Babbage University
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Babbage University
Metapolis' famed university. Named for the inventor of the computer, Charles Babbage: the first programmer.Story Table of Contents
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Dijsktra Elementary
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Dijsktra Elementary
Named for a cool dude.Story Table of Contents
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Lovelace Elementary
Named for Ada Lovelace, one of the world's first programmers. Her life was tragically short, but her legacy shall live forever.Story Table of Contents
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Margaret Hamilton Elementary
Named for the an American computer scientist, systems engineer and business owner. She was director of the Software Engineering Division of the MIT Instrumentation Laboratory, which developed on-board flight software for NASA's Apollo space program.Story Table of Contents
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Pascal Elementary
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Pascal Elementary
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Bruce's House
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Bruce's House
Bruce is MetaCoder's newest Coding Coach in Metapolis; he was hired at the beginning of March. He lives here with his family.Story Table of Contents
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Jack's House
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Jack's House
Jack's place has an extra room that is used as an office space, this is where he will keep all the equipment.
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John's House
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John's House
John lives in a condo that has a side gate with easy access to his back door, inside he has a small room inside where he keeps all the equipment.
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Joseph's House
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Joseph's House
This is where Joseph lives. Or so he tells us.
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Kate's House
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Kate's House
Kate's house has a driveway and a garage where she keeps all the equipment.
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Ruby's House
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Ruby's House
This is where Ruby lives.
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Coder Cafe
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Coder Cafe
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Hopper Library
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Hopper Library
Named after Grace Hopper, who created the first computer language compiler, which led to the COBOL programming language.Story Table of Contents
4 of 6Chapter 9: Art and Science of Transitioning Modes
You meet Ruby outside the library, ."Let's chat out here." Ruby says as she leads the way to a small table by a little coffee stand. You take a seat.
"Here," Ruby says, handing you a Nintendo Switch that she's been playing on when you arrived. "I'm going to grab our coffee. You keep working on this for me."
You are about to protest, but you see Tetris on the screen, mid-game. You're not one to let a game of Tetris be lost without reason, so you begin to play. The game gets faster and faster, but just as you are about to win, she returns and says, "All set. I can take that off your hands."
"One moment," you say, "I'm almost --"
Just as you are about to sink one of the long skinny blocks into the perfect spot, she grabs the Nintendo Switch out of your hands.
"Hey!" you protest.
"Here's some coffee," she says apologetically, handing you the cup. "I'm sorry I had to do that. But I needed you to see what it feels like to have a flow state interrupted."
"You could have warned me at least," you say.
"Exactly," she says. "Flow states are enjoyable. If you're going to interrupt one, it's certainly polite to warn someone." Ruby sits across from you, with her own mug of coffee.
"So why didn't you do it?" you ask.
"I have found that most people learn best through experience."
"So I shouldn't take Tetris games out of the student's hands when they are about to lock down a great block--"
Ruby ignores your comment. "What are the two classroom modalities in a MetaCoders classroom?"
"Game Mode and Story Mode," you recite without effort -- fluent recall.
"So how many kinds of transitions are there?"
"Well, Game Mode to Story Mode and Story Mode to Game mode. Two."
Ruby waits.
"And I suppose Story to Story and Game to Game, if those count? So, four?"
Ruby smilies. "I interrupted your game to give you first-hand experience with the hardest of those four transitions. A moment ago you were playing a game, in a flow state -- now you're back in reality, having a boring conversation with me."
"It's not boring..." you say, out of a reflex to be polite, but then you realize that you mean it. "Actually, now that I think about it -- it's not necessarily less enjoyable than Tetris." But you can still vividly recall how angry you were when she suddenly knocked the game out of your hands. The sudden loss of control, the sudden inability to finish up the short-term goal of sinking that long skinny block into its appropriate place. "It's like the classic story of a parent telling the kids that dinner is ready -- but the kids won't come because they're in the middle of a game. And then if the parent goes up and unplugs the game, the kids are suddenly angry."
"And is it because they hate food?" Ruby asks.
"Doubtful," you say.
"Is it because games are more important than food?"
"Certainly not," you say.
"What is it that the brain does during a flow state that makes stopping so unpleasant?"
"When you really get engrossed in something," you say, "you... I don't know... 'zoom in' and it becomes the most important thing in the world. All of your attention focuses in on it."
"That's the very definition of flow state, isn't it?" she says. "And it's from that intense focus that all of the positive learning effect of games come from. Instead of being half-present as you learn something, you're fully engrossed. Your entire attention is on the task at hand. Almost naturally, you become better at the task, more fluent, more able to take on harder challenges in the future. But... it's a double-edged educational tool."
"Because you can't play games for an entire class," you answer Ruby's un-asked question. "Are we doomed to perpetually frustrate our students? Giving them games and then knocking them out of their hands?"
"Well..." Ruby pausing, thinking for a moment. "Ok, let's invent a game. Let's call it: Interruption Tetris. The rules are, first, I hand you a game of Tetris." She hands you the Switch. "Then, I tell you that I'm setting my timer for a random amount of time -- between five and ten minutes -- but I don't tell you the exact number. Then, when the timer goes off, I snatch the Switch from your hands and give you another instruction -- like do 100 jumping jacks, or read a short story out loud, or draw a picture of a cat. Then, I'll give you the game back. And we continue in that fashion for a hour or so. You win the game if you manage to 1) not lose at Tetris, and 2) perform all of the interruption tasks successfully."
"I don't know if I have time to..."
"We're not really going to play Interruption Tetris," Ruby says. "It's a thought experiment. My question to you is: If you practiced, would you be able to get good at Interruption Tetris?"
"Sure," you say. "I suppose that with practice, leaving the flow state might become less annoying -- or I might even remain in a state of flow as I do the interruption tasks. Lots of games have smaller mini-games inside of them."
"Aha!" Ruby says. "So how would this change your experience from earlier -- when I took back the game when you are right in the middle of playing?"
"It would become part of the game," you say. "So I would know it was coming. And that frustration, the feeling of being interrupted right at that pivotal moment, it would be another challenge to overcome. Another part of the game."
"Exactly!" Ruby nearly bounces in her chair in excitement. "The transitions, the changing modes, the whole class can be one big game. Those tough parts aren't getting in the way of the class. They are part of the class."
"Just as the students have to learn and practice different games, as well as Game Mode and Story Mode themselves," Ruby continues, "you also need to practice transitioning in and out of those modes. As you practice, students will become better at it and it will get easier.
"There are also some practical tips for making the transitions easier, too." Ruby says, "you already know the first tip I am going to say. You said it yourself earlier."
"I did?"
"Yeah. 'You could have warned me,' I believe is what you said."
"Oh, giving students warnings. A heads up that a transition is coming."
"You got it. 'Five minutes until I'm going to ask you to shut your computers!' And things like that." Ruby says. "And there are two other things you can do... One is a story-trick and the other is a game-trick -- both based in the science behind these activites and their states. Any guesses?"
"I have no idea," you say.
"The story-trick," she says, "is to set up a whole-class story. Make sure that positive and productive stories explain why you play the games and why you stop them. If a basketball coach tells their students several skills they are going to work on before starting a teamwork skill-building drill, the coach can remind them of the bigger picture -- all the skills to work on -- when the drill is over and students are disappointed to stop playing."
"Picking the right stories to explain why you are playing a game and why you are stopping -- that's the art of coach storytelling right there." Ruby continues. "Students do know that a coach isn't there to create an environment of fun and games and uninterrupted flow states. Everyone knows that a coach's job is also to help people grow. The whole class is a story you are crafting for the students."
"Wait -- didn't you say that the whole class is one big game?" you ask.
"I did!" Ruby grins, but offers no further explanation. "As for that game-trick, let's call that an 'environment shift.' Video games are great at conveying a sense of place. In games like Skyrim, you move from house to house, and from city to city. Even in simple games like Tetris, when you progress to a new level, the background changes, giving the illusion that you are playing in a new location, even though you haven't moved an inch in real life. Human brains organize information spatially."
"So I should move to a new room?"
"Let me tell you a story first," she says. Ruby is reminding you more and more of the professors at Babbage University -- avoiding your questions, taking her own path through the conversation. You sigh internally, but also remember that those professors did teach you a lot... You wonder if Ruby spends a lot of time with Professor Istoria and Dr. Joy...
"Thousands of years ago, the ancient Greeks invented a memory trick that is still used today by elite memory athletes. Do you know about elite memory athletes?" Ruby asks.
"Like people who compete to memorize decks of cards and digits of pi?"
"Exactly," she says. "It's called the 'method of loci'. You simply take the things you want to memorize, and you visualize yourself walking through a place you know. You visualize yourself placing the stuff you want to remember in different parts of that place. It could be rooms in your house. It could even be locations in the city of Metapolis. It doesn't matter -- as long as you can visualize it. Anyway, there are thousands of years worth of anecdotal evidence and a mountain of scientific studies to suggest that this technique increases the user's memory capacity."
"Memory palaces." you say, "I've heard of that. But I'm getting lost here. What's the game-trick?"
"The trick is to put Story Mode and Game Mode into different environments," she says. "Exactly how you do this will depend on how the classroom is set up. For example..." Ruby pulls a notepad and pen from her bag. "If this is your room," She draws a square and continues to illustrate as she narrates: "And you have some tables here, and a white board here, and a rug and some beanbag chairs over here... Whenever you tell a story, maybe you ask all the students to get up from their desks and join you over here." Ruby grabs a red pen and draws arrows from the tables to the rug.
"And if the classroom doesn't have a rug or something like that?" you ask.
"Remember that Tetris simply swaps its background on every level." She searches for something on her smartphone, then shows you an image:
"That's from a 1988 version of Tetris, which swapped to various Russia-related images on every level -- like this one of Yuri Gagarin. It's just an image swap -- but one minute, you're playing in front of the Kremlin, and the next, you're in a space shuttle with Gagarin."
"What I am trying to say is that superficial changes in the environment can be just as effective as actually relocating," Ruby continues. "For example, you could dim the lights when you begin a Story Mode. You can (and definitely should) tell the students to close their laptops. You can move where you are in the space -- stand on the opposite side of the room! Anything you can do to physically and visually distinguish the Story Mode environment from your Game Mode environment helps that transition."
"And I suspect that if you keep using the same environmental cues over and over, the class will get better and better and switching their brains into different modes." You say.
"Exactly. No matter how skilled a coach you are, everything will always be smoother on your last day of class if..." She trails off, looking at you expectantly.
"If we keep practicing?" You say. Ruby gives you a thumbs up and a 'keep going' hand signal. "Um, if I tell the right stories about what Game Mode and Story Mode are. If I help them understand how to transition. If we practice transitioning. Could I get a reminder card for all of this?"
"Of course. This one actually has a nice ABC breakdown for the 3 steps of an ideal transition..." Ruby rummages around in her bag and hands you the following card:
Game Mode to Story Mode
Transitioning from Game Mode to Story Mode involves:
- Ending the current game.
- Handling byproducts of interrupted flow state.
- Lowering the energy level.
- Preparing students for narrative transportation.
Do you need an attention getter? Almost always. In Game Mode, the class's attention should be focused on their task at hand. Ideally, they will be in a state of flow, fully absorbed. The only time you won't need an attention getter is if you weren't really in a Game Mode -- i.e. if the task was too hard or too easy to induce a flow state -- and students are already looking at you, waiting for you to do something.
What are the ABCs of a Game Mode to Story Mode transition?
- (C)all attention and (C)hange the space. Use your attention getter and immediately make a visually distinguishable change in the classroom -- i.e. turn off the lights, have students move to a new place and circle up, have students shut their computers.
(B)ring down the energy. In a well-run Game Mode, heart rates and excitement should be high. So you'll need to help students calm down.
- Lead a breathing or stretching exercise.
- Ask a student to tell you a positive story about their experience in the previous Game Mode.
- Tell the students they did well in the previous Game Mode. Remind them of the cognitive benefits of that Game Mode. This helps them become more focused on their own long-term growth and less focused on their performace (good or bad) in the specific Game Mode that just ended.
- (A)dvance into the story. Begin with any necessary meta-data about the story (Why you are telling it? Why do you think it is valuable?). Tell the story.
"What about the other transitions? Story to Game, Story to Story, or Game to Game?" You ask.
"Well, as I said, the Game Mode to Story Mode transition is the hardest one. You are fight against that strong urge to stay in the flow state. It's the transition where you'll have to be the most firm and consistent -- 'Close the computers in 3, 2, 1. Johnny, I mean it! Close your computer!' -- It's the one you'll have to practice the most, and your students will have to as well."
"Still," you say, "I'd like to see a card for the other transitions if you have one. Do they have ABC's, or CBA's, as well?"
"I have one for the Story Mode to Game Mode transition, somewhere..." she says, fishing around in her bag. "For the other ones, I'll refer you to the materials in the Appendix Chapter of this training book. MetaCoders gives us a ton of information about classmaps, Game Modes, Story Modes, transitions, and attention getters." Ruby finds the card and hands it over.
Story Mode to Game Mode
Transitioning from Story Mode to Game Mode involves:
- Ending the current story.
- Explaining the upcoming game.
- Raising the energy level.
- Preparing students for flow state.
Do you need an attention getter? No. You should be in Story Mode already, meaning that the class's attention is focused on you or people you designate. You only need an attention getter if you aren't really in Story Mode -- i.e. if the class's focused attention has begun to fray.
What are the ABCs of a Story Mode to Game Mode transition?
- (A)nnounce that you are about to transition to a Game Mode. But tell the class to wait until you say "Start".
(B)uild tension. Recommendations for this step can be found in the various Game Modes on this site, but the general idea is:
- Give the instructions you want students to perform after you say "Start".
- Tell them what the challenge will be. If there is a time limit, tell them now. This gives them time to rally cognitive resources for the challenge ahead.
- Explain the cognitive benefit of the Game Mode. Tell them why you are asking them to do it.
- (C)hange the space and (C)ontinue. Alter the room in a visually distinguishable way -- turn the lights on, have students open their computers, etc. Say "Start".
"Oh," you say. "They're the reverse of each other. To transition from Story Mode to Game Mode, you already have everyone attention so you tell them how the game works, get them excited, and change the space. To go back to Story Mode, you change the space first, process the left over excitement, and go on to the story."
"I can't take credit for designing it," says Ruby. "But I can tell you that it works!"
Ruby checks her watch and starts packing her things back in her bag. "Oh, I didn't get a chance to talk about transitioning into and out of class, but that's better to see in action anyway. We can chat about them after the class you are coming to today!"
You finish your last sip of coffee and wave to Ruby as she trots off -- headed to pick up the equipment for the aforementioned class. You realize that you are headed off to the last story for this whole training book.
Better get going, you don't want to be late.
Chapter 9: Art and Science of Transitioning Modes
Fri, June 11 4:00 PM
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MetaCoders HQ
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MetaCoders HQ
The mothership hovers benevolently over the city of Metapolis. The population thrives in the cool shade beneath.Story Table of Contents
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Kick Butt Martial Arts
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Kick Butt Martial Arts
A local business owned by Johnny Lawrence.Story Table of Contents
6 of 6Chapter 9: Seeing Transitions in Action
4:55 -- five minutes before class start time
"Long time no see!" Ruby says when you enter the dojo. You offer to help as Ruby sets up the last of a couple folding tables and a handful of chairs.
"This is an odd place to hold a coding class." You say.
Ruby shrugs. "Not really. MetaCoders partners with the whole community. Anywhere there is a space that can get to new students and areas of the community is a place for us!"
The bell to the dojo rings as a student walks in. You see the a person who must be the boy's father wave to Ruby before hopping back into the car at the curb.
"Hey Ben!" Ruby says. She turns to you, reminding you: "Class starts the moment the first student arrives, but that doesn't mean you need to drop everything you are doing to entertain them! This is the seventh week of this class so these students know the start-class routines that help us transition into classtime."
Ruby continues the last of set up, as you take a step back to observe. Ben puts his backpack down to the left of the door. He goes over to Ruby's equipment takes a quick look before asking:
"Coach Ruby, where are the nametags?"
"I haven't gotten to them yet," Ruby says. "Do you want to set them out for me?"
"Yeah!"
Ruby instructs Ben on where to find the nametags, while placing the last two computers on the table. He finds them easily and begins to lay them out, one by one, on one of the tables.
The bell dings again. Another student enters.
"Hi Liam! How are you today?" Ruby asks.
"Good." Liam says as he tosses a sweatshirt towards Ben's bag. It lands several feet away, towards the middle of the room.
"Woah woah, Liam." Ruby says. "Can you try that again? You know that's not where we put our belongings."
Liam picks up his sweatshirt and drops it against the wall, next to Ben's bag.
"Thank you, Liam. Would you like to start handing out mice?" Ruby offers the bag of mice to Liam who starts his task.
Over the next five minutes, seven more students arrive. Each one puts any bags, water bottles, or sweatshirts against the wall by the door. Ruby offers the student who arrives after Liam the task of helping him with the mice, but she asks if she can eat her snack instead. The next two students help set up, but by the time the rest of the students arrive, all jobs are complete and all students take a seat by the mats in the corner. When one student jumps on top of the mats, the others remind her to sit on the floor. Ruby thanks them for remembering the rule.
"We'll have more time to chat about the start-class routine later, but I just want to say that most classes I run have different ones." Ruby says. "It depends on the room, where the students are coming from, even the particular team of students and what kind of energy they tend to arrive with. In many ways, what the routine is doesn't really matter -- rather, it's about just having a routine at all."
Ruby joins the students in the corner. You settle into a seat in the corner and watch. You note how Ruby starts with a Story Mode and, several minutes later, you pay particular attention to how she transitions into a Game Mode:
5:15pm
"Wow," Ruby says, "I am so impressed with how you all have progressed in our story discussions! You all have such insightful comments and are doing a much better job of listening to each other's comments as well."
"Alrighty. We are about to shift into Game Mode." The students perk up at Ruby's words, and start shifting in their seats. "We are going to be playing a new game called Code Carousel so listen to all my instructions and wait for me to tell you to start before you go anywhere!"
Ruby explains the goal of the game, and the first several steps. Ruby partners up the students, writes some coding prompts on the board, has the students repeat her instructions back to her, all before pressing start on her coach timer and releasing the students to rush over the the computers.
Ruby comes over to where you are seated. "Any questions so far?"
"Can you tell me a bit more about the start of class? You said that the routine doesn't really matter, just that there is one. What do you mean?"
"So, with the Story Mode to Game Mode transition, there is a clear structure." Ruby says. "What exactly I say obviously depends on the game, but I know I am going to start by Announcing the transition and reinforcing listening -- 'Wait until I say go' or 'Stay and listen until I tell you to start' -- then I will Build tension as I tell them the first several steps to get them started, then I will Change space -- 'releasing' them to start the game. This is always the same; those ABC's you saw earlier!"
"But a starting routine might vary course-to-course. It definitely varies coach-to-coach!" Ruby says. "I always include putting belongings down somewhere specific; I hate tripping over everyone's stuff by their tables. But other coaches don't care as much about that. They might always have students start on the computers, reviewing what they remember from last week. Or always have a snack break. Or a group chat about what the students did over the weekend. I have used all these as part of different class routines."
"How do you know what to do, when you have so many choices?" You ask.
"You start to find your own favorites and things that work. The simplest routine to start with is... wait I think I still have it written down somewhere..."
Ruby gets a card from her bag and hands it to you triumphantly:
A Simple Starting Class Routine:
- Have a specific location for students to go and sit.
- Talk to them about their day (Story Mode!)
- Take attendance as each student arrives. Submit attendance and start with classmap when ready.
"Super simple, right?" Says Ruby. "But the key to a great routine has less to do with the content of that routine and everything to do with consistency. Just do it every day, and you are succeeding!"
5:30pm
A little while later, Ruby is ready to transistion back into story mode. She has given the students a 5 minute, 3, minute, 1 minute and even a 30 second warning. After this last warning, she turns back to you:
"Here comes that tricky transition -- Game to Story. I am going to reverse those steps from earlier: I'll Call attention so I can Change the space, then I will help them Bring down their energy from the game mode and the flow state that I interrupted, then I will Advance into the Story Mode."
You watch Ruby as she gets the class attention by calling out one of the Codes: "Energize the Team!"
"Teamwork makes the dream work!" Most of the students call back.
"That was almost everyone!" Ruby says. "We can do better than that, though. ENERGIZE THE TEAM."
"TEAMWORK MAKES THE DREAM WORK!" All of the student call back this time.
"That's more like it! Please close your computers and any code you were working on, and join me in the Story Corner."
You notice the mild resistance from the students are recall your own interrupted flow state from the ealier Tetris game and emphathize.
Ruby, however, starts counting down. "5, 4..."
The students leap into action.
By the time Ruby reaches 0, the students are in the 'story corner,' some of them only barely making it. Ruby congratulates the students and asks a few of them to share their experiences in that game. After hearing from a few, Ruby leads the whole group in three deep breaths.
"Wonderful." Ruby says. "Now I'd like to tell you a story..."
The class continues. You notice how Ruby handles the one or two times the students resist a transition. A younger girl named Hana tears up when Ruby asks her to leave her computer after one Game Mode. Ruby empathizes with Hana's frustration, points out the amazing work she did do and reminds her of all the progress she has made. Ruby tells Hana that they have to move on, but asks her if she would let Ruby tell the group about the game she was creating. She leads Hana to the group -- the whole exchange takes maybe a minute. Hana is still sniffling, but by the time Ruby is telling the group about her unicorn and llama game, Hana is grinning again and telling everyone that it was a unicorn, llama and cow game.
You note how Ruby transitions every time -- always following those ABCs/CBAs. One time, she releases the students from a Story into a Game Mode in small groups defined by the colors on their tee shirts ("if you have green on your shirt, go find a computer..."). Another time, transitioning into a Story Mode from a particularly exciting Game, Ruby leads the students through quick stretch and shake-out to get all that excess energy out.
6:25pm
Time flies, and after copious time warnings, Ruby has each student help clean up. Some get the mice, others, the computers. Some even fold up the chairs and tables. Then, she collects all the student back to the Story Corner to wrap up with a quick one-word reflection from each student. Then, Ruby leaves the students seated and goes to the door. A handful of parents await. Ruby has to remind one student to wait until she calls their name, but all others wait patiently, chattering amoungst themselves about the last game.
"Liam," Ruby calls. Liam jumps up from the group, grabs his sweatshirt by the door and runs to his mom, just outside the door.
"Who are you picking up?" says Ruby to the next parent. Then calls: "Hana!"
One by one, or in some cases two by two, Ruby calls the names of the students who each get their belongings before heading out the door.
After the last student leaves, Ruby turns to you with a smile.
"Now, the most important thing to remember about the end of class is a safe, organized dismissal." Ruby says. "I've had students who want to run out the door as soon as they see their parent, or students who want to leave now, even though their ride isn't arrived yet. That's why I like to put them over there," Ruby points to the far Story Corner, where the students where waiting, "farther from the door, and release them one by one."
"Do you happen to have a card..."
"A card for the simplest ending-class transition?" Ruby asks. She pulls a card from her pocket:
A Simple Ending Class Routine:
- Have a specific location for students to go and sit. Make sure they stay seated.
- Call for the student when their adult has arrived.
"Wait-- that's exactly what you did." You say.
Ruby shrugs. "I don't have to put my own twist on everything."
You help Ruby finish up the last of the tidying up before heading out into the early summer evening.
Chapter 9: Seeing Transitions in Action
Fri, June 11 4:55 PM
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Metapolis Welcome Center
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Metapolis Welcome Center
Where all vistors to Metapolis are encouraged to begin their journey.Hint: Most quests will start here...
Story Table of Contents
2 of 6Chapter 9: Intro
Welcome back to Metapolis!In this final chapter of Book 1, we will be learning about the glue that holds a MetaCoders class together, what connects independent Story Modes and Game Modes into one coherent class. The theme of this chapter is classroom transitions -- the final key to running a smooth and successful class.
Here's your itinerary:
- Ruby, an experienced coach, will meet you at Hopper Library to give you some tips and tricks of successful transitions.
- Then, you'll head to Kick Butt Martial Arts to see Ruby but those techniques into practice.
Believe it or not, you're more than ready to begin coaching your first MetaCoders course.
You have a github acount. You've made multiple commits. You've created your coach story. You've learned about Story Mode and narrative transportation; Game Mode and flow state; Classmaps and, after this chapter, how to knit those modes into a cohesive class.
There's always more to learn, but that's for Book 2. Take some time to reflect on what you've learned. Feel good about yourself. We're proud of you and excited to see what you will do!
Chapter 9: Intro
Fri, June 11 12:00 PM
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TechSquared
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TechSquared
A big business that does big, big things.Story Table of Contents
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Turing Recreational Center
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Turing Recreational Center
Named after Alan Turing -- considered the father of theoretical computer science and A.I.Story Table of Contents
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#lang mc-coach-assess
(view-deck (chapter-9))
(test-with-deck (chapter-9))
- Start at the Metapolis Welcome Center
- Find the green icons in order: 1 of 6
- There are 3 stories to find in this Chapter.
- Stories without these icons will not be on the test.