Exploring Programming Course
Teacher: Derrel Fincher
Before reading further, please read the Student Learning Outcomes
as the course is intended to help students exemplify the Student Learning
Outcomes. The focus of the course is on each student's learning. Students will see examples in several programming languages, which may
Squeak, Python, or other languages. They will then propose a project and pursue
Students will be expected to write a short reflection of what they have
learned at the end of every third class at a minimum. These Tri-Class
Reflections will be a journal of their progress and provide part of the evidence
of their accomplishments at the end of the quarter.
Students are expected to share their subroutines and programs on the
collaborative Web site for the course. The Web site is password-protected.
Students will propose major projects, either individually or in conjunction
with others. The scope and type of the projects depend on the abilities of the students,
but the project proposal is a significant document as it helps them prepare for
being self-directed, productive learners.
The class is held in the Technology Resource Center, and
students will be expected to use those resources, as well as this web site,
program manuals, help files, Internet sites, peer helpers, and others. Students
are expected to work with others in the class and help.
Students will be responsible for self-assessing their growth and learning,
and documenting their progress. At the end of each quarter, students will
write a self-assessment where they propose a grade and support their proposal with evidence.
In addition, they will have a peer assessment done of their project and their
progress in the project. I will
review the peer assessment, self-assessment, evaluate their evidence and
evaluate the peer assessments they have written in to assign the grade.
The focus will be on how the student pursued and created opportunities to expand
their understanding of programming and the grades will be:
- Took full advantage of the learning opportunities offered.
- Selected a personally interesting project.
- Continuously tried to expand the boundaries of personal knowledge.
- Made use of the resources in Web sites and help files to find information
- Worked with others to both learn from them and help them with their
- Reflected thoughtfully and regularly on the learning as it took place.
- Created meaningful project proposals and plans.
- Thoughtfully wrote peer assessments for others.
- Participated fully in any additional assignments.
- Took some advantage of the learning opportunities offered.
- Reflected on the learning as it took place.
- Occasionally helped others or asked them for help.
- Chose a project for enjoyment.
- Wrote informative peer assessments for others.
- Often tried to expand the boundaries of personal knowledge.
- Took little advantage of the learning opportunities offered.
- Worked alone.
- Did not choose a project that was enjoyable.
- Seldom tried to expand the boundaries of personal knowledge.
Below C: Did not meet the minimum requirements for a C.
Procedures and Policies
Students are responsible for their own learning and progress but they must
also make effective use of the class time that is scheduled. I will provide
assistance and demonstrate various programming techniques. Students may either
follow along in the presentation or work on their projects. However, each
presentation is only given once; if students who need it later are expected to
get help from others.
Specific Expectations of Accountability
expected to follow the the acceptable use policy they signed when entering the
Middle School and behave ethically at all times. Specific issues include not knowingly
infringing on others' intellectual property or using their knowledge of
computers or programming to disrupt the work of others. Students will treat
others in the class with respect.
(before 9 p.m.)