COVID has created some interesting challenges for assessing student progress and completed work in remote learning contexts. Prior to COVID, discussions on assessment in education often describe summative assessments as a product-oriented assessment of learning, formative assessments as a process-oriented assessment for learning, and ipsative assessments as a self-reflective assessment as learning (Manitoba Education, 2006; Scott, 2012).
Our founder, and Board Member, Ari Ioannides, shares his experience with code throughout the years and the positive impact on his life.
A librarian at a district where I conducted a professional development workshop recently stated that I don’t give a lot of information at the beginning of class. I told her that I learned a long time ago, less is more. Her comment reflects one of the many teaching philosophies we embrace within our professional development at BootUp.
This year, we've been busy adding new partnerships with Amazon Future Engineer, renewing our commitment to closing gaps in CS Education, and fighting for equity and inclusion inside and outside the classroom.
At BootUp, we often receive requests from teachers for pre-made materials to help them as they integrate coding into other subject areas. This is an intro to Scratch Packs ways to integrate coding into core-subject areas.