In addition, unplugged coding allows for an


equitable approach to coding with access for all and takes away barriers that plugged cod- ing has. With access to paper and writing tools, educators can begin to engage their students in hands-on activities that promote thinking and communication skills. Since there is very little needed, anyone can implement a coding lesson in their classroom! Plugged coding is very important. How-


ever, many factors such as money to purchase technology, educator comfort level and educa- tor training can be barriers. The amount of training and experimenting an educator needs to do in order to get started with unplugged coding is signifi cantly less.


GETTING STARTED WITH UNPLUGGED CODING


There are fi ve things you need to get started:


1. Grids 2. Arrows 3. Coding Strips 4. Loose Parts 5. Storage Containers


Grids: These can be of any size or include as many squares as you think appropriate for the students you work with. We suggest beginning with a smaller and/or linear grid. This may include the fi rst row of a hundreds chart with numbers 1 to 10 or blank squares. This allows young learners to experiment with grids with only two directions (right and left) fi rst. You can then think about other grids that include more squares and allow students to move up and down as well. Students can also explore grids such as hundreds charts,


write their code. Similar to a ten frame, a cod- ing strip helps students organize their steps for the code. As students become more profi cient with this element of coding, you can encour- age them to explore using other methods to record such as an organized list.


Loose Parts: Loose parts are an important part of coding. They give students a goal to reach or something to avoid on a grid. These items can include peg people, buttons and other found materials. Occasionally, educators like to add thematic elements. For example, a spring in- spired addition might include leaves, fl owers or brightly coloured gems. These materials are easily found at local craft or dollar stores. We also value student voices when they se-


lect or create their own items and additions for codes. This might include drawing characters from a story or even themselves and then cut- ting them out.


Storage Containers: Storage for coding ma- terials comes in a variety of forms. They al- low the unplugged tools to be cared for and, therefore, last longer. We have tried a variety of ways from one big coding centre to creat- ing individual coding kits for each student or small group. When storing materials, we look for containers with various compartments to allow storage for both coding arrows and loose parts. This could include containers used for beads, cutlery containers or tackle boxes. We look to ensure there are various spots to sort cards and loose parts to keep the container organized.


TEACHING VIRTUALLY calendars,


games (e.g., Sudoku) and ten frames. When locating or making grids, be creative! We have found or created grids using masking tape on a table or fl oor, game boards (checkers, chess), drawing grids on Kraft paper or printing them.


Arrows: Arrow cards are great for students to plan and communicate their thinking prior to coding on a grid. We suggest beginning with colour-coded arrows to support students’ memory of directions (left and right can be confusing) and allow for visual cues. Elbow arrows are another type of arrow educators may want to include when coding. These ar- rows help communicate two directions at once when you need to change directions (e.g., left and up). It helps students when they transition into plugged coding.


Coding Strips: Coding strips are an organized way to help students when they fi rst begin to


When teaching coding in a virtual learning environment, the same materials are needed, just in a different way. Free software, such as Google Slides or Jamboard, is a great way to create virtual unplugged coding experiences. For starters, creating your grids as a back- ground can help make virtual coding a little easier as it stops the grid from moving. For younger students, creating multiple copies of digital loose parts and arrows on top of each other allows students to easily drag and drop them to where they want on the grid. Both tools help emulate what unplugged coding would look like, but on a virtual platform. In addition, asking students (with some help) to make grids on paper, the backs of cereal boxes or other materials they have on hand at home to manipulate physically, not just on a screen, is helpful. Students can do the tasks and take pictures or make a video to document their new learning.


CONCLUSION


The last few months have been fi lled with new learning experiences for us. We have used our Professional Learning Network on social media to gain greater understanding and net- work with educators all over the province. To support educators, we continue to share ideas and lessons on our social media accounts and Linktree website. Below are some resources where you can fi nd additional information, ideas and resources for unplugged coding. n


Lesley Pike and Melissa Seco are members of the Elementary Teachers of Toronto.


RESOURCES


Lesley and Melissa are both active on both Twitter and Instagram sharing weekly ideas, lesson plans, etc. To con- nect with them, visit our social media accounts or Linktree site below:


Linktree/website: linktr.ee/LMNOPre- sources


Hashtag: #OntMathCoding


Great organizations to add to your Professional Learning Network:


• Educational Computing Organiza- tion of Ontario (ecoo.org)


• Coding in Elementary Website (edugains.ca/resourcesTELO/CE/ CodingInterface/interface.html)


• Code.org (code.org/curriculum/un- plugged)


• Canada Learning Code (canadalearn- ingcode.ca/lessons/unplugged-intro- to-coding-for-kindies/ )


• The Robertson Program (wordpress. oise.utoronto.ca/robertson/portfolio- item/the-animal-grid-game-2/)


Additional Reading:


Taking Shape: Activities to Develop Geometric and Spatial Thinking by Moss et al. (pearsoncanadaschool.com/ index.cfm?locator=PS2uLd)


Kindercoding Unplugged: Screen-Free Activities for Beginners by Deanna Pecaski McLennan (redleafpress.org/ Kindercoding-Unplugged-Screen-Free- Activities-for-Beginners-P2506.aspx)


Blog Post: Why Kids Need to Code in Kindergarten (mrsmclennan.blogspot. com/2017/05/thinking-in-algorithms- why-kids-need-to.html)


ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO 35


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