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Noticing Students' Computational Development in their Scratch Projects…
Noticing Students' Computational Development in their Scratch Projects
Parallelism
Interaction with project's presentation
What possible actions might a sprite take?
Does parallelism include two tasks being accomplished at the same time?
Does the Scratch program have two sprites moving at once?
To what extent can this student implement a program involving parallelism?
Does the Scratch program have two sprites talking at once?
What is a sprite?
What variations in the design of a sprite might exist?
How can we identify non-traditional instantiations of parallelism?
Interaction with project's code
What types of parallelism exist?
Two sprites taking the same action
Does the project have two sprites doing the same action?
One sprite doing two different actions
Does the project have one sprite doing two different actions?
What kind of parallelism has the student gained the most practice with? What should they continue practicing?
What is the most efficient way to communicate between sprites?
What steps might a student go through on their way to implementing parallelism?
How did the student think about approaching the problem to begin with?
Does the program efficiently communicate between tasks?
Sub-domain in CS
Domain of noticing
Helpful prior knowledge
Aspects of noticing
Conclusions about student thinking
