Google CS First’s modules are engaging and cover a variety of themes such as “Sound and Music,” “Game Design,” and “Storytelling” with more on their way. They include informative screencast tutorials that make it easy for both students and volunteers to follow along. The agenda that comes with the program includes a timer to help keep the club on track, and breaks down sessions into segments with a countdown visible to the facilitators.
The modules are run in eight-day sessions, with the first day used a basic introduction to the club and the Scratch platform. Students are encouraged to explore and build something “surprising” using the blocks in Scratch on this first day. The screencasts also make reference to how computer scientists help people do things by writing code and in so doing, solve a multitude of problems in a variety of fields, from medicine to robotics. After that first day, students are led through a series of structured tutorials to help them build a portfolio of their very own projects.
At the same time, they are encouraged to spend time outside of the official club times to customize their creations and add their own touches to their projects. In the “Sound and Music” module, for example, the projects include manipulating visuals in the form of sprites—individual images or animations—and sound effects in various combinations to create interactive art, music videos, and dance effects. In building these projects, the students are sequentially introduced to various “blocks” that perform key functions, such as the repeat loop and if-then commands. These help build the foundation in computational thinking so that they gradually gain the confidence and ability to tweak and create their own versions of these initial projects. At the end of each session, students have the opportunity to celebrate their coding projects through a scheduled showcase time. Collaboration through sharing ideas and helping one another is encouraged, and learning takes place almost unconsciously in a supportive environment through engaging tasks.
At my middle school, I have opened my computer lab for a girl’s lunchtime coding club where we go through the day’s activities and share projects with one another. It has been a great time and I have gotten to know all about the girls and their interests. Most importantly, they have had their interest in computer science ignited, and even possibly their career trajectory altered. Informal experiences with computer science such as these are full of impact. Truly there is nothing more powerful than learning by doing—and learning that you can do anything, including computer science.
Janice Mak is a teacher and instructional coach at the Paradise Valley Unified School District in Arizona.