The EIPM model is a teaching approach that stands for Explore, Investigate, Practice, and Make. Each part of this sequence is important, but the explore lessons are especially crucial. These lessons are where students often have those “aha” moments, where things start to click. They set the stage for the rest of the learning process, helping students understand and connect with the material.
Explore lessons can seem a bit challenging at first, especially if you’re not a computer science teacher. They require a lot of preparation, like gathering materials such as manipulatives, post-it notes, and Ziploc bags. However, this effort is worth it because these lessons help students build a strong foundation. They ensure that everyone is on the same page and understands the key vocabulary needed for future lessons.
During explore lessons, students engage in hands-on activities without the distraction of devices. This tactile learning helps them make meaningful connections with the concepts. By physically interacting with the material, students can better understand ideas like “traversal” or “list,” which makes it easier for them when they start coding later on.
As students move through the EIPM process, they use skills they’ve been developing all along. They often rediscover abilities they already have, which empowers them to create something new. This process of building on what they know helps them gain confidence and deepen their understanding.
When students reach the make lessons, they get to see the user interface elements they can use. It’s helpful to guide them in organizing their app development process. They should start by setting up variables, then move on to adding events for buttons and interactivity. Finally, they can include functions, and if they use loops, they should structure those carefully as well.
The EIPM model is a powerful way to teach complex subjects like computer science. By starting with explore lessons and gradually moving through investigate, practice, and make, students can build a deep understanding of the material. This approach not only helps them learn new concepts but also encourages them to apply their existing skills in creative ways.
Gather materials like manipulatives, post-it notes, and Ziploc bags. Use these to explore new concepts. For example, create a physical representation of a list or a traversal process. This hands-on activity will help you understand these abstract ideas more concretely.
Form small groups and discuss the key vocabulary and concepts introduced in the explore lessons. Share your “aha” moments and help each other clarify any misunderstandings. This collaborative investigation will deepen your comprehension.
Apply what you’ve learned by completing coding challenges that incorporate the concepts of traversal, lists, and other ideas from the explore lessons. This practice will reinforce your understanding and prepare you for the make lessons.
Use the skills you’ve developed to create a simple app. Start by setting up variables, then add events for buttons and interactivity. Finally, include functions and loops if needed. This creation process will help you see how everything fits together.
Reflect on the entire EIPM process and how it helped you learn. Write a short reflection or create a presentation to share your experience and insights with the class. This reflection will solidify your learning and allow you to celebrate your progress.
Here’s a sanitized version of the provided YouTube transcript:
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[Music]
With the EIPM model, the explore lessons are crucial—do not skip those lessons. They are where my students experience those “aha” moments. These lessons lay the foundation for the investigate, practice, and make lessons.
The EIPM sequence can be a bit intimidating at first, especially for non-computer science teachers. The explore lesson is quite teacher-heavy; you’re providing manipulatives, post-it notes, and Ziploc bags. While this preparation can be demanding, the explore lesson is essential for both understanding the content and ensuring that students share a common vocabulary.
When students engage in hands-on activities without distractions from their devices, they can make meaningful connections. This tactile experience helps them grasp concepts, so when they move on to other aspects of the EIPM, it’s not entirely new. They may recognize terms like “traversal” or “list,” which eases their transition into coding.
Students utilize the skills they’ve been developing in class, rediscovering abilities they already possess, allowing them to create something new.
When you reach the make lessons, and students see the user interface elements available, I advise them to structure their app in sections: start with variables, then move on to events for buttons and interactivity, and finally, include functions. If they incorporate loops, they should also structure that accordingly.
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This version maintains the core ideas while removing any informal language or filler phrases.
Explore – To investigate or study something in detail to learn more about it. – In our computer class, we explore different programming languages to understand how they work.
Lessons – Sessions in which knowledge or skills are taught, especially in a classroom setting. – The coding lessons helped us understand how to write simple programs.
Coding – The process of writing instructions for a computer to perform specific tasks. – Coding can be fun when you see your program come to life on the screen.
Skills – The ability to do something well, often as a result of training or experience. – Developing coding skills can open up many career opportunities in technology.
Hands-on – Involving active participation and practical experience. – The hands-on project allowed us to build our own website from scratch.
Learning – The process of acquiring knowledge or skills through study or experience. – Learning to code can be challenging, but it is very rewarding when you solve a problem.
Variables – Elements in programming that are used to store data values that can change. – We used variables in our program to keep track of the player’s score.
Functions – Blocks of code designed to perform a specific task when called upon. – Functions help organize code by breaking it into smaller, reusable parts.
Interface – The point of interaction between a user and a computer system, often involving a graphical display. – The software’s user interface was easy to navigate, making it simple to find the tools we needed.
