Google doc link

​

Vignettes | Funds of Knowledge Motivating Project:

• Vignette CET_FA1_01: Neighborhoods

• Vignette CER_FB2_15: Riding a Bike

 

Medium: 

Neighborhood Miro Boards (digital)

 

Designed using the digital whiteboarding tool, Miro, these “Neighborhood Boards” consist of simplified maps that resemble the surrounding neighborhood of students’ schools. Rebecca M. Johnson, Sumner, Samuel Bowles, and Wagner are represented here.  

 

Each board contains similar landmarks that also resemble (but are not exact replicas of) students’ school neighborhoods. Given the large Hispanic population of these areas, the locations have been labeled with both English and Spanish. 

 

Note that Kelly, Andrew, and I decided that it was best to each design a task. These tasks reflect different strands and validity arguments.

 

 

Computational Thinking Strands:

 

Strand

Kindergarten to Grade 2

Data

1. Identify, research, and collect information on a topic, issue, problem, or question using age-appropriate digital technologies. 

Programming and Development 

1. Define a computer program as a set of commands created by people to do something.

2. Explain that computers only follow the program’s instructions. 

3. Individually or collaboratively, create a simple program using visual instructions or tools that do not require a textual programming language (e.g., “unplugged” programming activities, a block-based programming language). 

 

 

Description of Task: Programming

 

Concepts: 

• Object identification – Identify what objects are on the board and what commands apply to these objects

• “Writing” a program and giving directions– Put together commands to navigate the map board

• Traversing a Map – Navigate from different points on a given map given its physical features

 

Objective: Get from one point on the board to another using the given commands correctly. 

 

Students will give directions for a bike to get from one place to another in their school neighborhood by dictating a string of commands (their program) out loud. The program will be constructed from a list of commands already designated here. Some commands follow certain rules or are used with certain objects on the map board. The goal is for students to correctly string together a list of commands.

 

Difficulty is based on the number of commands needed to reach a destination. Note that the bike marker will only be moved once students finish saying their list of commands out loud. That is, students cannot see the result of their commands until they compete their “program” string. One students finish dictating all the directions, the proctor will move the bike piece around the board following what students have told them.

 

 

Commands: Commands have been given in English and Spanish. 

 

Basic Commands

1. Go straight (siga recto) – Continue forward

2. Turn left (gira a la izquierda) – (Turns only; must be combined with “go straight” to continue)

3. Turn right (gire a la derecha) – (Turns only, must be combined with “go straight” to continue)

 

Conditional Commands (commands that follow certain rules)

1. Stop (señal de pare or señal de alto)– Must be used at stop signs, traffic lights, and at any intersection of two streets (3 way or 4 way) even if there is no stop sign or traffic light

2. Look (mirar a ambos lados)– Must be used at stop signs before turning or moving forward

3. Press the button (botón de paso de peatones)– Must be used at traffic lights before turning or moving forward

 

Examples of Command Usage

 

 

Starting Point: School

Ending Point: Grocery

1. Turn right

2. Go straight

3. Stop

4. Go straight

5. Stop

6. Go straight

7. Stop

8. Go straight 

 

Starting Point: Grocery

Ending Point: Apartment (top right)

1. Turn right

2. Go straight

3. Stop

4. Turn left

5. Stop

6. Press button

7. Turn left

8. Go straight

 

Set-Up: Before beginning, the physical neighborhood board must be set up to reflect students’ neighborhood. Zoom into the correct Miro board. Move the yellow bike piece to your starting point. All locations are designated with an icon and a green dot as a point. 

 

 

Gameplay (Teaching Phase/Data Collection Phase): Students will give directions from the starting location (where the bike is placed) to their ending location using their commands. Students will do this first teaching round with the proctor to understand the rules. 

 

First the proctor will ask students about what locations and features they see (e.g., school, stop signs, traffic lights, etc.). Then the proctor will demonstrate what each command does with the bike figure and rules that apply to stop signs and traffic lights.

 

To practice, the proctor will choose a location close to the school (not more than six commands); students will dictate one instruction at a time to see how the figure moves. The practice ends when the figure makes it to the short location. (Suggested routes for each neighborhood can be found below.)

 

Gameplay (Normal; 6 – 9 commands): The proctor may choose a route that will take 6-9 commands or may use a suggested route below. 

 

Show students the starting point by dragging the yellow bike token to the appropriate green dot at their starting location. Tell students their end destination and point it out. Ask students to give directions out loud from the starting point to the end point. Once students dictate all their commands, the proctor will move the bike piece as directed to see if students used the command correctly. If the student has made a mistake, allow the student to correct themselves. 

 

Note that students do not have to justify their route. Longer routes are okay, especially if the student orders commands correctly.

 

Gameplay (Hard; 10 – 15 commands): The proctor may choose a route that will take 10-16 commands or may use a suggested route below. The instructions are the same as above. 

 

Some Suggested Routes

 

 

Rebecca M. Johnson

Sumner

Samuel Bowles

Wagner

Normal

School to Apartment

School to Restaurant

School to Grocery

Library to House

Library to Post Office

Post Office to College

College to Church

Church to Post Office

House to Restaurant

School to Restaurant

School to Grocery

School to House (close)

School to Apartment

Grocery to Library

Grocery to Apartment (either)

Library to Church

Church to Restaurant

School to Park

School to Bakery

School to Library

Library to Apartment

Library to Church

Grocery to Restaurant

School to Church

School to Restaurant 

School to Post Office

Post Office to Church

Post O. to Apartment (closest)

Library to House (closest)

Library to Grocery

 

Hard

School to Library

School to Post Office

School to House

Library to Grocery

Library to College

School to Library 

School to Church

School to Apartment (either)

Library to Restaurant

School to Apartment

School to Grocery

Church to Restaurant

Church (farthest) to Post Office 

Restaurant to Grocery

Library to College

 

 

Rubric

 

Strands

Criterion

Demonstrated? 

Data

Identify, research, and collect information on a topic, issue, problem, or question using age-appropriate digital technologies. 

Can students recognize that this map is their school neighborhood?

 

Can students identify were crosswalks, crossings, and stoplights are? 

 

Programming and Development

Define a computer program as a set of commands created by people to do something.

Students understand that commands together create movement for their figure.

 

Explain that computers only follow the program’s instructions. 

Students understand that a set of commands must be made without error to continue moving their figure.

 

Individually or collaboratively, create a simple program using visual instructions or tools that do not require a textual programming language (e.g., “unplugged” programming activities, a block-based programming language). 

Students can identify what commands need to be paired together (e.g. turning must use “go straight” to actually continue moving).

 

Students can recognize and apply “conditional” commands (i.e., commands that must follow at certain occurrences like a crossing or stoplight). 

 

Students can create a string of 6-9 correct commands.

 

Students can create a string of 10-15 correct commands.

 

Students can create a string with minimal errors.

 

Students can rectify errors by adding or taking away a command.

 

 

 

Validity Argument

 

Standard

Task

Data – Identify, research, and collect information 

Teaching Round - The proctor will ask students about what locations and features they see (e.g., school, stop signs, traffic lights, etc.). 

Programming – Define a computer program as a set of commands

Teaching Round –The proctor will demonstrate what each command does with the bike figure and rules that apply to stop signs and traffic lights.

Programming – Explain that computers only follow the program’s instructions

Teaching Round - The proctor will choose a location close to the school (not more than six commands); students will dictate one instruction at a time to see how the figure moves. The practice ends when the figure makes it to the short location. (Suggested routes for each

Programming – Create a simple program

Gameplay Round - Show students the starting point by dragging the yellow bike token to the appropriate green dot at their starting location. Tell students their end destination and point it out. Ask students to give directions out loud from the starting point to the end point. Once students dictate all their commands, the proctor will move the bike piece as directed to see if students used the command correctly. If the student has made a mistake, allow the student to correct themselves. 

 

Test Content: To establish types of validity evidence we will present experts with DLCS CT Strands. These experts will then align the standards with the tasks created; they will be provided with the above standards and tasks breakdown to see if the standards correctly align with what students are asked to do. If there is misalignment, the tasks will be reassessed to correctly correspond to their intended standard. 

 

Response Process Validity Evidence: An exit interview will be conducted with experts to see If the tasks and standards align. These responses will be analyzed to understand if validity was achieved or if new tasks need to be designed.

 

Internal Structure: An expert will perform a statistical analysis to understand score variability and to see if it is consistent alongside what is being assessed. 

 

Relation to Other Variables: An expert will collect and analyze convergent and discriminant evidence to establish test-criterion validity. 

 

Consequences: Outcomes of these tasks will be collected and given to experts to determine what intended and unintended consequences emerged.