Today we started a new segment. We introduced the students to the skateboarder applet, one of the new pCSDTs. I was unsure at first, but the skateboarder applet compliments and builds off the virtual bead loom very well. We focused on points with the virtual bead loom, and now we are focusing on lines with the skateboarder.
We administered the pre-test for the skateboarder, gave a quick introduction to lines, and let the students play with the skateboarder applet. We didn't introduce to them the scripting aspect of the program today. We only showed them how to change the length, slope, and location of the lines by changing their endpoints. We gave them the task of trying to keep their skateboarder on the screen for the longest amount of time. Many kids had fun, but some of them complained that the program was too slow. The program was running very slow, and I am not sure if this was because of the poor graphics cards in the computers or for another reason.
At the BGC, the students who did not finish their beadwork last week worked on it some more. They were very excited to have something to take home that they had made. Some of the students who finished last week even wanted to make another one.
Wednesday, November 17, 2010
Session 4 Fall 2010: 11/10
This session started with a quick review session. Most of the time today was used for the students to create virtual representations of the physical bead strips they would create. Surprisingly, all the students were able to finish designs by the time we had to go to the BGC. They become very immersed in their work when they have something to focus on that they enjoy doing. They can really get quite a lot accomplished if they put their minds to it. We printed out the designs each of the students made so they could work on it at the BGC.
At the BGC we taught the students how to make their bead strips on their looms. Most of the students got a good start, and a couple of them even finished their designs already.
At the BGC we taught the students how to make their bead strips on their looms. Most of the students got a good start, and a couple of them even finished their designs already.
Session 3 Fall 2010: 11/3
There was no school the previous week, so it has been two weeks since we last met with the students. We had to take a small step backwards to make sure the students retained the information we had been teaching them. We had a fairly in depth review session to ensure this, then we let the kids get on the computers and create their own patterns and designs. This exercise was to get the students more familiar with the virtual bead loom tool so they would be able to create a virtual version of the physical bead strip they would make in a week.
At the BGC, we had the students create more designs with the graph paper. We didn't want them to start making physical beadwork until they had created a bead strip design with the virtual bead loom.
At the BGC, we had the students create more designs with the graph paper. We didn't want them to start making physical beadwork until they had created a bead strip design with the virtual bead loom.
Session 2 Fall 2010: 10/20
Our second session began with a review of the cultural background covered the previous week. I just want to be sure the students retain the information, rather than reading it once and forgetting it. After the cultural background, we did an exercise to demonstrate the virtual bead loom. We told the students at what coordinates to put various points on the grid, and after all the points had been placed, they created a smiley face. This exercise was to show the students that various shapes and patterns can be made from a simple combination of points.
At the BGC we had the students use colored pencils to create patterns using graph paper. Each square on the paper represented a bead. this exercise was to prepare the students for creating their own patterns with the virtual bead loom during the next session.
At the BGC we had the students use colored pencils to create patterns using graph paper. Each square on the paper represented a bead. this exercise was to prepare the students for creating their own patterns with the virtual bead loom during the next session.
Session 1 Fall 2010: 10/13
After a couple postponements, we were able to start our program on October 13. Since it was our first session, it was a bit disorganized, but I think it went well. We administered a pre-test to all the students who had not yet taken it, and made sure all program participants filled out the math interest survey. This took a bit longer than we wanted because the ACCS teaching staff wasn't completely sure what our plan was.
After all the pre-tests and surveys were finished, split everyone into groups and started covering the cultural background of the virtual bead loom. That used all our time at the ACCS, so we then went to the BGC.
At the BGC, we had the students create the bead looms they would use in the future to create their physical beadwork. All the students finished their looms much quicker than we had planned, so we had them work on their homework until their parents arrived to pick them up.
After all the pre-tests and surveys were finished, split everyone into groups and started covering the cultural background of the virtual bead loom. That used all our time at the ACCS, so we then went to the BGC.
At the BGC, we had the students create the bead looms they would use in the future to create their physical beadwork. All the students finished their looms much quicker than we had planned, so we had them work on their homework until their parents arrived to pick them up.
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