Professional Development

 

Empowering Teachers to

Inspire the Next Generation of Coders

Our Intro to Creative Coding Professional Development (PD) workshop provides art, CTE and CS teachers with training, curriculum, and post-training support to lead Code/Art’s four introductory code-based art lessons in the classroom! Each easy-to-teach lesson is geared toward expanding students’ creativity and teaching them computing skills. No previous computer programming experience is needed for teachers.

Please send program-related questions to info@code-art.com.

bulb options icon

Innovation

Code/Art lessons are the perfect way to merge technology and creativity in the classroom and are ideal for first-time coders. Introduce coding to your students in a fun, engaging, and creative way!

people icon

Support

Beyond the training, Code/Art provides teachers with university-level teaching assistants to help in the classroom as well as a teaching community to answer questions and provide on-going support. 

calendar check icon

STEM/STEAM

Code/Art-trained teachers help their schools achieve STE(A)M designation. Our training meets FL DOE standards for CTE Coding Fundamentals and Digital Discoveries, as well as VA Digitial Art & Design 1, 2 & 3.

PD Workshops

Making an Impact

Code/Art has trained over 150 teachers from over 100 schools, 68% of those being Title I schools.

After taking our PD courses and having access to our Code/Art curriculum, teachers are able to lead:

•  Intro to creative lessons during the school day in art and CTE classes

•  After School CodeHER Clubs

•  New Creative Coding elective courses at high schools and middle schools

Edna C., MDCPS K-8 Art Educator

What Teachers Had to Say

“Creativity is the one thing that helps all of us learn. I believe this is the kind of activity that can make any subject come more alive to students.”

Bernadine Bush

“I learned that coding is not as impossible as I thought it was!”

  – Ana Weiss

“The videos were very well done and provide someone like me, who is not a coding teacher, a great way to guide a classroom.”

– Maria Sanin

“I was delighted that it was very step-by-step. I could actually do it with my students very easily.” 

– Ana Vo

Students in Action!

To date, Miami-Dade County Public School teachers have reported teaching Code/Art lessons to 6,765 students. Of those, 3,793 were introduced to coding for the first time and 3,240 were female!

FAQ

What programming languages will we learn to teach?

Scratch, JavaScript + Processing.js, and Tinkercad 3D.

Will the lessons be taught to us the way we are to deliver them?

Yes.

What supporting materials will be provided?

You will have access to a video tutorial, a detailed lesson plan, and a slide presentation for each of the four coding lessons.

We find that most teachers use the video tutorial and pause it for students to work where noted in the lesson plan when leading each of the Code/Art lessons.

Is there support if I get stuck implementing a particular lesson?

Each non-auditing PD participant may schedule up to two 2-hr sessions with two Code/Art trained university-level TAs (2-2-2 support), to assist as best fits their needs — help with prepping, answering student questions, assisting, or leading the lesson. TA support will be available on a virtual basis through Jan 15th, 2021.

In addition, you can access the resource section in the Code/Art Teacher Portal through your Code/Art login (given to all non-auditing PD participants).

Lastly, you can email questions to info@code-art.com, which will be answered in the order received, typically within 48 hours.

Can I share Code/Art lessons with other teachers?

Under our Terms of Use Agreement, you are not allowed to directly share Code/Art lessons with others, but we do want to allow other teachers access. You will be given a link to a request form that teachers can use to request access to our introductory video lessons. In this way, we are better able to track which teachers are using our lessons to assist them and better measure our true impact.

Supported By: