Why teach coding in middle school?  New research in brain imagery by the National Institute of Mental Health has shown that the middle school years is a period of new brain development in the prefrontal cortex (the thinking part of the brain) ending in early adulthood. The middle school student brain is developing from thinking literally to thinking analytically. This period of brain development is perfect for introducing children to analytical and critical thinking skills through coding.  

Teaching coding develops students’ computational and critical thinking skills and shows them how to create, not simply use, new technologies. This fundamental knowledge is needed to prepare students for the 21st century, regardless of their ultimate field of study or occupation.

Foundational computer science courses in K–12 teach the fundamental concepts of computing, much like a physics course teaches fundamental concepts around the laws of motion and energy. The new AP  Computer  Science course under development focuses around seven big ideas at the core of computer science—creativity, abstraction, data, algorithms, programming, Internet and impact—that are fundamental to computer science, but applicable to analysis in many disciplines.

By the year 2020 there will be 1.4 million jobs in coding but only 400,000 people with the skills to fill them.  Preparing our students in middle school with the foundational coding skills will provide them with the tools to succeed in higher level math classes.

Further reading to support coding in middle school:

• Computing in the classroom: Teach it as early as possible  2014-05-12 // New York Times

• Reading, writing, arithmetic, and now, coding  2014-05-11 // New York Times

Why Scratch? Scratch is a programming language and online community where you can create your own interactive stories, games, and animations -- and share your creations with others around the world. In the process of designing and programming Scratch projects, young people learn to think creatively, reason systematically, and work collaboratively. Scratch is a project of the Lifelong Kindergarten group at the MIT Media Lab. It is available for free here.

Each student will be given an anonymous Scratch user account to create/access the site during C.A.M.S. Parents may view their child’s programming work through this account. At the end of the semester, the accounts will be scrubbed. 

More Information

• This is the visual presentation given by Marnie Hawk, TRT BRMS and Keith Hicks, TRT WHS, at the 2014 Virginia Society for Technology in Education conference.  VSTE Presentation 2014

•  This is the webinar presented by Marnie Hawk, TRT BRMS and Keith Hicks, TRT WHS via the Virginia Society for Technology in Education.  VSTE Webinar  

Keyboarding is an essential skill in today's world. 

Students will learn to "touch type" (no looking at the fingers!!), and attain a minimum speed of 15 words per minute--many students will reach a much higher rate.

In addition to using the touch method, the following areas will be covered: MLA (Modern Language Association) reports, personal business letters, outlines, and memos. We also have a unit on Coding using "Scratch." The Appalachian Trail is integrated into the Keyboarding curriculum throughout the semester. 

Proofreading is stressed throughout the course.

All students are required to bring their planner AND a pen and/or pencil each day.

End of Semester Code Walk

After completion of the C.A.M.S. curriculum, students will have an opportunity to share their growth over time through a “portfolio” of accomplishments near the end of the semester. The “portfolio” will consist of  sharing their Scratch projects completed in Modules 1-5.  

Students will discuss their  learning and accomplishments both verbally and in writing. Each student will have a Padlet account  to share their five Scratch projects, from Modules 1-5. Parents, community members and peers will be invited to  celebrate the success of our students during the code walk.

Assessment

Throughout the C.A.M.S. experience, students will be assessed on the Career and Technical Education competencies that are embedded into the C.A.M.S. curriculum. They will demonstrate their knowledge through student design, collaborative work, reflective writing and 21st Century Learning Design strands.  

Assessment will be ongoing through teacher observation, student sharing and collaborative work, to include student self-evaluation and cumulative knowledge construction.

Differentiation

Technology naturally differentiates and provides flexible learning paths so that diverse learning styles and needs are met. The C.A.M.S. modules are tiered with  three levels; Scratcher (novice), Coder (intermediate) and Programmer (advanced) so that all students can be successful. Students will be held accountable at their own levels with opportunities to challenge themselves through the Scratch modules, self-evaluation and collaborative discussions with their peers.

Content Integration

By working through the five C.A.M.S. modules, content integration will be ongoing. Students will experience math concepts, reflective reading and writing skills, music and a variety of science skills. Information, Communication and Technology,  ICT, use will be enhanced through the variety of learning experiences that the various subject areas provide.