Confident Coders

Facilitator’s Guide

© 2017

Confident Coders by Heather Drolet is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

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What is Confident Coders?

The program was written by Heather Drolet, the 2017-2018 recipient of the New Hampshire Charitable Foundation’s Christa McAuliffe Sabbatical. Heather’s NH Kids Code initiative is a yearlong effort to engage New Hampshire's elementary children in critical thinking, creativity, communication and collaboration through coding. Check out http://nhkidscode.com for more information or to contact Heather.

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The Confident Coders program supports developing computer scientists and inspires confidence in creativity, decision-making, and critical thinking! It is designed to be used alongside a number of different coding platforms for elementary kids, and is ideal for a recess or after-school program for students in grades 3-5. While the content is geared toward girls in this age group, any child can benefit from the Confident Coders activities.

FAQ’s

How Do I Start a Confident Coders Club?

The Confident Coders program works well as a recess or after-school club. An 8-week session, with one hour per session, is ideal. Connect with your school leaders to determine what works best for your situation.

How is the program structured?

The Confident Coders lessons are meant to be used at the beginning of each session and are approximately 15-20 minutes in length. The next 30 minutes should be used for hands-on coding practice, using a variety of programs (see next question). Leave 10-15 minutes at the end of each session for a conclusion activity.

Who is Coco?

Coco is the official mascot of the Confident Coders program! As students begin each lesson, they will notice that Coco has a new accessory. This accessory symbolizes the lesson for the day. For example, Coco gets a pair of glasses for the “Have a Vision” lesson, and she is wearing flip flops for the “Flip Your Flops” lesson. Feel free to hang posters of Coco up each week so students can see what she is wearing now! 4

FAQ’s, continued

What coding platform should we use in conjunction with the Confident Coders program?

There are a number of free coding programs that can be used alongside Confident Coders. Find one that fits your needs and supports the devices you have available. Check out the “Coding Platforms” page for more information.

Do I need to know how to code in order to use this program?

Absolutely not! You can learn right along with the kids. Your role is to be a confidence mentor, inspiring young kids to be brave, fail forward, and grow in confidence!

Can boys participate in the Confident Coders program?

Absolutely! Anyone regardless of gender can be a confident coder! The goal of the program is to inspire more girls to explore coding, but that doesn’t mean that boys can’t participate. Do what you think is best and adapt the content for your group!

For statistics on the gender gap in technology, check out this infographic by the National Center for Women in Technology: https://www.ncwit.org/infographic/3435

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Coding Platforms

Platform Wifi Needed

Student Accounts Needed

Laptopv/ CB

Friendly?iPad

Friendly?Android

Friendly? Cost

code.org Yes Only to save

progress✔ ✔ ✔ Free

scratch.mit.edu

Yes Yes ✔ Free

tynker.com Yes Yes ✔ ✔ ✔ $399/yr

khanacademy.org

Yes Yes ✔ Free

Hopscotch No Yes ✔ Free

Thunkable.com Yes Yes ✔ ✔ Free

All of the above programs work well as independent or partner learning activities. No prior experience coding is needed. Most of the coding platforms include clear visuals and instructions. If you are looking for even more coding ideas, visit Common Sense Media’s Cool Coding Apps and Websites for Kids page.

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Confident Coders Permission Form

In middle school, 74% of girls express interest in Science, Technology, Engineering and Math (STEM), but when choosing a college major, just 0.4% of high school girls select computer science (http://girlswhocode.com). It’s time to change that statistic by getting our girls hooked on coding in elementary school! For more statistics on the gender gap in technology, check out this infographic by the National Center for Women in Technology:

https://www.ncwit.org/infographic/3435

What: A club for girls who want to learn how to code

Who: ______ grade girls at __________________________________

WhEN: _________________ Where: _________________

I give permission for _____________________________________ to participate in Confident Coders for the current school year. I authorize the school to create accounts for my student on kid-friendly coding websites like Scratch and Code.org.

Parent/Guardian Signature: ________________________________Date: __________

Please return signed form to __________________________ by ______________.

Why:

Confident Coders Permission Form

Our students will one day graduate from high school and college to fill jobs that do not exist yet. We know that 70% of all new STEM jobs are in computing, but only 8% of STEM graduates focus in Computer Science. We also know that 90% of parents want students to learn computer science, but it can be tough to fit it in the school day (code.org/promote). To learn more about the benefits of learning computer science in elementary school, visit:

http://code.org/promote

What: A club for kids who want to learn how to code

Who: ______ grade students at ________________________________

WhEN: _________________ Where: __________________

I give permission for _____________________________________ to participate in Confident Coders for the current school year. I authorize the school to create accounts for my student on kid-friendly coding websites like Scratch and Code.org.

Parent/Guardian Signature: ________________________________Date: __________

Please return signed form to __________________________ by ______________.

Why:

Lesson 1:

Wear Your Smart

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Lesson 1: Wear Your Smart

Materials Needed:● Name-tags● Confident Coders workbook for each student● Markers/Crayons/Colored Pencils

1. Have students fill out Name Tags as they arrive. They should get a workbook and label it with their name.

2. Read through the “Wear Your Smart” page in the workbook. Discuss the difference between “Super Smart” and “Superficial.”

3. Display the T-Shirt Photos (on the following pages). Decide together if each shirt displays a “Super Smart” or “Superficial” message.

4. Read through the “Why Do YOU Want to Code” page in the workbook. Students will spend 5-10 minutes designing a t-shirt that sends a positive, “Super Smart” message about coding.

5. CODE 6. Come back and review the “Lesson 1: Wrap-Up” page together.

EXTENSION: If you have extra time and resources, provide each students with a blank t-shirt and fabric markers to bring their t-shirt designs to life!

POWER PLAYLIST: “Confident” by Demi Lovato“Salute” by Little Mix“Most Girls” by Hailee Steinfeld

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Super Smart or Superficial?

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Super Smart or Superficial?

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Super Smart or Superficial?

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Super Smart or Superficial?

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Super Smart or Superficial?

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Super Smart or Superficial?

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Super Smart or Superficial?

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Super Smart or Superficial?

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Lesson 2:

Have a Vision

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Lesson 2: Have a Vision

Materials Needed:● Large Poster Board● Index Cards● Magazine/Newspaper cut-outs● Scissors, Glue, Markers

1. Read the “Have a Vision” page in the student workbook together. Discuss the definition of “Vision” and talk about the short- and long-term goals we have for coding.

2. Students will work collaboratively on building a vision board using magazine cut-outs. NOTE: If you have limited time, you may want to pre-cut images and words from magazines and newspapers ahead of time.

3. CODE4. Come back and review the “Lesson 2: Wrap-Up” page together.

EXTENSION: If you have extra time, students can make a pair of crazy coding glasses! You can download a free template at http://picklebums.com/free-printable-crazy-glasses/.

POWER PLAYLIST: “How Far I’ll Go” by Alessia Cara“Road Less Traveled” by Lauren Alaina“Touch the Sky” by Julie Fowlis

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Vision Board Example

Before →

After →

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Lesson 3:

Flip Your Flops

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Lesson 3: Flip Your Flops

Materials Needed:● none

1. Read the “Flip Your Flops” page in the student workbook together. Discuss the importance of “failing forward.”

2. Discuss the inventions that are listed at the bottom of the “Flip Your Flops” page. All of them were invented by mistake! Read more about them, and others, here: http://www.businessinsider.com/these-10-inventions-were-made-by-mistake-2010-11?op=1/#crowave-ovens-7

3. Do the Find a Flop activity! Instructions are in the student workbook on the “Find a Flop” page. If students are uncomfortable sharing a personal mistake, have them think of a mistake they have seen an actor make in a movie or on TV.

4. CODE5. Come back and review the “Lesson 3: Wrap-Up” page together.

EXTENSION: Watch the “You Failed” clip from the movie “Meet the Robinson’s” and discuss why successful people are no stranger to failure. Read some of the book “Good Night Stories for Rebel Girls.” Make posters (or decorate flip flops!) with these quotes from women who have failed before achieving their goals.

POWER PLAYLIST: “Try Everything” by Shakira“Fight Song” by Rachel Platten“Get Back Up Again” by Anna Kendrick

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Lesson 4:

Give & Get Help

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Lesson 4: Give and Get Help

Materials Needed:● none

1. Read the “Give and Get Help” page in the student workbook together. Ask students if it is sometimes hard to ask for help when they need it. Are they afraid of looking dumb or silly?

2. Work as a group to come up with 3 adjectives, nouns, and verbs. Fill in the blanks on the “Coco Needs Help” story and read it aloud.

3. Discuss how Coco felt in the story before she asked for help? How do you think she felt after she asked for help?

4. CODE - As they code, look for examples of students helping one another and point them out.

5. Come back and review the “Lesson 4: Wrap-Up” page together.

EXTENSION: Have students take turns teaching the class something they have learned in coding so far. Encourage other students to ask questions as their peers present. Remind them that no question is too silly or stupid!

POWER PLAYLIST: “Count on Me” by Bruno Mars“One Call Away” by Charlie Puth“Help!” by The Beatles

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Lesson 5:

Block Out Negative Self-Talk

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Lesson 5: Block Out Negative Self-Talk

Materials Needed:● none

1. Read the “Block Out the Negative” page in the student workbook together.

2. Have students volunteer answers to the 10-second rephrase game in the student workbook.

3. CODE 4. Come back and review the “Lesson 5: Wrap-Up” page together.

EXTENSION: Watch Kid President’s Pep Talk video. Students can paint Kindness Rocks to spread positivity and inspire positive self-talk. Instructions for painting Kindness Rocks can be found here: http://thekindnessrocksproject.com/how-to

POWER PLAYLIST: “Scars to Your Beautiful” by Alessia Cara“Can’t Stop the Feeling” by Justin Timberlake“Don’t Stop Believin’” by Journey“Road Less Traveled” by Lauren Alaina

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Lesson 6:

Grow Your Toolkit

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Lesson 6: Grow Your Toolkit

Materials Needed:● A variety of classroom supplies (2 to 3 of each):

○ Scissors, pencils, crayons, erasers, glue sticks, binders, backpacks, notebooks, hand sanitizer

1. Read the “Grow Your Toolkit” page in the student workbook together.

2. Spread the classroom supplies out in front of students. Ask them to choose a tool and think symbolically: “How can the item you chose represent a tool that a coder needs?” Some students may need help with thinking abstractly like this. Give examples and lots of support!

3. CODE 4. Come back and review the “Lesson 6: Wrap-Up” page together.

EXTENSION: Invite a computer programmer in to talk about what it takes to work in the field of computer science. If you can’t find anyone local to you, reach out on Twitter and see if you can set up a Skype, FaceTime, or Google Hangout session with someone!

POWER PLAYLIST: “True Colors” by Justin Timberlake, Anna Kendrick“Firework” by Katy Perry“Unwritten” by Natasha Bedingfield

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Lesson 7:

Think Outside the Box

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Lesson 7: Think Outside the Box

Materials Needed:

● A pencil for each student

1. Read the “Think Outside the Box” page in the student workbook together.

2. Challenge students to think outside the box to solve the nine dot challenge. The solution involves literally drawing “outside the box” (see next page).

3. CODE (look for examples of thinking outside the box!)4. Come back and review the “Lesson 7: Wrap-Up” page together.

EXTENSION: Challenge students to design a computer game or mobile app that involves a chameleon changing color depending on its environment, mood, or situation. Read more about chameleons at wonderopolis.org/wonder/why-do-chameleons-change-their-colors. Additionally, you can search online for more team-building activities that challenge students to “think outside the box.”

POWER PLAYLIST: “Karma Chameleon” by Culture Club“Who Says” by Selena Gomez“Roar” by Katy Perry

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Lesson 7: Can You Think Outside the Box?

One Possible Solution:

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Lesson 8:

Community Counts

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Lesson 8: Think Outside the Box

Materials Needed:● Pens or marker● Strips of colored paper (optional)

1. Read the “Community Counts” page in the student workbook together.

2. Discuss examples of friendship that you have observed throughout the coding sessions. Have students record examples on the strips of paper and assemble a giant community friendship bracelet to display in the classroom.

3. CODE (look for examples of friendship!)4. Come back and review the “Lesson 8: Wrap-Up” page together.5. If your coding club will not be meeting again, sign and pass

out the certificates found on the last page of the student workbook!

EXTENSION: Make friendship bracelets! Use embroidery floss (http://www.instructables.com/id/how-to-make-a-friendship-bracelet-1/) or make binary bracelets with beads using the binary lesson from code.org (https://code.org/curriculum/course2/14/Teacher). Watch clips from the show “Unlikely Animal Friends” or read about Owen and Mzee to discuss the definition of friendship.

POWER PLAYLIST: “You’ve Got a Friend in Me” by Randy Newman“Umbrella” by Rihanna“A Little Help from my Friends” by The Beatles

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