Option 1: Visual Programming
In the initial stages of developing an understanding of the Sphero and how to program it students work collaboratively to program a square. With each step, students are encourage to test out their program and then debug it. During this process, students are posed with questions regarding why they think the Sphero is responding in a particular way. For example, why is the Sphero moving in four short movements in one direction rather than moving in a square like motion? From this discussion, students come to the realisation that the Spheros direction or 'heading' is always from the place that they originally aimed it. Thus they need to add a further 90 degrees onto each heading to create a square. This sparks the discussion of directional language and encourages students to collaboratively work to solve the problem.
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