Eastern Connecticut State University
EDU 554: Logo, a Programming Language
Instructor:
Sudha Swaminathan
Contact Information:
Please communicate through WebCT email only.
Department:
Education
Course Title:
Logo, a Programming Language.
Course Number:
EDU 554
Credit Hours:
3
Catalog Description:
Examines rationale, development, and use of Logo to promote critical
thinking, mathematics, and writing. (Acceptable for Elementary
Education endorsement.)
Course Prerequisites:
Admission to the graduate education program.
Purpose of the Course:
To understand the educational value of Logo for developing students’
mathematical and problem-solving abilities, to study the developmental
implications of Logo for the classroom and to develop effective logobased computer environments for students.
Required Software:
1.
Microworlds EX home use option (available at our bookstore or
online at the LCSI website, www.microworlds.com or through
www.campusestore.com (800-874-9001)
Required Reading:
1.
Select articles from the LCSI website at www.microworlds.com
2.
Select articles from the Logo Foundation at
http://el.media.mit.edu/logo-foundation/index.html
3.
Others as stated in the units.
Disability statement: If you are a student with a disability and believe you will need accommodations for
this class, it is your responsibility to contact the Office of AccessAbility Services at 465-5573. To avoid
any delay in the receipt of accommodations, you should contact the Office of AccessAbility Services as
soon as possible. Please note that I cannot provide accommodations based upon disability until I have
received an accommodation letter from the Office of AccessAbility Services. Your cooperation is
appreciated.
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Course Outcomes Aligned with the Education Department's Performance Expectations, NETS*T
(ISTE) Standards and with Related Key Experiences
Outcomes
1. Articulate the rationale for
Logo as a viable
educational tool in the
classroom.
2. Understand the theoretical
background to Logo.
3. Understand the research
base for Logo applications
in the classroom.
4. Develop a working
knowledge of Logo and be
able to solve Logo-based
problems.
5. Develop a Logo-based
problem-solving
environment for students
that are appropriate and
effective.
6. Develop lesson plans that
integrate Logo within the
curriculum.
7. Be able to assess students’
programming to understand
their cognitive capabilities.
8. Critically evaluate the
instructional value of Logo
projects.
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Performance
Expectations
1.1
4.1
NETS*T & CCCT
Key Experiences
NETS*T 1, 2, 3;
CCCT I5, II2, I4


Research paper
Discussions
1.1
2.1
3.2
4.1
3.1
NETS*T 1; CCCT I5,
II2, II1

Research paper
NETS*T 1, 2, 3; ;
CCCT I5, II2, I4, III4

Research paper
1.1
2.3
NETS*T 1, 2, 3, 4, 5;
CCCT III4, I3, II1


Discussions
Logo lesson
plans
Logo projects
Logo projects


2.1, 2.2, 2.3,
2.4
4.1
5.1
NETS*T 1, 2, 3;
CCCT I1, 2; II1, 2, 3,
4, 5, 6
2.1, 2.2, 2.3,
2.4
4.1
5.1, 3.1
1.1
2.4
NETS*T 1, 2, 3;
CCCT I1, 2; II1, 2, 3,
4, 5, 6

Logo lesson
plans
NETS*T 1, 2, 3;
CCCT I1, 2; II1, 2, 3,
4, 5, 6, 7
NETS*T 1, 2, 3, 4, 5;
CCCT I1, 2; II1, 2, 3,
4, 5, 6

Logo lesson
plans


Mini-projects
Discussions
3.1
3.2
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Course Outline:
EDU 554
1.
Logo programming: Basic commands, repeat, procedures.
2.
Logo environments: Background and animation.
3.
Theory and research behind Logo.
4.
Implications of NCTM and ISTE Standards for Logo.
5.
Developing Logo-based environments.
6.
Assessing students’ work within Logo.
7.
Evaluating Logo projects.
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Assignments
All assignments are due on or before the date indicated. Some of the assignments (such as the
discussions) also have after date as well, that is, these should not be submitted before the date specified.
My rationale is that you give yourself processing time for each activity or discussion and pace yourself
optimally. Should there occur an emergency, please contact me immediately to explain and request an
extension of dates. All assignments are described in greater detail later.
1.
Review of Practices paper
Due: TBD
20 points
Compile a review of practices paper that examines the instructional value of Logo. You may
narrow the focus of your paper to a specific area within education (such as Math or Art). Your paper
should be well-analyzed, comprehensive, and APA referenced. Referenced articles need not be solely
research papers but should be from reputable journals. Please plan on using APA style for all references.
2
Logo projects
Due: TBD
45 points
Create 5 logo projects as per directions given.
3
Lesson plan (with Logo project 5)
Due: TBD
15 points
Develop complete a lesson plan describing the integration of your logo project # 5 within the
classroom curriculum.
3.
Discussions
Due: TBD
20 points
Please participate in all necessary discussions as well as responses to postings, as indicated in the
relevant units.
Other Important Information
Final grades will be assigned according to the scale below:
A
AB+
B
BC+
EDU 554
≥96
≥92
≥88
≥85
≥82
≥78
C
CD+
D
D-
4
≥75
≥72
≥68
≥65
≥62
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Tentative Schedule for EDU 554
Week 1
Unit 1: Logo Programming: Basic commands
History and Rationale for Logo
Discussion 1 due
Project 1 due
Week 2
Unit 2: Logo Programming: Procedures, Recursive Procedures
NCTM and ISTE Standards
Discussion 2 due
Project 2 due
Week 3
Unit 3: Logo: Backgrounds, Animations and Music
Logo Projects
Discussion 3 due
Project 3 due
Week 4
Unit 4: Developing Logo Projects
Discussion 4 due
Project 4 due
Week 5
Unit 5: Curricular Integration
Review of Practices Paper Due
Week 6
Unit 6: Assessment and Reflection
Project 5 and Lesson Plan Due
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EDU 554: Evaluation of Responses to Discussion Questions
Throughout this course, you will respond to four discussion questions. These will be due on the dates
specified in the class schedule above.
In responding to these discussions, please remember to write professionally (in both style and language)
and to address all pertinent points relevant to the topic. Your responses should very clear and very
explicit reference to class readings and topics. Do feel free to refer to articles or websites assigned as
readings for the week.
Please be succinct and crisp in your writing. While it is tempting to write long, please remember that
“brevity is the soul of wit” (Shakespeare).
In addition to responding to the question, I do expect you to read responses posted by other students.
For at least two discussion topics, please post a response to two other students’ original response (a total
of 4 re-responses). In these responses, please remember to be professional and courteous.
Responses to discussion questions will be evaluated based on your timely and professional completion.
Please peruse the rubric below for further guidance on evaluation of discussions.
Grading Rubric
4
3
2
1
0
Timely: Responses are posted within the
time limit.
Style: Written in a clear, succinct and
coherent manner. Work is free of
grammatical and spelling errors. Style of
writing is professional and courteous of
peers.
Pertinent: Responses address all aspects
of the topic adequately and clearly.
Connections: Responses show explicit
and clear connections to class readings
and topics.
Re-responses: Posts at least two reresponses to peers on two different topics
(a total of 4 re-responses). Re-responses
show clear evidence of reading peers’
postings.
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EDU 554: Review of Practices Paper
Guidelines and Scoring Rubric
Due: TBD
20 points
Please select a topic of interest within the global framework of teaching students. These may range from
curricular topics such as Math or Art, to topics such as diversity and special education. As you complete
the readings for each week, and enhance your working knowledge of Logo, you should be able to hone
in on a topic of interest. Please discuss your topic with me before digging deeper into it.
Once your topic is chosen, explore and collect quality educational papers related to it. These may be
culled from any of the class readings, from websites referred to in class, or quality paper journals at the
library. Do make the effort to visit either our library or a library near you; to search through their
journals and to access relevant print journals. You should have a good mix of online and print journals
within your reference list. Referenced articles need not be solely research papers but should be from
reputable journals. Be extra cautious about articles on Logo posted on the internet and scrutinize them
for their credibility, reliability and intrinsic value. If in doubt about a certain article, please run it by me.
Compile your readings into a well-organized coherent paper. Your paper should be a synthesis of your
readings and not a summary of each article. It should highlight key implications from the articles for
teaching Logo and for learning with Logo. References should be richly intertwined within the article.
Please use the APA manual for formatting guidelines.
You may include your personal viewpoints and your personal experiences. However, these should not
form the fulcrum of the article. The primary purpose of the paper is to present a collective synthesis of
your readings of other articles. Your viewpoints are valuable only so far as to indicate their effect on
you.
Your paper should contain the following:
1.
Introduction: Outline the topic, describe it and rationalize your choice in deciding on this topic.
2.
Body of the paper organized within subtopics. Each subtopic should have a clear introduction,
descriptions and implications for teaching and learning with Logo or other appropriate details.
3.
Conclusion: Outline the major findings, implications and effects on your thinking.
4.
Bibliography: Present a complete APA-style reference list.
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EDU 554: Scoring Rubric for the Review of Practices Paper
Name:
Topic:
Score:
4
3
2
1
0
Organization: Clear introduction, and
relevant conclusions. Subtopics are well
chosen and guide the reading of the paper.
Clarity: Written in a clear, succinct and
coherent manner. Work is free of
grammatical and spelling errors. Style of
writing is professional.
Synthesis: Readings from articles are
compiled and presented coherently and
logically. Synthesis is clear and pertinent.
Implications: All subtopics carry
implications drawn from the articles.
Implications offer clear instructional ideas
for the teacher, students and the parents.
References: Articles listed in the
bibliography are authentic and reliable.
Both print and online articles are used.
Paper has references listed within the
body of the text relevantly. Reference list
is formatted APA-style.
4:
Excellent performance. All aspects are addressed with exceptional detail and clarity. Work goes
beyond expectations.
3:
Very good performance. All aspects are addressed with good detail and clarity. Work shows
good promise.
2:
Good performance. All aspects are addressed. Work meets basic requirements.
1:
Questionable performance. Only some aspects are addressed, with detail and clarity lacking in
key aspects. Work needs improvement.
0:
Poor performance. Relevant aspects are missing. Poor in detail and clarity. Work does not
merit grading.
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EDU 554: Logo Projects
All Logo projects should be done in Microworlds EX. Please save each project in the following naming
format: “Logo Project 1 Sudha S” —name of project with the number followed by your first name and
last name initial. Projects not labeled in this format will not be accepted. Before you drop off
assignments in the assignment drop-off area, please check to make sure that the pages are named, all
textboxes are visible and the project is saved properly. At appropriate times, I will post samples of each
of these projects. Please use these samples as general examples and try to do better than them. And
please add your own reflections to them.
I.
Logo Project I
Due:
TBD
9 points.
Please use the basic commands (PD, FD, BK, RT, LT, HT and ST) to have the turtle draw the following:

A path with an acute turn.

A path with an obtuse turn.

The first letter of your first name, drawn solely rectilinearly, that is “S” would be drawn
with straight lines as in the posted sample.
Please make sure that each is drawn in a different page. Name the page after the shape. Create two text
boxes for each page. In one, please copy and paste the command center commands. In the other, reflect
on your process of creating the shape.
II.
Logo Project II
Due:
TBD
9 points.
Please use repeat, basic commands and procedures to do the following:

A square with each side measuring 100 steps.

A rectangle of sides 30 and 60 steps.

An equilateral triangle with each side measuring 80 steps.

Another equilateral triangle with each side measuring 120 steps.
Please make sure that each is drawn in a different page. Name the page after the shape. Create two text
boxes for each page. In one, please copy and paste the command center commands. In the other, reflect
on your process of creating the shape.
III.
Logo Project III
Due:
TBD
9 points.
Please use repeat, basic commands and procedures to do the following:

A circle that is the size of a quarter.

Create a recursive procedure of your choice. It should have procedures embedded within
procedures.
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Please make sure that each shape is drawn in a different page. Name the page after the shape. Create
two text boxes for each page. In one, please copy and paste the command center commands. In the
other, reflect on your process of creating the shape.
IV.
Logo Project IV
Due:
TBD
9 points.
Please create a pictorial scene with a background, relevant animation and music. You may use any of
Microworlds tools, but please make sure that you have a moving shape with specific commands for
direction and/or speed. Please make sure the scene is based on a popular classroom topic, such as My
community, Nutrition, or Transportation. Feel free to choose any topic relevant to your curricular age
group. Please make sure that you write your reflection on the process of creating the scene in a different
page (appropriately named).
V.
Logo Project V
Due:
TBD
9 points.
Please create a Math-based activity for students. First develop a background scene that simulates a
popular children’s book of your choice. You may choose to focus on one particular scene within the
book. Ensure that there is one active turtle preferably in a shape that is relevant to the storyline. Have
buttons for various relevant movements. Within a textbox, please provide appropriate instructions for
students to engage mathematically in the activity. Please see the posted sample, modeled after Eric
Carle’s The very hungry caterpillar. Please make sure that you write your reflection on the process of
creating the scene in a different page (appropriately named).
This last project is done in conjunction with the Lesson Plan assignment. Please refer to the guidelines
for that for more detail.
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EDU 554: Scoring Rubric for Logo Projects I-IV
Name:
Score:
3
2
1
0
Logo commands: Accurate and fulfills task
requirements completely.
Reflection: Clearly highlights key aspects of
the process, including debugging and learning
through errors, rationale for choice of shapes
and sizes and growing self-awareness of
Logo’s capabilities.
Clarity: Drawing and textboxes do not obscure
each other. Pages are clearly named. Overall
presentation is clear and professional.
Scoring System:
3:
Exceptional detail and analysis provided. Shows deep reflection and understanding of
students.
2:
Adequate detail. Analysis covers all angles. Shows some reflection and understanding
of students.
1:
Several critical details are missing. Analysis lacks depth. Reflection shows meager
attempts to understand students.
0:
Inadequate or totally missing details. Insufficient analysis and reflection.
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EDU 554: Lesson Plan
Due:
TBD
15 points
The basic purpose of this assignment is to develop a Logo-based lesson that students can engage
in. It should be developmentally appropriate and creatively use the unique power of the Logo
Microworlds. The logo lesson that you develop must be based on a children’s literature of your choice.
The assignment paper should include the following:
A.
Book: Name the children’s literature or book, describe it briefly and your rationale for
choosing that book. Outline the math connections in the book. Include information about how
you would initiate the book. Specifically mention how you would incorporate introduction to the
logo project within the discussion of the book.
B.
Lesson Plan: Provide a detailed lesson plan for the implementation of the logo project in
the classroom. Your lesson plan should follow the CT SDE lesson format (see below).
C.
Reflection: Reflect on the process of creating this mini curricular project for students.
Weave in references to articles or website links that guided your thinking as you developed the
project. What were some of the most difficult parts of this process and how did you problem
solve?
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Grading Rubric for the Logo Project V and Lesson Plan
Name:
Score for Logo Project V:
Score for Lesson Plan:
Logo Project V
3
2
1
0
3
2
1
0
Logo—Clarity: Overall design of the logo environment
is clear and easily comprehensible.
Logo—Directions and Scaffolding: Directions for
students presented within the project and others in
worksheets (if any) are optimally presented.
Logo—Math Skills: Environment invites exercise and
practice of relevant Math skills.
Lesson Plan
Scope and sequence: Overall plan, objectives and
sequencing are developmentally appropriate and logical.
Creativity: Extension of the literature, logo
environment, and lesson planning show creative use of
resources and concepts.
Children’s Literature: Selection is appropriate; math
connections; initiation, and extension into logo outlined.
Assessment: Assessment plans are outlined clearly and
rubrics for assessing objectives are provided.
Reflection Paper: Clearly presented, shows deep
reflection and is professionally presented. References are
included.
Scoring System:
3:
Exceptional detail and analysis provided. Shows deep reflection and understanding of
students.
2:
Adequate detail. Analysis covers all angles. Shows some reflection and understanding
of students.
1:
Several critical details are missing. Analysis lacks depth. Reflection shows meager
attempts to understand students.
0:
Inadequate or totally missing details. Insufficient analysis and reflection.
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Note: This document is a
template in MSWord. As you
type into the form, it will
expand to accommodate what
you have written.
CT SDE Lesson Plan Format
Student Teacher ________________________ Grade Level______ Date of lesson_______________
Institution ___________________________ Length of lesson_______________
Content Standards: Identify one or two primary local, state or national curricular standards this lesson is designed to help
students attain. How will the learning tasks lead students to attain the identified standards?
Learner Background: Describe the students’ prior knowledge or skill related to the learning objective(s) and the content of this
lesson, using data from pre-assessment as appropriate. How did the students’ previous performance in this content area or skill impact your
planning for this lesson?
Student Learning Objective(s):
Identify specific and measurable learning objectives for this lesson.
Assessment: How will you ask students to demonstrate mastery of the student learning objective(s)?
Attach a copy of any assessment
materials you will use, along with assessment criteria.
Materials/Resources:
List the materials you will use in each learning activity including any technological resources.
Learning Activities:
Identify the instructional grouping (whole class, small groups, pairs, individuals) you will use in each lesson segment and approximate time
frames for each.
Initiation: Briefly describe how you will initiate the lesson. (Set expectations for learning; articulate to learners what they
will be doing and learning in this lesson, how they will demonstrate learning, and why this is important)
Lesson Development: Describe how you will develop the lesson, what you will do to model or guide practice, and the
learning activities students will be engaged in order to gain the key knowledge and skills identified in the student learning
objective(s).
Closure: Briefly describe how you will close the lesson and help students understand the purpose of the lesson. (Interact with
learners to elicit evidence of student understanding of purpose(s) for learning and mastery of objectives)
Individuals Needing Differentiated Instruction: Describe 1 to 3 students with learning differences. These students may
be special or general education students and need not be the same students for each lesson. Students may represent a range of ability and/or
achievement levels, including students with IEPs, gifted and talented students, struggling learners, and English language learners.
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Note: Differentiated instruction may not be necessary in every lesson. However, over the course of the student teaching
placement, it is expected that each student teacher will demonstrate the ability to differentiate instruction in order to meet the
needs of students with learning differences.
Which students do you anticipate may struggle with the content/learning objectives of this lesson?
Student name
Evidence that the student needs
How will you differentiate instruction in this lesson to support student
differentiated instruction
learning?
Which students will need opportunities for enrichment/higher level of challenge?
Student name
Evidence that the student needs
How will you differentiate instruction in this lesson to support student
differentiated instruction
learning?
Notes from the pre-conference
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