Blended Content
Preregistration Required1. Welcome and Overview (10 minutes)
-Content: Introduce the Introduction to Computer Science with Microsoft MakeCode Arcade curriculum, highlighting its features and benefits in teaching computer science through game creation. Discuss how game-based learning engages students in computational thinking and builds foundational coding skills.
-Engagement:
Tactics: Start with an interactive poll using an online tool (e.g., Mentimeter) to gauge participants’ familiarity with coding in education. Invite a few participants to share their experiences in teaching computer science.
Device-Based Activity: Use a short video showcasing student-created games to inspire and provide a concrete example of what the curriculum can achieve.
-Process: The poll and video will create an interactive atmosphere, setting the tone for a participatory session.
2. Exploring the Curriculum (15 minutes)
-Content: Walk through the core modules of the curriculum, breaking down how each lesson introduces key coding concepts (e.g., loops, variables, conditionals). Highlight how the curriculum scaffolds learning, starting with beginner-level projects and gradually increasing complexity to build students’ confidence and skills.
-Engagement:
Tactics: Use a think-pair-share activity. Pose a question about potential classroom challenges when teaching coding, and let participants discuss in pairs. Then, share insights with the larger group to connect their experiences with curriculum strategies.
Demo: Showcase the MakeCode Arcade interface and a sample game project, guiding participants through the coding process step-by-step.
-Process: The think-pair-share activity allows for peer-to-peer interaction, helping educators connect the curriculum to their own classroom experiences. The live demonstration will keep participants engaged by visually illustrating key concepts.
3. Hands-On Activity (25 minutes)
-Content: Participants will experience the curriculum from a student’s perspective by completing a mini-lesson using Microsoft MakeCode Arcade. This hands-on coding activity will guide them through creating a simple game, reinforcing concepts like loops and conditionals.
-Engagement:
Tactics: Use step-by-step instructions to lead participants through the coding process. Encourage participants to experiment with customization options (e.g., creating unique characters or backgrounds) to understand how they can adapt the lesson for their students.
Device-Based Activity: Participants will use their own devices to explore MakeCode Arcade, following along with the mini-lesson while the presenter provides real-time support and tips.
Peer Interaction: Include moments for participants to share their progress with their neighbors and offer solutions if they encounter challenges.
-Process: The hands-on coding activity engages participants directly, while real-time support and peer interaction ensure a collaborative learning environment.
4. Navigating and Customizing the Curriculum (30 minutes)
-Content:
Downloading the Curriculum: Guide participants on where and how to download the Introduction to Computer Science with Microsoft MakeCode Arcade curriculum.
Navigating the Curriculum: Walk through the curriculum structure, including modules, lesson plans, and activity guides. Highlight key resources such as teacher notes, student handouts, and the solutions guide.
Getting Help: Demonstrate how to access the MakeCode Arcade help features, including built-in tutorials, support documentation, and community forums.
Making Edits: Show participants how to modify the curriculum to suit their classroom needs, such as adjusting lesson difficulty, adding custom game assets, and creating unique challenges.
-Engagement:
Device-Based Activity: Participants follow along on their own devices to download and explore the curriculum. During this time, they will navigate through modules, access help resources, and try customizing elements in a lesson.
Peer Interaction: Include a short “buddy check” where participants team up to discuss ways they could adapt the curriculum for different learning needs or age groups.
Live Q&A: Open the floor to participant questions regarding navigation, customization, or troubleshooting issues.
-Process: Active engagement with devices ensures participants can navigate and adapt the curriculum. Peer interaction fosters collaborative problem-solving, while the live Q&A provides direct support.
5. Reflection and Discussion (10 minutes)
-Content: Reflect on how the curriculum can be tailored to different student populations, including diverse learners. Discuss strategies for fostering a supportive, inclusive classroom environment through game-based learning.
-Engagement:
Tactics: Conduct a group discussion using a digital whiteboard where participants can post their thoughts on how they would adapt the curriculum for various learning needs. Encourage sharing of ideas for diverse character representation and culturally relevant game narratives.
Interactive Sharing: Ask participants to showcase their completed games or game concepts to the group, highlighting the diverse approaches each participant took.
-Process: The digital whiteboard and open sharing encourage participants to reflect on inclusivity and adaptation, promoting collaboration and idea exchange.
• Sailer, M., Hense, J., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371-380. https://doi.org/10.1016/j.chb.2016.12.033
• Gee, J.P. (2007). What Video Games Have to Teach Us About Learning and Literacy.
• Papert, S. (1993). The Children's Machine: Rethinking School in the Age of the Computer.
• Eichenbaum, A., Bavelier, D., & Green, C. S. (2014). Video games: Play that can do serious good. American Journal of Play, 7(1), 50-72.
• Afzal, A., & Abbas, A. (2019). The effect of personalized gamification on learner engagement. International Journal of Game-Based Learning, 9(2), 1-16. https://doi.org/10.4018/IJGBL.2019040101
• Hirsh-Pasek, K., Golinkoff, R. M., Berk, L. E., & Singer, D. G. (2020). Play = Learning: How Play Motivates and Enhances Children's Cognitive and Emotional Development. Oxford Academic. https://academic.oup.com/book/9542
• Whitebread, D., Basilio, M., Kuvalja, M., & Verma, M. (2012). The Importance of Play: A report on the value of children’s play with a series of policy recommendations. University of Cambridge, Faculty of Education. https://www.csap.cam.ac.uk/media/uploads/files/1/david-whitebread---importance-of-play-report.pdf
https://makecode.com/github-teacher-verification
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