Merge pull request #90 from bjc-edc/middle-school

Middle school TG + Other Updates
bjc-edc · Jul 7, 2022 · 6ef9694 · 6ef9694
2 parents 87a38dd + 4bdfa41
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diff --git a/img/icons/icons.ai b/img/icons/icons.ai
diff --git a/img/icons/new-project-called.png b/img/icons/new-project-called.png
diff --git a/index.html b/index.html
@@ -3,7 +3,7 @@
     <head>
         <meta http-equiv="content-type" content="text/html; charset=utf-8" />
         <title>The Beauty and Joy of Computing</title>
-
+        <!-- This page needs to live just outside of /bjc-r/ on the EDC server. --MF, 4/19/22 -->
         <!-- EDC Dev Tech wrote this these. See https://dethier.github.io/bjc/ -->
         <meta name="viewport" content="width=device-width, initial-scale=1.0">
         <link rel="stylesheet" href="/bjc-r/css/edcdevtech-landingpage.css"> 

diff --git a/llab/script/curriculum.js b/llab/script/curriculum.js
@@ -38,7 +38,7 @@ llab.secondarySetUp = function() {
 
   $('.js-run').each(function(_i) {
     $(this).attr('target', '_blank');
-    $(this).attr('href', llab.getSnapRunURL(this.getAttribute('href'), {version: 'v7'}));
+    $(this).attr('href', llab.getSnapRunURL(this.getAttribute('href'))); // {version: 'v7'}
   });
 
   const  optionalContent = {

diff --git a/llab/script/library.js b/llab/script/library.js
@@ -23,7 +23,7 @@ llab.getSnapRunURL = function(targeturl, options) {
     if (!targeturl) { return ''; }
 
     if (targeturl.indexOf('http') == 0 || targeturl.indexOf('//') == 0) {
-        // pointing to some non-local resource...  do nothing!!
+        // pointing to some non-local resource... do nothing!!
         return targeturl;
     }
 

diff --git a/middle-school/img/U1/lab04/draw-picture.png b/middle-school/img/U1/lab04/draw-picture.png
diff --git a/middle-school/img/U1/lab04/draw-pixel-rgb-85-170-255.png b/middle-school/img/U1/lab04/draw-pixel-rgb-85-170-255.png
diff --git a/middle-school/img/U1/lab04/draw-pixel.png b/middle-school/img/U1/lab04/draw-pixel.png
diff --git a/middle-school/img/U1/lab04/paint-color-from-pixel-rgb-pixel.png b/middle-school/img/U1/lab04/paint-color-from-pixel-rgb-pixel.png
diff --git a/middle-school/img/U1/lab04/paint-color.png b/middle-school/img/U1/lab04/paint-color.png
diff --git a/middle-school/img/U1/lab04/rgb-pixel.png b/middle-school/img/U1/lab04/rgb-pixel.png
diff --git a/middle-school/img/U2/lab02/Sparks - 2.2 Animation snap-stage Image.xml b/middle-school/img/U2/lab02/Sparks - 2.2 Animation snap-stage Image.xml
diff --git a/middle-school/img/U2/lab02/icon-paint.png b/middle-school/img/U2/lab02/icon-paint.png
diff --git a/middle-school/img/U2/lab02/icon-stage.png b/middle-school/img/U2/lab02/icon-stage.png
diff --git a/middle-school/img/U2/lab02/select-backgrounds.png b/middle-school/img/U2/lab02/select-backgrounds.png
diff --git a/middle-school/img/U2/lab02/select-costumes.png b/middle-school/img/U2/lab02/select-costumes.png
diff --git a/middle-school/img/U2/lab02/snap-stage.png b/middle-school/img/U2/lab02/snap-stage.png
diff --git a/middle-school/img/U3/L2/digital-pet-code.png b/middle-school/img/U3/L2/digital-pet-code.png
diff --git a/middle-school/img/U3/L2/midi-block.png b/middle-school/img/U3/L2/midi-block.png
diff --git a/middle-school/img/U3/L3/L3-materials.png b/middle-school/img/U3/L3/L3-materials.png
diff --git a/middle-school/img/U3/L3/skeeball-code.png b/middle-school/img/U3/L3/skeeball-code.png
diff --git a/middle-school/img/U3/L3/skeeball.gif b/middle-school/img/U3/L3/skeeball.gif
diff --git a/middle-school/img/U3/L4/l4-materials.png b/middle-school/img/U3/L4/l4-materials.png
diff --git a/middle-school/img/U3/L6/beep.png b/middle-school/img/U3/L6/beep.png
diff --git a/middle-school/img/U3/L6/boop.png b/middle-school/img/U3/L6/boop.png
diff --git a/middle-school/img/U3/L6/drawing-machine.gif b/middle-school/img/U3/L6/drawing-machine.gif
diff --git a/middle-school/img/U3/L6/highlight.png b/middle-school/img/U3/L6/highlight.png
diff --git a/middle-school/img/U3/L6/making-with-multiples.png b/middle-school/img/U3/L6/making-with-multiples.png
diff --git a/middle-school/img/U3/L6/message-received.png b/middle-school/img/U3/L6/message-received.png
diff --git a/middle-school/img/U3/L6/radio-group.png b/middle-school/img/U3/L6/radio-group.png
diff --git a/middle-school/img/U3/L6/radio-int.png b/middle-school/img/U3/L6/radio-int.png
diff --git a/middle-school/img/U3/L6/radio-when-started.png b/middle-school/img/U3/L6/radio-when-started.png
diff --git a/middle-school/img/U3/L6/rock-paper-scissors-game.gif b/middle-school/img/U3/L6/rock-paper-scissors-game.gif
diff --git a/middle-school/img/U3/L6/rock-paper-scissors.jpg b/middle-school/img/U3/L6/rock-paper-scissors.jpg
diff --git a/middle-school/img/U3/L6/rock-paper-scissors.png b/middle-school/img/U3/L6/rock-paper-scissors.png
diff --git a/middle-school/img/U3/L7/chain-reaction-demo.gif b/middle-school/img/U3/L7/chain-reaction-demo.gif
diff --git a/middle-school/img/U3/L7/l7-materials.png b/middle-school/img/U3/L7/l7-materials.png
diff --git a/middle-school/student-pages/U1/L1/01-culture-and-norms-PG.html b/middle-school/student-pages/U1/L1/01-culture-and-norms-PG.html
@@ -0,0 +1,50 @@
+<!DOCTYPE html>
+<html lang="en">
+	<head>
+		<meta http-equiv="content-type" content="text/html; charset=utf-8" />
+		<script type="text/javascript" src="/bjc-r/llab/loader.js"></script>
+		<title>Unit 1 Lab 1: Introduction to Snap<em>!</em>, Activity 1</title>
+	</head>
+
+	<body>
+		<h2>BJC Culture and Norms</h2>
+		<div class="learn">In this activity, you'll learn about the Beauty and Joy of Computing (BJC) Middle School pilot curriculum, the Snap<em>!</em> programming language, and the growth mindset.</div>
+		<div class="forYouToDo">
+			<ol>
+				<li>
+					Watch <a href="https://youtu.be/WUEfxgzFTTk" title="BJC Middle School Introduction" target="_blank">this video</a> from University of California, Berkeley professor and BJC curriculum designer, Dan Garcia about BJC and Snap<em>!</em>.<br />
+					<div class="sidenote">If your connection blocks YouTube, <a href="http://scratch.mit.edu/discuss/youtube/WUEfxgzFTTk" target="_blank" title="BJC Middle School Introduction video">watch the video here</a>.</div>
+					<img class="indent" style="height:100px;" src="/bjc-r/img/course/snap-logo-large.png" alt="Snap! logo" title="Snap! logo" />
+	                <img class="indent" style="height:125px;" src="/bjc-r/img/web/bjc-logo.png" alt="Beauty and Joy of Computing" title="Beauty and Joy of Computing" />				
+				</li>
+				<li>
+					Discuss the growth mindset.
+					<ul>
+					    <li>When is a time when you used the growth mindset? How did it help you?</li>
+						<li>When is a time you would have benefited from thinking with a growth mindset? what could you do differently in a situation like that next time?</li>
+					</ul>
+				</li>
+				<li>
+					Part of cultivating a growth mindset is creating a classroom culture that supports learning. Work with your class to develop a list of classroom norms by responding to these questions:
+					<ul>
+						<li>What makes it easier for you to learn?</li>
+						<li>What gets in the way of your learning?</li>
+						<li>What classroom norms could we create to facilitate your learning?<div class="comment">The questions "what makes it easier to learn" and "what gets in the way" above might be worth the teacher knowing, if the teacher is a sensitive person. The questions about prior experience and goals are certainly worth the teacher knowing. But, to the question about norms middle school students will parrot only what they think the teacher wants to hear. It is unlikely to be perceived as a sincere question unless they already know and trust and are extremely comfortable with the teacher. --PG</div></li>
+					</ul>
+				</li>
+				<li>
+					All levels of computing experience are welcome in this class. To help your teacher understand your background, share your responses to these questions:
+					<ul>
+						<li>What is your computing experience?</li>
+						<li>What do you want out of this course?</li>
+					</ul>
+				</li>
+			</ol>
+		</div>
+
+		<div class="learn">In this activity, you learned that this new course is currently under development and about using the growth mindset for constructive learning and problem solving.</div>
+		<div class="todo">I think that developing/acquiring a growth mindset is enormously important and school often doesn't foster it. My experience in schools, though, is that <em>discussing</em> growth mindset becomes ritualized propaganda. Many (most?) teachers enter the profession with a fixed mindset——this student has a mathematical mind, that one is a born artist, I was never good at math. If you don't <em>have</em> a growth mindset yourself, you can't help students develop one because you are trying to teach something you don't believe. If you do believe, "teaching" it is still proselytizing to kids who do or don't have the same religion. Kids are so used to this in school that they hear it just as "more school blather." If you want kids to <em>believe</em> that they can learn, they need proof, not propaganda. So, especially on the first day, <em>prove</em> that they can grow by letting them <em>learn</em> something they didn't think they could do. <li>A superhighenergy, dynamic, charismatic college professor working in special sessions with kids <em>could</em> start anywhere and still have kids expectantly waiting for the heady stuff. But in the average school, while kids may have high hopes, they don't generally have high expectations. Discussions of how to behave, especially with middle-schoolers, won't set a tone of beauty and joy.</li>To pull kids in, to give them an immediate experience of beauty and joy, start with Lab 2, and come back later for whatever is really needed in Lab 1. --PG </div>
+
+
+	</body>
+</html>
diff --git a/middle-school/student-pages/U1/L1/01-culture-and-norms.html b/middle-school/student-pages/U1/L1/01-culture-and-norms.html
@@ -18,7 +18,7 @@ <h2>BJC Culture and Norms</h2>
 	                <img class="indent" style="height:125px;" src="/bjc-r/img/web/bjc-logo.png" alt="Beauty and Joy of Computing" title="Beauty and Joy of Computing" />				
 				</li>
 				<li>
-					Discuss the growth mindset.<div class="commentBig">I think that developing/acquiring a growth mindset is enormously important and school often doesn't foster it. My experience in schools, though, is that <em>discussing</em> growth mindset becomes ritualized propaganda. Many (most?) teachers enter the profession with a fixed mindset——this student has a mathematical mind, that one is a born artist, I was never good at math. If you don't <em>have</em> a growth mindset yourself, you can't help students develop one because you are trying to teach something you don't believe. If you do believe, "teaching" it is still proselytizing to kids who do or don't have the same religion. Kids are so used to this in school that they hear it just as "more school blather." If you want kids to <em>believe</em> that they can learn, they need proof, not propaganda. So, especially on the first day, <em>prove</em> that they can grow by letting them <em>learn</em> something they didn't think they could do. <ul><li>A superhighenergy, dynamic, charismatic college professor working in special sessions with kids <em>could</em> start anywhere and still have kids expectantly waiting for the heady stuff. But in the average school, while kids may have high hopes, they don't generally have high expectations. Discussions of how to behave, especially with middle-schoolers, won't set a tone of beauty and joy.</li></ul>To pull kids in, to give them an immediate experience of beauty and joy, start with Lab 2, and come back later for whatever is really needed in Lab 1. --PG </div>
+					Discuss the growth mindset.
 					<ul>
 					    <li>When is a time when you used the growth mindset? How did it help you?</li>
 						<li>When is a time you would have benefited from thinking with a growth mindset? what could you do differently in a situation like that next time?</li>
@@ -29,7 +29,7 @@ <h2>BJC Culture and Norms</h2>
 					<ul>
 						<li>What makes it easier for you to learn?</li>
 						<li>What gets in the way of your learning?</li>
-						<li>What classroom norms could we create to facilitate your learning?<div class="todo">The two questions above might be worth the teacher knowing, if the teacher is a sensitive person. The two below are certainly worth the teacher knowing. But <em>this</em>question will get (from middle school students) only what they think the teacher wants to hear. It is unlikely to be perceived as a sincere question unless they already know and trust and are very comfortable with the teacher. --PG</div></li>
+						<li>What classroom norms could we create to facilitate your learning?<div class="comment">The questions "what makes it easier to learn" and "what gets in the way" above might be worth the teacher knowing, if the teacher is a sensitive person. The questions about prior experience and goals are certainly worth the teacher knowing. But, to the question about norms middle school students will parrot only what they think the teacher wants to hear. It is unlikely to be perceived as a sincere question unless they already know and trust and are extremely comfortable with the teacher. --PG</div></li>
 					</ul>
 				</li>
 				<li>
@@ -43,6 +43,7 @@ <h2>BJC Culture and Norms</h2>
 		</div>
 
 		<div class="learn">In this activity, you learned that this new course is currently under development and about using the growth mindset for constructive learning and problem solving.</div>
+		<div class="todo">I think that developing/acquiring a growth mindset is enormously important and school often doesn't foster it. My experience in schools, though, is that <em>discussing</em> growth mindset becomes ritualized propaganda. Many (most?) teachers enter the profession with a fixed mindset——this student has a mathematical mind, that one is a born artist, I was never good at math. If you don't <em>have</em> a growth mindset yourself, you can't help students develop one because you are trying to teach something you don't believe. If you do believe, "teaching" it is still proselytizing to kids who do or don't have the same religion. Kids are so used to this in school that they hear it just as "more school blather." If you want kids to <em>believe</em> that they can learn, they need proof, not propaganda. So, especially on the first day, <em>prove</em> that they can grow by letting them <em>learn</em> something they didn't think they could do. <li>A superhighenergy, dynamic, charismatic college professor working in special sessions with kids <em>could</em> start anywhere and still have kids expectantly waiting for the heady stuff. But in the average school, while kids may have high hopes, they don't generally have high expectations. Discussions of how to behave, especially with middle-schoolers, won't set a tone of beauty and joy.</li>To pull kids in, to give them an immediate experience of beauty and joy, start with Lab 2, and come back later for whatever is really needed in Lab 1. --PG </div>
 
 
 	</body>

diff --git a/middle-school/student-pages/U1/L3/02-visualizing-data.html b/middle-school/student-pages/U1/L3/02-visualizing-data.html
@@ -26,12 +26,12 @@ <h3>Digitizing Your Data</h3>
 		</div>
 
 		<p>
-			The first block you'll use is the <code>split lines</code> block.<br />
+			The <code>split lines</code> block<br />
 			<img class="indent" src="/bjc-r/middle-school/img/U1/lab03/split-lines.png" alt="split lines ()" title="split lines ()" />
 		</p>
 		<p>
 			<div class="sidenote">Your inputs to <code>split lines</code> will be different based on the data your collect.</div>
-			This block turns multiple lines of text into a list. You could just use a list block, but this one's easier to type lots of data into. For example, here's how you could type in a bunch of ice cream flavors:<br />
+			turns multiple lines of text into a list. You could just type directly into a list block, but this makes typing lots of data easier. For example, here's how you could type in a bunch of ice cream flavor choices:<br />
 			<img class="indent" src="/bjc-r/middle-school/img/U1/lab03/split-lines-ice-cream-reporting.png" alt="split lines (Mint Chip
 Vanilla
 Orange
@@ -56,7 +56,7 @@ <h3>Digitizing Your Data</h3>
 			but the last.</li>
 			</ol>
 		      </div>You don't need to type names of the classmates in the list, since their name doesn't matter for this analysis, just their response. (Why did you collect the names in the first place? You wanted to make sure that each classmate only responded once.)</p>
-		      <div class="todo">Nowhere on the previous page does it say to collect students' names along with their answers. -bh 2/6/22</div>
+		      <div class="todo">Nowhere on the previous page does it say to collect students' names along with their answers. -bh 2/6/22; followup from PG Yes, and why not make this a discussion question rather than an instruction followed by a question that you then answer? Like: Why don't you need to type the names of the classmates, too? And why would you collect those names if you're not using them here? --pg</div>
 		<div class="forYouToDo">
 		  <ol start="3">
 				<li>Once you've typed all the responses, click the block. You should see the list of responses, numbered in the order entered, plus the total length of the responses as in the picture above.</li>
@@ -66,7 +66,7 @@ <h3>Digitizing Your Data</h3>
 
 		<h3>Analyzing Your Data</h3>
 		<p>
-			The next block you'll use is <img class="inline" src="/bjc-r/middle-school/img/U1/lab03/count-data.png" alt="count data 'list input slot'" title="count data 'list input slot'" />, which counts the number of times each category shows up in the survey results. There's no blank you can type into, but there is an input slot that looks like a list (or a bookcase). That icon indicates that it accepts a list input, so you can put any list in that spot.
+			The <img class="inline" src="/bjc-r/middle-school/img/U1/lab03/count-data.png" alt="count data 'list input slot'" title="count data 'list input slot'" /> block counts the number of times each category shows up in the survey results. There input slot is not a blank you can type into, but contains an striped icon <div class="todo">put image here</div> that indicates that it takes a list as input. <div class="todo">I've removed "the first block you'll use" and "the next block" etc. Briefer, less directive, and obvious anyway.</div>
 		</p>
 		<div class="forYouToDo">
 			<ol start="5">
@@ -114,8 +114,8 @@ <h3>Analyzing Your Data</h3>
 		</div>
 
 		<h3>Visualizing Your Results</h3>
-		<p>There are multiple ways you could visualize this data, like a bar chart, column chart, or row chart. Today you'll make a pictograph, a very eye-catching way to present this sort of data.</p>
-		<div class="todo">"bar chart, column chart, or row chart."  Are "column chart" and "row chart" technical terms that mean something other than their obvious meanings?  Because a bar chart can have vertical or horizontal bars, and so can a pictogram.  So I don't see the quoted three choices as mutually exclusive.  I would be inclined just to leave that out:  "There are various ways you could visualize this data.  Today you'll make..." especially because I also don't like that "like" where it should say "such as." --bh 2/6/22</div>
+		<p>There are multiple ways you could visualize this data, like a bar chart, column chart, or row chart. <div class="todo">This just invites the teacher to give a lesson on vocabulary. I'd just write "There are many ways to display data. Today you'll make..." An advantage of the pictograph is the learning how to use the pictures, but a disadvantage is that it is back to the very first elementary school forms they've seen. Yes, they're now learning to do it with a computer, but.... --PG</div> Today you'll make a pictograph, a very eye-catching way to present this sort of data.</p>
+		<div class="todo">"bar chart, column chart, or row chart."  Are "column chart" and "row chart" technical terms that mean something other than their obvious meanings?  Because a bar chart can have vertical or horizontal bars, and so can a pictogram.  So I don't see the quoted three choices as mutually exclusive.  I would be inclined just to leave that out:  "There are various ways you could visualize this data.  Today you'll make..." especially because I also don't like that "like" where it should say "such as." --bh 2/6/22; As I say, just vocabulary and, right, these are not technical terms!! School is already too full of school-only vocabulary. --PG </div>
 		<p>
 			A <a href="https://www.khanacademy.org/math/statistics-probability/analyzing-categorical-data/one-categorical-variable/a/picture-graphs-review" title="khanacademy.org: pictograph" target="_blank">pictograph</a> is a type of chart that displays quantities for different categories. Here's an example that shows the favorite ice cream flavors from the example data above:<br />
 			<div class="comment">The emoji between 'soup' and 'plate with fork and knife' does not show up for me. --MF, 8/12/21</div>