Be Vulnerable! Who Can Fix My Code?

Modeling can be everything as an educator in today's classroom. During this week's "Hour of Code," I tried to put that idea to the test...

Be the thing you want to see.

I signed out as many ipads as I could get my hands on for a 1.5 hour block of time. I started the lesson using the projector and screen at the front of my room and plugged in an ipad to show them the "Kodable" app as our first activity. I had already created a class "Kodable" account - so now I can track the progress of my students on skills such as; variables, strings, loops, sequences and functions. I showed them my solutions to the first 2 easy levels (first telling them to put all the ipads face down on the table and hands-off) and then turned the time over to them to explore and learn. 

About half-way through the time, I asked them to exit "Kodable" and try "Tynker." There was no explicit teaching this time. Except, I also picked up an ipad and started the "Tynker" app. I worked away at the first couple of puzzles and then hit a brick wall. After trying a number of solutions - without any being successful - I realized that this was a moment for learning.

"Who can fix my code?" I asked out loud - while my ipad and current incorrect code was being projected at the front of the room. I immediately saw 4 hands go up. I chose someone - a student who does not often raise his hand during lessons or class discussions - and invited him to come up to the front and change the code that I had used to try and solve the level. He changed a couple of things and ran the code - but it still wasn't successful. The next thing that happened is what I was waiting for...

Two other students instinctively got up and walked to the front to help the first student "fix the code." For the next couple of minutes, I had a group of three students (representing both grades 7 and 8) working together to solve a problem and modeling their strategies for the rest of the class to see. They did end up fixing my code. They were successful. And all the while, I watched as a common problem became the source of inspiration to collaborate and problem solve.

We often ask our students to try new things and take risks in their own learning. How often, though, do we sit back and observe? If coding matters - and as the teacher in the room - I have never modeled coding (and the problem-solving; trial-and-error; failure and success; risk-taking that it demands) - then I have not validated it to my students as being important enough for me to learn. 

Some of our students will want to code. Some will excel at the independent learning style that many of the coding applications require. Some, though, will put up walls and struggle when the code they write doesn't work. It is those students that, not only, want to hear us say that it is a valuable skill to learn; but also, watch as we (their teacher) struggle with a new area of learning. How we approach learning and risk-taking is evident everyday in the classroom. Be flexible. Be vulnerable. Be a human being. 

We no longer hold all the answers and information. Tell them that. It is now a journey of learning together and the things you choose to model should reflect your own next steps and challenges as well. 

How Puzzles Teach Key Learning Skills

Puzzles are a great way to improve fine motor skills and enhance focus in our children. I've watched both my sons be motivated to complete puzzles - in an ever-increasingly independent capacity - with success and happiness. Whether at home with your own children or in a school-setting as an educator, try incorporating puzzles as a way of providing yet another authentic learning opportunity that will play on the kinesthetic/tactile learning skill sets.

Here's how to get started:

1. Choose a puzzle that you feel is just a little out of reach for your child. You should already have a good idea what they can handle - when it comes to an independent task and managing their level of attention - and aim just a little 'higher.'

2. Avoid the urge to jump in and help them with the puzzle when they're stuck. They will prevail and learn much more from the struggle and problem-solving skills, then the realization that you will step in whenever things become difficult.

3. Know when your support is genuinely needed. Now, in the previous tip, my intention is not to abandon the child in their greatest time of need. In fact, doing this will almost certainly lead to a complete 'shut down' and no chance of puzzles ever catching on as a 'fun' thing to do. Rather, gauge when the need for support and your collaborative efforts is required. By intervening at the right time, you are providing the scaffolding needed as an opportunity to develop their skills and comfort through the 'balanced model' of learning you are using (model=>shared=>guided=>independent).

4. Celebrate the finished product. Focus all your positive attention and energy on them when they triumphantly place that final piece and announce to the room that they did it! Take pictures, show other family members or classmates and showcase their incredible effort and success. This is their moment to shine!

5. Re-frame the puzzle challenge with a new twist. "Ok. Now that we know you can do this puzzle. How can you put it together this time, so it gets finished faster?" 

• What about starting with the outside border first? 
• What about starting by turning over all the pieces first, so they face up? 
• What if you chose the biggest objects in the puzzle and put them together first? 
• What if you chose a colour to begin with and only pieced together those pieces?

By having this guided conversation, you are modeling problem-solving strategies, goal setting, and possibly even, fostering meta-cognitive awareness.

At any rate, puzzles are a great way to reach children of all abilities in a way that supports independence and can help in the building of a positive self-concept. Your children, or even students, will love the opportunity to show their stuff and be successful.