Coding and computational thinking (the ability to think like a computer) are among the skills that will serve students well in the future. Coding goes beyond websites and software – it’s an essential component in finding solutions to everyday problems. Computational thinking has many applications beyond the computer lab or math class –it teaches reasoning, creativity and expression, and is an innovative way to demonstrate content knowledge and see mathematical processes in action.
No-Fear Coding shows K-5 educators how to bring coding into their curriculum by embedding computational thinking skills into activities for every content area. At the same time, embedding these skills helps students prepare for coding in the middle grades as they build their knowledge.
To help teachers easily and effectively introduce coding, the book features:
- Classroom-tested lessons and activities designed for skills progression.
- Ready-to-implement coding exercises that can be incorporated across the curriculum.
- Alignment to ISTE and Computer Science Teachers Association (CSTA) standards.
- Case studies and explorations of technology tools and resources to teach coding.
| Foreword |
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viii | |
| Introduction: The Industrial Model of Education Must Change |
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1 | (5) |
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Part 1 Coding and Computational Thinking |
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6 | (36) |
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Chapter 1 Why Should K-5 Educators Teach Coding? |
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8 | (8) |
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Chapter 2 Coding = Computational Thinking |
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16 | (6) |
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Chapter 3 How Does Coding Fit into Curriculum? |
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22 | (9) |
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Chapter 4 What Teaching Coding Looks Like |
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31 | (11) |
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Part 2 Engaging Young Coders with Bee-Bots |
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42 | (22) |
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Chapter 5 Why Teach with Bee-Bots? |
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44 | (5) |
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Chapter 6 How to Teach with Bee-Bots |
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49 | (11) |
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Chapter 7 Bee-Bots in the Classroom---Case Studies |
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60 | (4) |
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Part 3 Introduce Coding with Code.org |
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64 | (28) |
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Chapter 8 Why Introduce Students to Coding with Code.org? |
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66 | (3) |
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Chapter 9 How to Use Code.org within the Curriculum |
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69 | (16) |
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Chapter 10 Code.org in the Classroom---Case Studies |
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85 | (7) |
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Part 4 Incorporate Scratch Across the Curriculum |
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92 | (28) |
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Chapter 11 Why Teach Coding and Computational Thinking with Scratch? |
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94 | (5) |
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Chapter 12 How to Teach Using Scratch |
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99 | (8) |
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Chapter 13 Scratch Projects Across the Curriculum |
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107 | (13) |
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120 | (10) |
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Chapter 14 Create Real-World Experiences with ARIS |
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122 | (8) |
| Conclusion |
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130 | (3) |
| References |
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133 | (5) |
| Appendix A ISTE Standards for Students |
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138 | (4) |
| Appendix B Standards for Mathematical Practice |
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142 | |
Heidi Williams is Head of School for Jefferson Lighthouse, an IB (International Baccalaureate) Primary Years World School in Racine, WI. Williams is also known as the STRETCh (Striving to Reach Every Talented Child) Instructor www.stretchinstructor.com and has worked in the area of Gifted & Talented as a GT Resource Teacher and a K-12 GT Coordinator.
