished a few more of the Part 2 Observation Station WBs, and then I decided to make a list of conditions and changes… we were brainstorming what we did and putting it all together. As we were making the list of changes after the conditions, one kid says “wait isn’t this the same list?”….. and I was like, crap it is the same list! I hadn’t realized that before, but I guess it is. Like if you can show the initial and final conditions, the change is just the difference in those conditions. So that was interesting, and I am hoping that was where I was supposed to go with this! Also, we talked about initial and final conditions being singular descriptions – too many of them were still listing changes as conditions. We also talked about how the “changes” category is soooo big, like too many changes – I said maybe we will need to do better with that, trying to foreshadow to flipbooks….

Next we did the flipbook for Energy Skate Park. I told them not to turn on the bar graphs and pie charts and reminded them not to use words we haven’t defined. They made the flipbooks, and then the WB went ok… could have been better. We talked about the symmetry in the positions, and how we could tell when he was fast vs. slow… all not sure if that’s what was supposed to come of it. We talked about the bottom being between D and E, and also somehow in each class came up with the idea that each picture was a time interval…. some sort of mentioned it, some I had to lead it. Anyway, this was ok, maybe could have gone better.

Then I had them make flipbooks for a stations… some were better than others – we will discuss these next time! I am excited to get back to pyret next week because many kids said how fun it was and when were we going to do it again!