In this video, I'll show you how to lower your feet, choose the proper route, and also when to choose that route to have the maximum edge in the market. So as usual, all the best tools will be linked in the description. Don't forget, check that out. Let's get right in. The first thing we're gonna do is break down the difference between the tiered commission and the fixed. This is pretty important if you're gonna be active, but if you're just an investor or like a swing trader, this might not be as useful to you, but if you're active, I think the tiered version is just gonna be better. There's a few reasons why. Is the minimum order between the two. If you're trading something that's expensive, like a Tesla or a MicroStrategy, which are sometimes like $500 or $1,000 or now an NVIDIA, what's gonna happen is you don't often take $500 or $1,000 share at a time. You often take a couple hundred shares. So if you're using the fixed, you're always gonna be paying the top dollar for your trade, which is gonna be a dollar minimum. The maximum is always gonna be the same thing, which is pretty standard all across the board. So first of all, this is why I prefer the tiered factor, but there's gonna be a caveat to it and something that's really important to understand and it's how to maximize this strategy by using this tiered way. So first of all, depending on your volume, I trade small caps, so I cross the $300,000 share per month pretty often because when things are really cheap under a dollar or under $2 or even $5, this number goes out very quickly. So I'm often in that range. So already there, I'm gonna pay a cheaper amount than if I'm paying the fixed amount. So over here, what we have is some level two and there's two different situations. So this is gonna be situation A, which is gonna be a tick book. So something that has a lot of exchanges, you can see bats, NASDAQ, NASDAQ, edgex, memex, ARCA, and then the same thing on the offer. We have a lot of liquidity and the spread is only one penny. Over here, we have a different situation.  So you can see that the market maker or the exchange that you're trying to get, if your example deciding to choose ARCA as a route, is gonna be pretty bad because you can go buy the offer at 277, then if you try to sell on ARCA, you're gonna get 259, which is a big loss for absolutely nothing because there was a better price. You could have got it at 264. In a scenario like this, if you're using ARCA because there's so much liquidity on the book, you're getting ARCA here, you're getting ARCA there, so the route that you choose in this situation is not gonna really matter and this is gonna be important because it's gonna change the commission structure or the way you execute trade when I break down the structure right after. So in this scenario here, what I like to do is really use the smart route. What it's gonna do is if I go to pay for the offer, it's gonna get me something on EdgeX because it's gonna reroute to the best price as possible and then if I wanna sell, it's gonna sell me here at 264 on this and I don't have to choose EdgeX or NASDAQ or ARCA, it's gonna get me either in between the spread, so between 264 or 276 in the between, it's called the mid market or it's gonna get me the worst price which is gonna be that 264 or if I'm buying the 276 that's right here, I'm not gonna be paying ARCA at 277 or ARCA here at 259 to sell. Same thing here, if I go to smart route, what I'm gonna do is I'm gonna pay either 218 or 217 and sometime you get prints in the mid which is gonna be in between these price. This is when you have these long prints on your execution because it's hitting the mid because there's liquidity between on the dark pool. In scenario A, I don't really care which route I'm using because there's just so much liquidity and this is often gonna happen when the market is open. Scenario B, what we have is a dangerous level two to trade on just one exchange because you can really take a big loss just by not looking at the level two. So for me, when I'm trading in the pre and the post market, it's really important that I use the smart route. Otherwise, I get really screwed if I don't pay attention. So what I do in the pre market is always put my route on the smart route and then when the market is open, I generally leave it there within my hotkeys or sometime I'll change it depending on if I'm adding liquidity and this is what we're gonna be breaking down next. Sorry for the interruption but if you're getting value from this video and you're learning about how to improve your fee, don't forget to like, subscribe. I also did link all the best tools to day trade in description. Let's get back to the video. So now that you see the two level two that we had, the example, it's gonna make a lot more sense. So if I'm paying always the fixed structure which is over here on this category, the fix. It's gonna be here, the fix. What I'm paying is always 0.005 and there's not really fees. So every 100 share, you're gonna pay 50 cent, every 50,000 share, what you're gonna do is $250 and this doesn't matter which route you use. You can use the smart route, you can use ARCA, you can use edgex. You're just gonna always pay that which is somewhat expensive because you can actually pay less in doing it a bit differently. So what I do over here is I have a structure for take and a structure for add. Taking liquidity means you're using a market order, you're buying on the offer, you're selling on the bid, you're shorting the bid or you're covering on the offer. If you're crossing the spread, that means it's gonna be taking liquidity. Market order are always gonna be taking liquidity because I got that question.  When you use the tiered structure, tiered structure right over here and then you use the smart route, you're always gonna pay this cost of like 0.005, it's sometime going to be less. But for the most part, you're never gonna pay more than this to buy a stock or to sell a stock. I haven't seen it, this is really what you're gonna be getting, this or lower. When you pay on ARCA or NASDAQ or EDGEX, it's going to be different.  So to know how much are the exchange fee, this is where it is, you click on the exchange and then you have, if you're looking at NASDAQ, greater than equal to a dollar, removal equity, this is what you're gonna get charged. To add liquidity, you're gonna get a rebate. When you add liquidity to a book, what it's gonna do, it's good because it makes the book deeper, thicker. So that means they're gonna pay you for posting an offer. So that means when you post an order. So in the tiered structure right over here, you have ARCA. And then ARCA, your commission, this is from IBKR, it's gonna be 0.035 and then you're gonna have also the fee for the ECN to use ARCA. So your total is gonna be 0.065 or for every 50,325 dollars. Then NASDAQ is gonna be the same price, EDGEX is going to be the same price. The only preference I have most of the time in the pre-market or the post-market is going to be ARCA because there's always or almost always liquidity when I'm trying to post something, I get filled a bit better. In this scenario over here, we can see that this cost over here is more expensive than the fixed structure. So if you're someone that's always gonna be buying on the ask, selling on the bid or shorting the bid and covering the ask or using market order, you can see here that for you the fixed structure is just better because you're gonna pay less. This could be different if in a scenario that you're using a commission structure of 0.02, then you're gonna be paying the exact same thing over here. So then you would be better to go in that structure to at least get a rebate.  This is where the tier structure really start to work better. This is tiered when you take liquidity, that means you cross the spread. This is gonna be when you add liquidity. So as we said over here, NASDAQ, for example, on the ARCA exchange, any NASDAQ stock, if you add liquidity, you're gonna get a rebate. So when you look at this, you say, hey, my commission 0.035, if I add a liquidity, I'm only gonna pay a total of 0.0015 for my total cost of this transaction. And if you're trading 12,500 shares, it's only $1875 versus $325. So really, really big difference. So for me, the way I save on commission and lower my fee is very simple. When I'm paying the offer, so I'm buying on the ask, I'm gonna use smart, when I'm selling on the bid, I'm gonna use smart because I'm taking liquidity. So I don't wanna pay more than I should.  So it's gonna be 0.05, or something like 250 for every 50,000 shares. Every time I take, it's gonna be the 0.005, even if I'm using the fix just because I'm using the smart route. And this is going to help me because in a scenario like this, because I do trade a lot pre-market and post-market, I'm not gonna take a big loss over here because if I'm using ARCA, I'm gonna pay $277 to get in, then I wanna get out $259. I'm just losing a ton of money just by trying to use ARCA, which is gonna be a bad decision for me. When I'm using smart, I'm gonna get this price at top. I'm also gonna get this price over here. So technically on the trade, even if I'm paying maybe a bit more in commission or the same, I'm improving my price. So if you're using 50,000 share per example, and you're getting a better price, this is a lot of money saved. And the different scenario or how I fully execute transaction is when I'm taking, as I said, I'm gonna use the smart route. But when I'm adding or I'm exiting a trade because sometimes a trade is working well, you have time you send order at a specific price, what I'm gonna do over here is I'm gonna send order out on ARCA, NASDAQ or EJX at the price that I wanna get executed because it's going to be cheaper than just taking it look really and I'm not in a rush to get out of the trade. So this is gonna be the max that I pay for a trade and this is going to be what I pay to exit a trade when a trade is working. So as a total as a whole, I'm gonna pay less in fees than if I'm just using a fixed structure or over here I'm just taking an liquidity on ARCA, NASDAQ or EJX all the time. So in this example, 50,000 shares, 50,000 shares over here, day volume commission, 250 bucks. I'm trading 50,000 share in the tiered structure, ARCA 0.35 for the commission, then fees 0.03, total commission 3.25. So the better option for me is to take 50,000 share on SMART and as soon as I can maybe execute a quarter of this transaction on something like ARCA over here or EJX because it's gonna save me some money. So this is just how I do it and also why I use SMART route and sometime I'll have ARCA and NASDAQ and EJX in my execution just a way to improve my price, my total fees and to maximize my edge in the market by getting as fast as possible in the stock without having to pay a bad price to get in. So I hope you guys enjoyed this video. If you do like and subscribe, peace.


With the PDP getting set to hold this presidential rally in the state tomorrow, a founding father of the party has expressed concern over the plight of the party in the state. Dixie Imasege, who is a national leader of the party, also took a swipe at the national chairman of the party, Iochia Ayu, for not following the process in addressing the crisis rocking the other state chapter. Recall that the party in the state has since been split into two factions due to the internal crisis between the governor Gatwin Obaseki and the national vice chairman South South Dan Obi. I let members or would be members of PDP to Abuja in 1998 to register this party since they have not moved an inch on this party. The party is now divided almost to two in a two-state. The original owners are the one who came to be the legacy. Those who joined us, who left us before and came back through Obaseki are those in charge of the government. We don't know what is happening in the government, but I'm not annoyed. As of today, the legacy candidates for Senate are the one approved by NEC. As of today, the legacy candidate for House of Rep are the one in the list, but we saw them operating a bud that they are the candidate. I do respect him in the law, we don't have a candidate. You will all have your responsibility. Our supposed national chairman is the one manipulating the national working committee. Assuming he followed the Electoral Act, completed with NEC, all these things will not happen. NEC and the national working committee are part of who the candidate is. Because we are on the side of the NEC because we did the right thing. Yes, I'm aware the working committee took a decision that they are backing out from their arrangement. They didn't tell me, but when I read it, when I came from the farm, I took side with them. Shana, it's myself. The father of PDP in those days to date, as well as later in NEC, cannot fit in to the capital structure of PDP. What are we talking about? Who are those who do that, please?


Welcome everyone. Welcome. Welcome. Good evening. Good morning. Good afternoon from wherever you are joining us as we wait just about a minute to let people trickle in. We would love for you to introduce yourself in the chat so the chat is going to be on the right hand side of your screen. And if you don't see the chat tab look in the bottom right hand corner and you'll see a little chat icon just tap on that to open it up. Once you find it head to the chat. Introduce yourself. Share where you're joining us from share your role in the your district or your school and or grade level that you teach just so we can get an idea of who we have today. And like I said we're going to wait just a minute or so to get started to let everyone trickle in. I see you Jed. Hi Jed. Pallie Pall from Osage. I saw you last week. No I didn't. Did I? I think I did. And welcome Vicki. Jodi's a third grade teacher from San Francisco. I love San Francisco. You still live there. I saw Dan Thomas scroll by. Oh we have a bonjour. I wonder if we're being joined from France. Could be French Canadian. Oh very sure. Thank you. Thank you for reminding me that Brian. Oh good morning from the Philippines. Thank you for joining us. Well I saw Hawaii. I can't keep up. I know there's a lot of thought I was scrolling fast but I'm not. We have New Zealand and Texas Honduras Georgia. Thailand. Arizona I love this. North Carolina Mexico my goodness they just keep coming and coming this is so great we love how diverse of an audience we have tonight. Well welcome everyone. Thank you. We're going to go ahead and get started because we have so much amazing content to cover tonight. So today tonight wherever you are you're going to meet a computer science expert Brian Aspenall. And during our time together Brian will share about the history of computer science and the importance and benefits of teaching it in your classroom. Now at the end of the session we are going to share a variety of seesaw lessons that will help you integrate computer science into your classroom. And we're also going to be giving away 10 copies of Brian's book when passion meets project. So a few housekeeping items before we get started. If you have questions during the session that you would like Brian to answer there will be a Q&A session towards the end. Please go ahead and click on the Q&A tab and ask them there. This ensures that we won't miss them. And if any questions go unanswered we will reach out to you and answer them after the webinar. Now other comments or ideas can be put in the chat tab that you all are using right now to introduce yourselves. And if you have the option or if you don't see the chat because you still haven't introduced yourself reminder go to the bottom right hand of your screen. And if you tap on that little chat icon and you're going to notice that there's a chat tab there's a Q&A tab as well as a handouts tab where we will be sharing some handouts and links throughout the session. Now this session is being recorded and a link to the recording as well as the handout and some other resources from this webinar will be shared in a follow up email in about 24 to 48 hours after the session is complete. Now you all have introduced yourself so who are we really quickly. My name is Allie and I'm a training in professional development specialist here at Seesaw. I'm a former fourth and fifth grade teacher as well as a reading interventionist and an instructional coach and I live in Denver Colorado. I was trying to see if I saw anyone from Colorado but again everyone was introducing themselves so fast I missed it but so excited to be here and I'm really excited to also have my colleague Cheryl with me today and she's going to introduce herself. Nice Allie. Hi everyone my name is Cheryl and I'm also a fourth grade teacher former fourth grade teacher from California. Originally from the 808 I see you Hawaii. But now I am in Atlanta Georgia and at Seesaw as a learning experience designer developing some amazing collections that we'll get to take a look at today. Thanks Cheryl. So now who's our expert Brian. Brian Aspinall is an educator and best selling author and is considered one of the brightest STEM innovators in education. He's the founder of Code Breaker Inc. an organization whose mission is to engage students and amplify voices of passionate educators like all of you I'm sure who believe that all students can achieve if given a fair chance. He travels the globe and leading professional development programs that inspire educators to create curious seeking individuals in classrooms built on a community of trust of risk taking and a freedom to fail which I think as an adult I even sometimes need that reminder. He was awarded the Canadian Prime Minister's Award for teaching excellence for his work with coding and computational thinking and his enthusiasm thought leadership and approach to building capacity within STEM education is why we have invited him to speak with us today. So welcome Brian and take it away. Thank you very much friends. Hello world. My name is Brian Aspinall. This is teaching seventh and eighth grade up here in beautiful Ontario Canada. And for the last five I've been teaching at a variety of faculty of education across. And to get this party started, I want to give one away. So I've got a free Marty robot for anybody here. All you have to do is tweet tag. I got this. Find your own free trial. Hey Brian sorry to interrupt I think we're having a little audio trouble is there a way that we can jump on to a different. Yes sorry about that. His now his audio is catching up to us so there we go. You back with us. Okay we'll give him a minute however I did catch from that that there is a free giveaway tweeting out to him so when Brian comes back and joins us we will definitely make sure that he re shares that giveaway since that sounded like a really awesome free chance so I appreciate you all bearing with us while we have some audio oh there we go awesome welcome back Brian. Oh sorry about that my friends we you know when you live in the middle of nowhere as you know we're talking about equity and all things education so I have very limited access considering I'm the the code or actually three internet streams coming into my house trying to magnify it all so are we good now. We are I think that the audience would probably love if you want to hop back and share that giveaway because I know I got excited when I saw that. Here we go. We're giving away a wonderful Marty robot simply tweet why you should win. Tag this restaurant at code breaker. Don't forget to use the hashtag code breaker. And if you can't wait. Get a free trial on us at code breaker adu.com slash Marty. I got to go back in time though. I remember graduating high school in the mid 90s and this is what a 10 hour playlist looked like. Do you remember joining Columbia House quitting Columbia House trying to buy 12 albums for a penny and thinking you were outsmarting the system kids these days have no hard. How hard it was to actually make a playlist. Do you remember why to K 1999.  I to K was the end of 1999 and we weren't sure if computer scientists had allocated for the last two digits of the calendar year or simply the first two software was written in the early 1990s. We weren't sure if the calendar clock was going to roll over from 1999 to 1900. It was a wild time to be alive. I remember 1995. I was trying to study at the University of Windsor here in Ontario and I had to hand in code over this sound. You remember dial up Yahoo chat was all the rage. We were telling students don't talk to strangers. I'm going to let the sound. I'm going to let the sound bite finish because it's just as annoying today as it was in 1995. But fast forward now look how far we've come. We literally message people on the Internet and get in their car. We literally message people on the Internet and go sleep at their house. Uber and Airbnb are two of the biggest companies in the world. They don't sell their own product or service. In fact, they figured out a way to monetize and empower members of their community to go out and monetize themselves as far often or as far little as they want. And there's a lot of value to that philosophy if we apply it to our classrooms. It follows engagement. It follows empowerment, but it also follows student choice. Today's technology is the worst technology our students will ever use. And I always like starting my presentations with this because we're always thinking about the past. We're always thinking about the present, but we never really look to the future, especially in education with the exception of always preparing for the next. The school system is the one space where we're always talking about preparing kids for more school. And while today's technology might be the worst our students will ever use, it's pretty wild. Here's a Rube Goldberg machine made by six year olds. We're taping paper towel rolls to the wall. We're collaborating. We're running marbles through. It's more of a trial and error experience and it's very much maker ed. Now, how do we bring this into the computer science space? Well, so happy when it hits the bell. Why don't we kick off with a bebot robot to actually start our Rube Goldberg machine? Pretty wild to be teaching in 2022. We use dashing dot robots to try and pop balloons as an experiment. You know what I love about that video is this idea of letting kids try and try again with these technologies, particularly in computer science. It challenges us to redefine what it means to fail at school. Majority of our students when they're learning to code, their code won't run that first time through. And that moment, that moment of debugging, that's quite often when innovation can begin. And it challenges us to rethink our assessment evaluation practices, particularly in math. Math is that one subject area that's usually scored based on a quantity of correct answers. How about bringing our stuffed animals to life using makey makey? My friend here is in first grade in Toronto, Ontario. Or in this case, we have a six-year-old that wanted to bring her story to life using makey makey and a Cartesian grid system, as you can see on the screen here. We're talking X, Y variables in first grade. And now there's the maker experience. We have to create the buttons, the physical computing part. So she's created two switches to interact with her scratch story. What I love about those kind of examples is that we're shifting more into the physical computing space. For the better part of the last decade, I feel that coding and computer science have almost become synonymous. And we have to recognize that under the big umbrella of computer science, we have a hardware track and we have a software track. And our little people right down to kindergarten can even engage with these robotics and a lot of the physical computing tools that we have with us today. I want to go back and share a story. At my last school, I was teaching seventh grade and eighth grade, and I was coaching the senior boys basketball team. And it was January. And where I live in the province of Ontario, Canada, it gets incredibly dark. 4.15 in the afternoon in January. It was really snowy outside. And I was getting text messages from my wife who was also an educator. We were both teaching seventh grade at the time. And she was saying, the road's really bad. You're going to want to get home. And I was driving this beautiful Mazda B4000 pickup truck, which is just strictly rear wheel drive. So at Canadian Thanksgiving, I always say, I'm going to go put weight in the back of the truck so it's not fish tailing in the snow. And then when American Thanksgiving rolls around in the middle of November, I still haven't done it. So when January came, I was not prepared to drive this vehicle through the snow. Rear wheel drive, very, very dangerous. After the student finally picked up after basketball practice around February that night, I found myself driving as carefully as I could. And I pulled in my wife with a single lane driveway at the time. And I made a mistake because I was in a hurry, which is quite ironic because I'm only saying to my students, were you taking your time or were you rushing to get to art, rushing to get to recess, rushing to get to phys ed, whatever the case might be. Ironically, I locked my keys in the truck. My wife's bell time started before mine, so she had to get out of the driveway before me the very next day. I walked in the house and I looked at her and I said, honey, I have a problem. And she said, I know. I said, no, no, no, you don't understand. I parked behind you in the driveway and I locked my keys in the truck. I don't know what to do. And she looked at me and she said, solve the problem. And she walked away. And I said, don't teach or talk to me. It's quite interesting where we teach in the province of Ontario as seventh grade teachers. I find us trying to sort of unravel teaching to the test in September. Here in the province of Ontario, our students write a standardized test at the end of sixth grade. So their experience at the end of sixth grade is taught to the test, pulling down on the anchor charts, putting that technology away, and quite often being bribed with candy. Then they go home for the summer and they come back to school and they see us in September. So only about two school weeks later, pull the summer aside. We find our seventh grade students wanting to be spoon-fed. They don't want to take risks. They don't want to try new things. They want to be told what to do so they can go and get the grade. Well, that's quite contradictory to the narrative of what computer science is all about, rooted in creativity and collaboration and building on new ideas and engaging in emerging technologies further. I sat down on the couch and I thought, what would my students do in this situation? We talk a lot about inquiry-based learning where I'm from. Well, here's an open-ended project. How in the heck are we going to get the keys out of the vehicle? Let's say it's parked in the driveway or parked in the school parking lot. Well, most of my students are going to say break the window, but that's not an option for me teaching in January in Ontario, Canada, because it is incredibly cold. Just going to quickly turn my camera off. My microphone still on? Yes, we can hear you loud and clear, Brian. We're going to go straight to audio. Thank you for that. I locked my keys in the vehicle and I thought, what would my students do? I sat down on the couch and I thought, okay, now consider the contact. I'm a part of a very, very large community of people who are connected to the internet. I got on a computer and I decided to bring, how to break into a Mazda B4000 pickup truck. Actually, I googled it, but I was recently giving this talk at the Microsoft office in Seattle and I thought I'd better swap out that Google slide if I want to be invited back to tour the Minecraft facility. So I threw the big slide in. How do I break into a Mazda B4000 pickup truck? And I realized there was a whole series of videos based on make, based on model, based on color, but this video really jumped out at me. You see, here I am sitting on my couch all alone in context, but I realized I am a part of a much larger community. A community of 143,000 people that also googled how to break into a Ford Ranger and watched this video. Today we're going to show you how to unlock a Ford Ranger. It's locked. Your keys are in there. And what you want to do is take a little tool like this, make a little hook on it about, I don't know, an inch, an inch and a half. So come over to your door and there's a little, okay, so there's the two holes and you got to pick one, probably this one on the right. Get your little hook in there. So now what we're going to do is... Now you recognize there's two people here. We're collaborating. One person has the whole camera. Door lock. And you can see it moving. Oh, come on. Is he going to do it? Is he going to do it? I wouldn't have showed you the video if he didn't. Let's go. My friends saved me $300 on CAA. And you're open. Get your keys. Listen for the next step. And don't do that again. Don't do that again. Well, listen here, my two friends. You two have created a student product outside of school hours. And what I love about this video is I have a media, an oral, a reading and a writing curriculum underneath my language arts document here in the province of Ontario. You might call it ELA. And in media, we are to create media using oral communication. And when I first saw this video, I was actually teaching procedural writing in my seventh grade ELA class. And I remember my students writing the procedure on how to make toast. I was bored. They were bored. But the goal was to teach sequential steps first, then next, finally. I remember driving home one day with a pile of pieces of writing long before the Google Cloud or any kind of cloud space platform. And I had all these paper copies. And I remember thinking, I don't want to assess these. I don't want to evaluate these. They're full of spelling mistakes. Nobody's engaged. And I stumbled upon this video. And what I love about the video is not only did they create the media content using their oral communication, they actually wrote the transcript in the YouTube video itself. So now we have a piece of writing. We have a student product created by two individuals who did so on their own time and uploaded it to YouTube. And guess how many spelling mistakes were actually in the transcript on that YouTube channel? You guessed it, zero. Because they published it in an authentic context. But they did this without being asked to do so on their own time. So now we have a student product that we can talk about in terms of assessment and evaluation. I can dissect all of my curriculum in my ELA Language Arts document around this video. I can say 143,000 hits. Let's talk about data management and bias and numeracy. And let's get on Google Street View and figure out where some of these hits came from. You got a referral from Sri Lanka. Let's go look at that country and let's turn on Street View and let's make inferences about their culture and their traditions and the way they live. All of this pulled from some simple video created by two people who probably locked keys in their vehicle at one time. At the bottom of the transcript on the YouTube channel, it said, you'll be able to do this in 42 seconds. And I'm a bit of a gamer, so I took that as a challenge. I yelled at my wife, honey, I got this. And I went outside. Feel free to throw an arbitrary number in the chat. How long do you think it took me to actually break into my vehicle that first time through? We have a 10 minutes guess so far. That's fine. That's kind. I'll take 10 minutes. No, 56 seconds. And I wasn't happy with that. So I locked my keys back in the truck and I tried again. A bit of a satire. I hope you're chuckling at home, but let's dissect this for a second. Coding is sequential language. Coding executes one line at a time, just like writing a procedure or just like learning to serve a volleyball or just like learning to do a layup. Or in this case, just like learning how to break into my vehicle. But the challenge I have for you is they told me I could do it in 42 seconds and it took me 56 seconds. So by definition, did I fail? Or because I was given an opportunity and I was able to do it in the time they told me I could. Did I demonstrate some level of mastery? I put that out there because I want to challenge your thinking around grades, especially in elementary school assigning numerical values to conversations and student work when we're trying to encourage kids to take risks and embrace failure. Currently, most of us live in work in a system in which failure is punished and there's far too much risk in not getting the grade. In my first year as an educator around 2003, I found myself in a seventh grade classroom and a group of boys approached me and said, Mr. A, you study computer science? So yeah, boys, I did. They said, why are you a teacher? Of course I laughed. I thought, I don't know, July, August. No, I'm just kidding. It's because I want to engage with young people and encourage them to follow their passions and be creative. And they say, yeah, yeah, yeah, whatever. You show us how to make a game. Now in those days, trying to get a teaching job where I'm from was rather difficult and it was about who you knew more so than what you knew. So I actually marched down to the principal's office. After all, that principal was going to go up to back for me the following summer to help me get a permanent position. I was only covering a maternity leave from spring break through June. I walked down to the office. I said, Mr. Moore, I'm going to make a coding club.  I said, don't worry about it. I'm going to put it on my resume and you're going to tell everybody about it at staffing in July. I thought I was quite progressive, you know, building a coding club in the early 2000s. And I'll get more to that story later because I actually didn't start the first, you know, coding club movement, so to speak that we see all across our globe today. Coding clubs actually started in the 1950s and the 1960s. But before we get to that, I want to talk about the infamous pooping baby game. These boys said to me, we're going to shoot poop missiles at the city and your job in the game is to essentially save the city. In hindsight, I wish I had encouraged more females to come to my coding club. We have a saying at our school, it's okay to be where you are. It's not okay to stay there. And that's where I was. But technology, computer science, engineering, still very, very, very male dominated. And we need to include and encourage our young females to also enter into these professions, particularly at a very young age. I remember sitting beside these boys and they said, have you ever heard of scratch? I said, no, no, I haven't. Well, in 2003 scratch was an install. It didn't run in the browser like it does today. But in 2003, where I'm from, social media was blocked, MySpace, Twitter was just starting, Facebook, YouTube was blocked. In fact, YouTube still blocked in a lot of districts across the globe. And our USB ports were also blocked. We were indirectly sending a message to our young people that we didn't trust them. But the reality was we didn't trust the USB devices to accidentally upload any kind of virus. We had to download scratch and put it on USBs and then we had to actually install it onto our computer systems. And I remember looking at these boys and I said, boys, do you think you can beat the USB firewall? Man, they looked at me and they said, Mr. A, can you beat the installation privileges firewall? We sort of nodded in unison. We closed the door. We covered that little piece of glass in the door with chart paper that we found so nobody could see what it is we were actually doing. And we went about making a train in the computer lab and we installed scratch and we hid the icon so our IT department didn't know what we were up to. Now, keep in mind, I was trying to get a job while teaching young people how to break all the IT rules of the book and allowing them to make a game about a baby that shoots poop missiles at the city. Wouldn't you know I got hired permanent that following fall? And I'm not sure if the baby is the reason but the background to this story is what is of utmost importance. This experience in my first year of teaching, I like to say it changed my pedagogy but I didn't have one. In fact, I'm still not even sure how to evaluate this experience. You see, this was created in the scratch space and I said to them, boys, how are you making that baby move to the right side of the screen? They said, Mr. A, it's so simple. When green flag clicked, change X by one. So I pulled those blocks out into scratch. When green flag clicked, change X by one and I ran the program and wouldn't you know the baby went plunk one unit to the right. And I said, boys, how did you make the baby go to the right forever?  I took an entire course on looping in third year university. Are these boys going to tell me I have to put it in a loop and sure enough they said, Mr. A, you have to put it in a forever loop. Well here I am, 30,000 Canadian dollars in student loans hanging out with 12 year olds who are self-taught coders learning about loops, not two years after I graduated from computer science. I said, boys, how did you make the baby go backwards now that I have it going all the way to the right side of the screen? I don't see a turnaround block. They said, Mr. A, you are killing us while our students are always 20 steps ahead so that didn't surprise me. They said, when it touches the side of the screen you have to make the baby go all the way to the left by changing its value to a minus one. In other words, forever change X by minus one. And I did that and sure enough the baby was going back and forth across this grid. I said, now tell me about the poop missile algorithm. And I still chuckle when I say that poop missile algorithm. They said, Mr. A, the poop, well we hide its costume so it doesn't look to be on the screen and then we show it randomly at the baby's and shoot it to the bottom. At that point I realized I have a lot to learn. I still have a lot to learn. But in terms of assessment and evaluation, let me paraphrase this experience. I have a handful of boys working in an after-school club in formal learning space engaging with me, still at school but outside of school hours. I never want to label students or put students in a box but consider the profile of these kids. They weren't on the basketball court. They'd be rather hanging out with me and doing really cool fun nerdy geeky stuff that I love. I said, boys, let me paraphrase what you've got going on here. You have a baby at a constant positive Y position translating back and forth. The baby reflects itself when it touches the perimeter of the screen. The baby moves by changing its value from positive X to minus X. It's a sort of variable X by location randomly which is a little bit of probability and then translates to the bottom of the screen with a forever change Y by negative one for every poop missile shot and for every poop missile cut with that paddle you get a point, points get stored in variables as the points get higher the poop gets faster. They literally said, yeah that's about it. And in my mind I thought holy SHIT pun intended. You just did the entire strand of geometry without any explicit teaching. there at that moment going, everything I learned in teacher's college is wrong. These boys just demonstrated mastery and geometry. I can ask them the integer signs in quadrant three and they can tell me x is negative and so is y. I went home that night. I said, honey, I have a problem. And she said, I know. I said, no, you don't understand. I have all this grid paper photocopied ready to go for tomorrow's geometry lesson. But my lesson, as good as it might be, only focuses on one, maybe two curriculum expectations.  They started talking about variables as placeholders and numbers in math and they were including probability in this game. How do I evaluate this? Do I have to evaluate this? Well, of course I do. Well, where I'm from the province of Ontario, we have a beautiful document that says our educators are allowed to assign a numerical grade based on observation, conversation, and student product. But quite often as we go up the grade, that student product carries a lot more weight and those isolated testing environments also carry a lot more weight. Now if I had pulled these boys out of this club and put them in a testing environment about geometry, I don't think they would have done nearly as well. But here they are in an authentic context after school, learning about geometry by programming, learning about probability by programming, learning about variables by programming. So if you can learn the code, you can code to learn. And this is a perfect example of such. It was an authentic context that made geometry completely relevant to them. And this was an experience I had in my very first year in an after school coding club. And it set me on the path to expose as many kids to principles of computer science as I can. Because the same thing happened to me when I was in high school. So in grade 10, Mrs. Bujo let me create this website project that nobody had ever done before, while other students were making this poster. And the principal found out about it. And the principal actually asked me if I would make the first ever Herald District High School website. So by the time I graduated high school, I had a paid, you know, web portfolio, which led me to go into computer science just because of that one, that one choice she let me make. I still talk to Mrs. Bujo. And I'm really proud of that experience. I politely was poking fun at Microsoft earlier, but Microsoft Canada set up this little interaction. I was flown to Toronto and she was, but I didn't know. And she was behind the wall and they asked me to describe everything I loved about Mrs. Bujo. And it's funny because, you know, 25 years later, I wasn't describing the content. I wasn't describing the curriculum. I was describing her character. She challenged me. She inspired me. She made me feel good about myself. She believed in me. That's what I remember most about Mrs. Bujo. And that's what I hope the boys remember about me during that coding club experience. After I went home that day, I decided to get on the internet and try and figure out where the heck Scratch comes from. Scratch is that one coding tool that was built by teachers, for teachers. So it gives us peace of mind with student data. I started learning about Reggio Emilia and, and Loris Malaguzzi, you know, the city threw up on these three bullets. World War II was a long time ago. But imagine giving students control over the direction of their learning. Imagine letting students learn through experiences of touching, moving, listening, and observing. But most importantly, and again, as we go up through the grades, this last bullet gets less and less. We must provide our students with endless ways and opportunities to express themselves. My former school district, still to this day, has an exam policy in place. Again, we always talk about teaching for more school. We do exams because we'll need exams next year. We give grades because they'll need grades next year. But as we've learned in the last two years, the world changes overnight. I remember reading more about Reggio Emilia and I came across Jean Piaget and I thought, I remember Piaget. I took a third year psychology course in university to meet girls because there were none in computer science. I remember reading about constructivist learning I remember reading about hands-on learning in a textbook and I remember having to apply what I read, what I thought I understood about hands-on learning by reading it in a textbook and applying it to situations on a multiple choice test. Those situations didn't mean anything to me. I didn't have any prior knowledge about those experiences. So here I am trying to apply my knowledge of what I've read in a textbook about hands-on learning to situations on a multiple choice test that I've never engaged in. I remember getting a C minus in the course and at the time I thought, boy, that was hard. Today, Brian, today teacher in me says, no, that assessment wasn't accurate. First of all, you made me read about hands-on learning and then apply it to situations that were so far out of context, I had no idea how it would even begin. Plus I was never trained how to take a multiple choice test. We talk a lot about preparing kids for the next. If test taking is a skill, it needs to be taught in isolation, perhaps. I remember reading this quote, no one understands my ideas as well as Paperts and I thought, I have to meet this Seymour Papert character. I soon learned that Seymour Papert was a student of Piaget. He studied under that constructivist learning model. And I remember reading this quote, the role of the educators to create the conditions for invention rather than provide ready-made knowledge. And the quote stuck out to me for a lot of reasons. Perhaps most importantly, this quote was said or written before the internet. This is not a modern day quote. This is not Seymour Papert predicting an era of access. This is Seymour Papert prior to a world of access suggesting that classrooms still need to be incubators for startups and inventions. He challenged schools and computer labs and said things like, we don't go to the pencil factory to use that tool for 40 minutes on a weekly basis. So as long as you use technology as an event, it will never be truly utilized as it should be in practice. I remember thinking this is amazing because now we have decades of research about project-based learning as we call it today. Beginning with Piaget's constructivist learning and moving forward to Seymour Papert. A fun fact that not a lot of people know, the Scratch team today studied under Seymour Papert. Makey makey and little bits were both startups that came under the Scratch team. So now we have decades upon decades of pedagogical research about hands-on learning with physical computing. What I love about Seymour Papert and his body of work is he was a mathematician who encouraged mistakes in math. A subject area traditionally scored based on a quantity of correct answers. We like to talk about collaboration being a 21st century fluency. Here's a video from the 70s where kids have to collaborate because somebody has to hold the cable. But what's unique about this particular video, this isn't about learning to code. This isn't even about coding to learn. It's about coding to learn mathematics. They're doing geometry. They're changing variables. They're making spiral art, you know, hashtag steam, not STEM. They're trying to replicate what other students were doing, and they haven't touched a textbook. They're getting immediate feedback from the environment, which is very much a regioemilia theme. And if we use technology as that third teacher, it frees up our own time to conference with other students who might need it. Seymour Papert and his team created the first block-based coding language called Logo around 1968. This was the first quote-unquote block-based coding language used in schools. And it wasn't a tool to learn to code. It was a tool to code to learn in 2D geometry. And let's say hypothetically now, I'm going to paint or tape an equilateral triangle on the floor of my classroom. And I'm going to have students walk that triangle and use their steps as a unit of measure. And there's a reason steps is the unit of measure in the Scratch platform. Let's say I've taped a triangle down now and it's equilateral, and I'm going to have some diagnostic assessment with my students. What's perimeter? I hope they tell me they're going to walk on the tape. What's area? I hope they tell me it's the tiles inside of the tape. Great. Now my friend over here, Johnny, why don't you come up? Why don't you walk the first leg of this triangle and tell me how many steps it is. And of course little Johnny is walking the first leg of the triangle. We've got now a kinesthetic math experience. I've got students up and moving and exploring perimeter using their own feet. He says 11. Okay, Johnny. Now what's the perimeter? Of course, Johnny, thanks for a second. 11 plus 11 plus 11. 33. And of course, Seymour Pappers says, yes, that's correct. Great. Is there another student in the room that came up with 33 but used a different strategy? Now the goal here while teaching about math is also to show that there's more than one way to solve a problem. And that gives us an opportunity to discuss efficiency, particularly in a computer science maker space kind of experience. Another student might say, well, 11 times three is also 33. And because it's an equilateral triangle, the side lengths are all the same. That's correct. Great. Okay. Now listen, Johnny, I need you to go and get on the computer and draw the triangle to scale using your steps. The first block, of course, is going to be forward. We can't change the English words. We can only change the numerical values. So I want you to go on the computer. I want you to do forward 11. Of course, Johnny gets on the computer and hits forward 11 and runs the program. And sure enough, the turtle draws a straight line. It's working. Mr. Pappert says, now listen, we're not dealing with right angle triangles. So it can't possibly be a right 90. What do you think that angle is going to be? And without hesitation, Johnny says 60. And I think a lot of you at home are probably thinking the same. Mr. Pappert says, I don't know, but that's the beauty of these programs. We get to try and try again if it doesn't work. So go ahead and try. Johnny puts forward 11, writes 60, runs the program, and it does not look like it should. It does not look like the triangle on the floor. Mr. Pappert says, well, that's strange. After all, we are dealing with equilateral triangles, and the sum of three angles in any triangle is 180 degrees. And if these three are all the same, they must be 60, but this is actually a part of his lesson. This is his teaching practice now. He says, I don't know, Johnny, why don't you go get back on that triangle and try that again? So Johnny walks back to the triangle that's taped on the floor and he walks the first leg and he says, yeah, it's still 11. Mr. Pappert says, okay, great. Well, let's, let's turn your body now. And as Johnny begins to spin, Mr. Pappert says, now, hold on a second. Did you turn your body acute or obtuse? Well, I don't know what that means. Was it less than 90 or was it bigger than 90? And of course little Johnny's looking at the floor and he says, you know, I think I actually turned bigger than 90. You know that wooden protractor we all still have in our classroom closets that we used to use on the job board. And we don't know what to do with them, but we can't bear to throw them out.  And just by looking at the floor, they realized together you have to turn your body 120 degrees in order to construct a 60 degree angle because there's 180 degrees in a straight line and 360 degrees in one full rotation. So what I love about this activity is we encourage students to try. We encourage students to make mistakes. We encourage students to learn from said mistakes, change variables and try again. And we didn't touch a single textbook and we didn't touch a single worksheet. But more powerful than that, supplementary angles, exterior angles. That's far beyond Johnny's curriculum. He's learning about curriculum far beyond the grade level he's in because he's engaged in this kind of an experience. Those things taught me that in a world that changes overnight, the only strategy guaranteed to fail is not trying something new. A lot of this comes back to how we build the culture's communities in our own classrooms. A very, very similar experience happened to me recently. I was teaching an eighth grade math class and the Canadian penny went away. We still have the Canadian penny in circulation. Our country just doesn't make or produce the penny anymore because it takes more than one cent to produce a one cent coin. These students in their eighth grade year, that's their last year of elementary school where I live before they graduate to high school. So I thought it would be a wonderful, wonderful memento to buy them all that penny. The penny stamped the last year it was minted the year they graduated from eighth grade. Truth is we were studying probability. It happened to be April 1st and I was following a numeracy framework as my district told me to do. I remember giving every student in my class a penny and I said get out a piece of paper and flip a coin and make a t-chart. And I want you to tally if you've got heads or tails. Now I had 24 students in my class, so in theory, 12 should have got heads and 12 should have got tails. After all, that's my theoretical probability that I'm supposed to teach to 12 and 13-year-olds and somehow I'm supposed to show them that the more times I flip this coin, the closer the data set gets to 50-50. Well, it's nearly impossible to flip a coin hundreds of times in an isolated 40-minute math class. It's unfortunate that we let time and bells dictate when learning begins and when learning stops. I remember turning on the smart board and saying, all right, we're gonna flip this penny 50 times. I remember turning on the radio. I was feeling very progressive. I opened my classroom door. I remember walking to the very first table and there was two girls sitting there who were reading books. And I saw girls like, what are you up to? What are you things gonna happen if you flip this penny? And I remember them saying, Mr. A, we just want to read. You've probably found a student just like that in your class. And it's like, wow, I really need you to do this math, but there's probably more value in that book. It's way thicker than any book I've ever read. What do you think would happen if you flip the penny 50 times? And I remember Rebecca saying to me, well, Mr. A, it might be 25-25. It might be 23-27. But I tell you one thing, if I perform this experiment 50 times and I put the data set aside, and then I grabbed a Canadian quarter and I flipped it 100 times, chances are that data set is closer to 50-50 because I performed the experiment twice as many times. I remember looking at them going, speechless, 93. And I walked over to the next table and there's a kid with a ziplock bag. He's like, Mr. A, there's no more pennies. I want all these pennies. I'm collecting pennies. And in my peripheral, I can see another kid whipping a penny. And I'm like, I have to do an accident report. This went way better in the Teacher's College guidebook I read on my planning time. Not 15 minutes later, I had to turn off the radio. I lost complete control of the lesson. It was far too loud. I had to close the door. I sat down at my desk, not ready to admit I had failed.  It's not okay to stay there. I could have used this as an opportunity to model the process of failure and being vulnerable in front of my students. But that's not where I was in my own teaching philosophy. I had to be right and I had to be perfect all the time. I remember staring at that clock going, this is what it feels like to hope that recess can come just any sooner, any sooner, any sooner. I remember Rebecca putting up her hand saying, Mr. A, can I go read in the hall? It's way too loud in here. I remember saying, Rebecca, yeah, fine. But right this summer, he saw I know what book they're reading. You know, when the bell finally rang for us students to vote for recess, Gavin came up to me. Gavin was a great student, well behaved, athletic, has a giant student record identified with a learning disability in third grade, has an IEP that follows him around wherever he goes. He knows it. He said, Mr. A, I'm going to teach you, I'm going to make you an app so you can teach that better next year. And of course, in that moment, I remember thinking Gavin goes to town before he choked you. But I said, what do you got? Talk to me. He said, well, in Scratch, Mr. A, under the operators, the green code block, there's a pic random. I said, yeah. Well, if I pick a random number between zero and one, and I say zero is heads and one is tails, I'm going to make a simulated coin flip art. I remember looking at him and thinking, that is brilliant IEP. When was the last time we retested you? He says, can I work on it in math class? I said, heck, yeah, you can. And this was a student now in his 10th year of elementary school. CR students go JKSK and then one through eight. In his 10th year of elementary school, Gavin doesn't really do homework. Gavin does the game of school well enough so that he can lead the basketball team after school. Gavin knows how to stay out of trouble so he can play sports. And he knows bare minimum and bare maximum that'll get him through the school days by simply playing the game of school. So when he said to me, can I work on it in math class? I was over the moon, joy, of course you can. A few days go by and he says, Mr. A, it's done and it works. We put it up on the smart board and he said, go ahead and click on that green flag. So I went over the right side of the screen. I went over the right side of the screen and I flipped that coin and I want you to look at the variables on the left side of the screen. And I said, holy smokes, Gavin, that's amazing. It actually worked. I said, why did you flip the coin? And he said, well, if I downloaded a coin flipper from the App Store and it didn't flip, I would delete it. Well, that reminded me of my purpose and audience curriculum in my language arts document. When writing stories, we have to think about who we're writing them for. Well, it's the same thing in the design thinking process. If we're solving problems for people, we need to know what the problem is and what they need as a solution before we can even begin the design part. He says, yeah, Mr. A, I'm using this as a teachable moment. Whatever, Mr. A, go ahead and click the flag again. And I actually clicked on it five times. I went, wow, it flipped twice. We're percent one T. Oh, we're one-third, two-thirds now. Oh my goodness, we're 50-50 after four flips. And I stopped after five flips because as we know in theory, flipping a coin should be 50-50, but when you flip one coin once, three times, five times, seven times, it's never 50-50. And I said, Gavin, we have a bug. He said, what do you mean? I said, this shouldn't it be 50-50? And Gavin looked at me and he said, no, Mr. A, this is the experiment. So now here I am remembering the pooping baby from 15 years prior. Here I am standing in front of a 12-year-old identified with a learning disability whose self-taught coder who made me a probability simulator using scratch. And he knew the difference now between experimental and theoretical probability. So much so, I said, Gavin, what is the turbo button in the bottom right corner? He said, Mr. A, you remember that day you said you wanted to choke me? I said, Gavin, I never said that. Rebecca said, yeah, you did. We all heard you. I said, you keep talking, you're going to get a substitute teacher for the rest of the year. So what did you do? He said, I took all my code and I put it in a loop. What I love about this story is we're still staring at the 20%, the tip of the iceberg. We don't see the 80%. That's where we can play buzzword bingo, growth mindset, resiliency, initiative, collaboration, rigor, all the soft skills, if you will. And I'm using air quotes. I know you can't see me. All the soft skills that went into creating this student product, those are the skills that are going to make Gavin incredibly successful in life. Not suggesting this student product is not as successful. But if this was an exam experience, this product would carry far too much weight. He said, Mr. A, I put all my code in a loop. He said, what did you learn, Gavin? Turns out, Mr. A, your theory is right. I said, what theory is that, Gavin? He said, the law of large numbers, if you flip a coin a million times, it is 50-50 to some nth decimal place. I said, what's going to happen if I click the button? He said, Mr. A, it's going to ask you to enter a really big number. I said, what do you want to do? He said, I want to flip it a million times. And as you can imagine, I was all for it. We entered an incredibly large number. At this point, he said, Mr. A, I had to turn off the animation and made the computer laggy. But keep your eyes on the numbers because you're going to see the law of large numbers happen in real time. He said, the law of large numbers, that's high school math. Gavin, you're in eighth grade with an IEP and a learning disability. And here I am staring at an app created by a 12-year-old who did so without any explicit teaching to demonstrate mastery of theoretical and experimental probability while using variables, which is a component of algebra. And by flipping a coin, by changing its Y position, we're using principles of geometry to create that animation. I don't know how else to make my tasks as any more rich and engaging as something like this. But more importantly than this experience is Gavin taught me all students can achieve if given a fair chance. And technology, when implemented properly, can be a vehicle used to unlock human potential. My name is Brian Aspital. Please reach out on Twitter, find me on Instagram. Thank you so much for joining all of us tonight and being here with you. It's always a pleasure for me to share Gavin's story. He would be forever proud to know more people have heard it. Thank you so much, Brian, for sharing your expertise on computer science, all of those incredible stories. So everyone, stay with us. We still have a lot of exciting things coming. And so as Brian just showed you, computer science is not just coding or computer literacy. It is all of these things that you see, engaging with tech tools in the classroom, pattern recognition, algorithmic thinking, digital citizenship, which I saw someone call out in the chat earlier, data literacy, and so much more. And you're all here because you understand like we do that students need computer science skills to navigate and thrive in today's digital world. Now, I saw a lot of people sharing their suggestions of how they're introducing computer science in their classrooms. So we are so excited to be able to share some more ideas and be able to share some ready to teach computer science lessons with you today that are inside of CSaw. So in your activity libraries in CSaw, you now have a CSaw lessons library. Now what are CSaw lessons? Lessons are a school or district subscription to high quality standards aligned learning experiences right in CSaw. However, it's super great to say that we do have five free collections that are available right now to anyone in CSaw. And schools and districts can purchase access to the rest of the collections. Now, within all of these collections, there are five collections that support teachers with integrating computer science into their classrooms. And these CSaw lessons allow everyday teachers to teach computer science concepts with confidence and a sense of joy without having to become an expert. And with CSaw lessons, students are going to engage in real world computer science concepts through both hands on and digital activities like some of those amazing examples of hands on computer science activities that Brian shared earlier. CSaw lessons provide the perfect first exposure to computer science in order to scaffold the skills into other platforms. And everything you all need, everything teachers need for rigorous engaging lessons is built right into each collection. There's printable lesson plans that empower you as a teacher to provide step-by-step guidance and model computer science skills for your students. I know I was a teacher. I was not a computer science expert. So those lesson plans are definitely something I relied on. So today we're going to highlight just two of the computer science collections that are available in CSaw, although you will leave this session with lessons from all five of the computer science collections. So let's start with computational thinking. This collection will invite students to learn about and practice the pillars of computational thinking, decomposition, algorithmic thinking and pattern recognition. These cognitive skills are the foundation for future learning in computer science. Students will practice their new school skills by joining Robot, one of our lessons characters, in an interactive storybook with fun, authentic, cross-curricular activities. So let's go ahead and jump into a computational thinking lesson. Get that up and shared. And so this is called, this lesson is Robot Decomposes Dressing for Cold Weather. And our computational thinking lessons are designed to be completed in the sequence that they appear in CSaw. Now as a teacher, what you're looking at right now, I have already assigned the first lesson in the decomposition pillar to my students. I'm logged in as a student so that we can go through this lesson together. This lesson starts with Robot prompting students to learn with him about decomposition. He says, hi friends, Robot here, let's watch Rainbow Bear and Turtle teach us about decomposition. So next, watch that instructional video as a class in order to learn the needed content knowledge to complete the activities in all of the lessons about decomposition. So let's take a look. Sophia, where were we? Hey, Turtle. Hey, Rainbow Bear. I'm gonna go outside and play. Wanna join me? Oh, you bet. Wait, where's the good Turtle? Oh, come on. Where do you think you're going? Oh, outside to play with you? Oh, silly. Well, not just like that, you're not. It's wintertime and it's snowing hard outside. Wait, did you say big time outside? I haven't seen snow in so long. I have so many clothes in my closet. I can't even remember how I'm supposed to dress when it snows. What will I wear to stay warm? Whoa, that's a big problem. Let's use decomposition to help us solve it together. Decomp- what? Decomposition. Decomposition is when you break down something big into smaller parts. Oh, when you break down something big, it makes it easier to solve. So I'm going to pause there, but the video continues and I love all the love for Rainbow Bear and Turtle in the chat. Yes, they are incredible characters that continue to teach students and model how to use decomposition in this particular instance. Now, on the next page, Robot presents a problem he has, as you can see, and he invites students to help him solve it. In this case, the problem is Robot is not dressed for the cold and students need to use decomposition to break the problem into smaller parts. As we continue on to page three, Robot then invites the class to think about smaller parts of the problem. As a teacher, you can invite students to stand up together, point out different parts of their body that need to be covered when they go outside. This sparks whole class conversations that allows for students to share their opinions and add on to each other's ideas, which is also a really important skill. So now that students have broken Robot's problem into smaller parts, their hard work is acknowledged here. It says, you just used decomposition. You broke my big problem into smaller parts. Now let's solve each smaller part. Do you see anything you could move to keep my head warm? Now, if this is on a smart board, you can move it yourself or have a student come up and move that beanie to cover Robot's head. On page five of this lesson, students then get to put their understanding of decomposition to work. You could have students complete this on their own, or again, if you're, you know, whole class, the students are sitting on the rug, you can have students come up to your computer or the smart board and drag an item onto Robot and complete the sentence stem on the bottom where it says, I used a blank to keep blank warm. So I'm going to drag these mittens onto Robot and I'm going to say, I used a mitten to keep my hands warm. And then finally, to complete the activity, students are going to relate decomposition to their own lives. Students take a photo of themselves in CESA, just by tapping on this camera button right here, tapping on photo. There we go. Of course, you can resize it. And then students are prompted to use the drawing tools to draw what clothes they would wear, depending on where they live. So I live very far from the beach in Colorado. So the first thing I thought of is the beach because I wish I was there right now. So if students live near the beach, they could use decomposition to get ready for a hot day by the water with a hat so they can, you know, select this tool. I'm going to select a yellow sun hat that's going to go over my head, color it in. I can't forget those pink sunglasses. Need to protect my eyes. Students continue by, you know, using any of the drawing tools to add maybe a bathing suit, some sandals. And then students use the microphone right here, tap right here, to share how decomposition they used it to get ready. So they're going to start recording. They can record, talk about themselves and what they used, how the hat and the sunglasses are going to help them. And then they'll just tap that green done button when they are done. Of course, then we want to make sure students check or tap on that green check one more time. So computational thinking builds the cognitive skills that are the foundation for future learning in computer science. Now I'm going to hand it off to my colleague, Cheryl, to highlight the next lessons, the next lesson collection. Take it away, Cheryl. Thanks, Allie. So the next collection we're going to look at today is mission code. This collection is designed to help you and your students build computer science and computational thinking skills in age appropriate ways. Students will visually code, problem solve and explain their problem solving programming decisions as secret agents. And basically, they will be helping save robots from impending doom. Every lesson is designed in an exciting narrative format using video, which makes the CS content accessible to all students, as well as you, regardless of experience with computer science. Each mission concludes with an opportunity for students to practice coding skills through unplugged, that means off the device, partner activities. And this collection is for third through fifth grade, but could be assigned to students that have prior experience with coding in K2 and can also be assigned asynchronously for the older learners. But don't worry, we are also developing a K2 coding collection, which will be available very, very soon. Well, let's take a look at the lesson. So the first one we're going to walk through is called RoboDog and the phone. Hopefully it'll load for us. Perfect. Welcome, agents, to mission code. Today, you and your students will embark on a mission to learn foundational computer science skills through digital and hands on learning activities. First, you will get to view your intro mission that debriefs what your task is for today.  And in this secret spy intro video, you and your students will learn key vocabulary essential to engage in the mission, as well as view real world examples. Identity scan. Access granted. System startup. We have an important mission for you today, agent. In order to complete this mission, you must learn the secret word. The secret word is code. Check out the secure video file to learn more about the secret word code. Code is directions for computers and computers do lots of things. Computers help us do things faster. They help us do things that are repetitive. They make it possible for us. So after learning the key essential vocabulary, students will then get their breathing of how to begin their mission. So as a whole class or independently, you can have students watch this or play it whole class. And we'll just watch a portion of it today. All right, are you ready for your mission? Here we go. So after students watch the modeling video, excuse me, they will then as a whole class or independently drag arrows onto the grid to move Robo dog past the sleeping kitties to the bone. And what's really neat about this grid is there isn't just one way to get to the outcome. So at the end, students are practicing computational thinking skills. Sorry if you hear my actual dog outside by looking at different solutions and assessing which way is the most efficient way to get to the bone. And they can click the mic here to share which different strategy uses the fewest arrows. Now, every single mission code lesson has an unplugged partner activity. And we'll watch a portion of this video. Remember, you need to move quietly like a spike. So no one will catch us. Two steps to the right. One, two, three steps forward. One, two, three. Good. Keep moving forward. Three more steps. One, two, three. Now move three steps that way. One, two, three. Now look down. Oh, I think there's something in the sinker object to unicorn. Yep. So students will practice pair programming with hands on collaborative activities such as this one that can be played at home or school. Now what's really great about mission code is students will reflect and explain their programming decisions using any of the seesaw tools. And this is a really great way to close the learning loop and show families what students are learning about computer science as well. And for digital extension, all of these materials can be printed and kept at centers for your students to do unplugged. Students, of course, at the end of every single mission will celebrate with collectable digital and physical badges and a fun video. You can also extend the learning digitally with another partner activity where they can compose the grid, hand the device to a partner or work with a partner. And the second person will direct the first person of how to get RoboDog to the new place of the bone phone. And I'm going to give you a sneak peek at what we're developing for loops using scratch. And this is going to be available to you shortly in the fall. So we start off on seesaw, seesaw only with RoboClock. And what students are doing is investigating music. They can click on each audio button and circle the repeated ones. You might have identified that song. What they're doing is then replacing the notes with loops. Now what does that look like for scratch? Well, students can watch a video that goes step by step of how to use each of the blocks in the block based programming scratch software. And then they're doing the same thing they did on seesaw. They are grabbing the sound blocks and moving it into loops to create music. Awesome. And this is just a sneak peek of what you're going to get shortly in the fall. Back to you, Allie. Thanks so much, Cheryl. And I'm looking at the clock. I know we're almost at our time, but hang with us. If you're able to, we're going to have Brian back here in just a minute to answer one or two questions as well as share those lessons and you'll have that opportunity to win his book. So if you want to learn more about another computer science collection, our digital citizenship collection, actually, we really encourage you to join us on May 12th when seesaw's Chris Shiner is going to walk us through this curriculum and why it's so, so, so important for students to be safe, kind and responsible when online. We will drop the link to register in the chat. We just did thank you as well as in the handouts tab for you both spots. So one more thing as promised here is the handout with the links to the 10 free seesaw lessons two for each collection from our computer science collections. Simply tap the link and save it to your my library. Again, this is going to be in the handout tab next to your chat and Q&A tab. It also will come in your follow up email in case you miss it there. Now, if you need more basics on how to use seesaw, really encourage you to check out our training page at web.seesaw.me forward slash training. And again, you will find both of these links in the handouts tab and you'll receive it in your follow up email. So as we wrap up today, we really encourage you to think about how you can incorporate computer science into your classroom using the seesaw lessons we have provided. We encourage you to explore the computer science seesaw lessons collections and test them out in your classroom to see how you can support students to navigate and thrive in today's digital world. Okay, so now we are going to open up the floor. We're going to bring back Brian and Cheryl just in case there's lessons questions. And we like I said, we'll have time for about one or two questions. So here we go. Our first question is how is it best to introduce coding to kindergarteners, Brian, who cannot read this person has tried Google coding and can't see the rest of that. But how would you suggest recommending introducing coding to kindergarteners other than seesaw lessons? Of course, you know, those seesaw lessons, I cannot wait to use them in my university courses with the teachers that they teach the faculty of ed because they're just going to eat it up too, which is amazing. I would highly recommend students that are unable to read to explore the kinesthetic unplugged coding activities. We have a plethora of them at discovergracy.com. Also csunplugged.org is a great place to go if you're looking for unplugged paper task coding experiences that use a lot of symbols. The idea is to teach kids the concepts of the sequential steps and the following algorithms, but they don't have to they don't have to read anything. Great, thanks. And I know that Cheryl had shared also, you know, having students practice taking steps. And we also have the lessons as you saw have those printable ones. So awesome. Thank you. I'm looking to see if perhaps we have time for one more question. Let's see if we have one come in. Here we go. So which of your books, Brian, would you recommend for early elementary teachers to start with? If you're looking for early elementary activities, I would go with two. I would go with my book Codebreaker and I would go with my primary read aloud think like a coder. Our Codebreaker team also has three amazing books in a Gracie series that you can find at discovergracy.com. Those are wicked awesome books that model the think aloud process of computer science, but also come with the low tech, medium tech and high tech classroom examples. Great. Thank you. And don't worry, we'll should be sharing those links in the follow up email in case you missed them. And you also have the recording to watch. So I think unfortunately that's all the time we have for questions. But again, if you had any question that you asked that was not answered, don't worry, we will get back to you and we will make sure to answer those questions for you. So once again, thank you all for joining us. As I've said, we are going to be giving away 10 signed copies of Brian's book, When Passion Needs Project. And so we're going to be dropping a Google form link into the chat. It's also in the handouts tab. Please fill that out. And then that's your opportunity and your way to win. We will reach out to the winners following this session. And now to learn more about Brian and stay connected with him, find him on Twitter at Mr. Aspenal. I saw earlier also on Instagram. And I think it was Mr. Dot Aspenal. Is that correct? Perfect. And we're also going to be sharing these links as well as other links that he has provided with us, his websites, Discover Gracie, as well as Codebreaker. And again, we just want to say thank you. Thank you, Brian. Thank you, everyone, for spending your morning, afternoon, evening, whatever it might be with us. Stay tuned for future Learn with the Expert webinars. And if you would like to learn more about CSaw lessons, please visit our website, web.csaw.me, forward slash lessons. And just one more time, I know I've said it a bunch. Thank you for joining us today. And we hope to see you again soon here at CSaw. Thanks, everyone. Thanks, Brian.


Income tax 2022-2023, business owned and operated by a spouse's tax software example. Let's do some wealth preservation with some tax preparation. Here we are in our example Form 1040 populated using LASERT tax software. You don't need tax software to follow along, but it's a great tool to run scenarios with. You can also get access to the Form 1040 related forms and schedules at the IRS website. IRS.gov, IRS.gov, starting point. We're going to start with the single filer and then move on to married. And then think about how we might have a married situation where both are participating or owners of the business. So single filer Mr. Anderson, we don't have any W2 income, but rather schedule C income flowing through to the Form 1040 line 8. Note that that's coming from the schedule C. Let's jump to the schedule C to see that. This is our business income, profit or loss from business. This is in essence an income statement, 120,000 income minus the 20,000 of the expenses. Business deductions gets us to that net income in essence of 100,000. That rolls into the schedule 1. Other income and adjustments on line 3. That totals up at the bottom of schedule 1, flows into the 1040 as we saw with the 100,000 here on line 8. We also know that there's going to be self-employment tax, which support accounting instruction by clicking the link below, giving you a free month membership to all of the content on our website broken out by category further broken out by course. Each course then organized in a logical, reasonable fashion, making it much more easy to find what you need than can be done on a YouTube page. We also include added resources such as Excel practice problems, PDF files and more like QuickBooks backup files when applicable. So once again, click the link below for a free month membership to our website and all the content on it. Which is a key component with our current topic of thinking about a business owned by spouses, a married couple. So let's look at that. The schedule C totals up down below at the 100,000. That then is going to be used to calculate the self-employment tax, not this one. Here it is. And so that's going to be taken to 100,000, calculate the self-employment tax, which is in essence the employee, employer portion like equivalent to payroll taxes, social security and Medicare. That's at the 14,129, which is flowing into the 1040 page two, not just the income tax, but now this social security and Medicare, the self-employment tax in other words. So then we know that we're going to have half of that tax is going to be deductible on page one of the form 1040. So if I go back to the 1040 on page one, we get to deduct half of that 7,065. We can see that as well on the schedule SE taking half of that amount, rolling that through to the schedule one page two adjustments to income. There's the 7,065 totally enough at the bottom, pulling that into the 1040. So there it is here to get to the adjusted gross income of the 935. Then we've got the standard deduction, which is the 12,950 for a single filer. It will be doubled when we move to a married filer. And then we've got the qualified business income. We'll jump into that later, but I'm going to rely on the software. It's calculating at the 15994 for now. And then that's going to get to the taxable income of the 63,988. If I go to page two, we've got the tax calculated as well as the self-employment tax. So total tax, 23,821, I'm going to assume we paid 30,000 on estimated payments. And that gets us to the refund of 6179 in our starting point. Now we could mirror that over here in our worksheet as well. I'm not sure how much I'm going to jump back on over here to the worksheet because I want to focus in on our differences in the software. Software. Because we looked at the worksheet in a prior presentation. So let's take everything the same now. But now let's say we move up to married filing jointly. So now we have Mr. Anderson and Mrs. Anderson and no dependents. We still have the 100,000 flowing in the same. We still have the 7,065, the same. The only difference here being is that we've got this big difference of the standard deduction jumped up from 12,950 to 25,900 because we've got the married couple. And then on page two, the tax calculation federal income tax has changed because of the rates and the filing status. But we still have this number for the self-employment tax, which is the same. Now, you might say, well, what does it matter then if I allocate the Schedule C income to one spouse or the other because they are now joint as one entity. So you can see clearly on the Schedule C we're allocating it to Mr. Anderson, not Mrs. Anderson. But what's the difference? Who cares? One of the major differences is going to be the self-employment tax. The self-employment tax may not differ if it was owned by a different spouse, but it's going to be paying into the social security of the individual even though they're married. So as a married couple, if you're trying to maximize the amount of benefits you're going to get in retirement, you want to think about how can you pay into social security so you get the most paid out of social security in retirement. So there's a misallocation here if it was owned by both spouses. So now that you've got the question, okay, well, what if it was owned by both spouses then what are my options? Well, one is that you can have a partnership return because in essence it's a partnership then, but then you would have to file another return, which would basically be a flow-through entity and then the K-1s would be used to populate on the tax return. So you might have two K-1s from the flow-through entities, which would help you to properly allocate the self-employment tax through the flow-through entity. So that's one option that could be used. Another option is you might be able to have community income. So here's just a quick recap on that. If you and your spouse only own unincorporated business as community property under the community property laws of a state, foreign country or U.S. possession, you can treat the business either as sole proprietorship or a partnership. So state with community property, that includes Arizona, California, Idaho, Louisiana, Nevada, New Mexico, Texas, Washington and Wisconsin. So in that case, you would think, well, if it's community property, we should just split this thing down the middle and each of us, spouses, should get an allocation of an equal amount to our social security benefit thing. That's what you would kind of think. And so I'd say, okay, one way you might be able to do that is to assign it not to a taxpayer in the software. We're going to say now it's joint. By the way, if I assigned it to the spouse, then you'd have the same thing, but in reverse. So now you've got the same 1040 here, the 100,000 flowing through. Everything is going to be the same, except that on the schedule C, it's now being applied to Jane Anderson instead of Neo Anderson, and all the benefits are going to go to Jane's social security number. If you then say it's joint, which you have to be careful to be able to make sure you can do depending on where you are located, then we have the one schedule C here once again. But it says up top now it's Neo and Jane Anderson. And then everything else is the same. It flows through to the 1040. It's all the same for income tax. Income tax evasion. Next purposes. But when I go to the schedule SE now, I have two of them, Neo and Jane. So now that nice and easily allows me to populate one schedule C while still being allowed to have two self-employment tax calculations, which the total should still come to the same total, but now for their particular benefits so that when they get their benefits, it should be allocated to them separately. And that could be a big deal when you're trying to kind of maximize your social security benefits that would be coming out at the end. I got a different check mark here. This is 1414130. If I go back on over here and I say it was for a single taxpayer, it's 14129. So it's pretty so obviously again this because it's a flat rate that we're using this one's coming out to be the same. That's the total taxes. It's just being allocated between the two and it's a rounding difference. That's why it turned red, but it's still 14130. So that looks good. That's to be expected. So that's one way that you can do that. Now, if you're not able to do that, then another thing you might be able to do is have a qualified joint venture or to have a partnership return, right? So if you and your spouse each materially participate as the only members of a jointly owned and operated business and you file a joint return for tax year, you make a joint election to be treated as a qualified joint venture instead of a partnership for the tax year. Making this election will allow you to avoid the complexity of form 1065, but still give each spouse credit for social security earnings on which the retirement benefits are based. So to do that, you may be able to basically make two schedule C's allocating the proper amounts to each schedule C. So for example, to make this election, you must divide all items of income, gain, loss, deduction and credit attributable to the business between you and your spouse in accordance with your respective interests in the venture. So if I was to go back on over and say, notice that this one split at 50-50 as we can see here. Now, if you were trying to maximize your social security benefits or whatnot, it might be more beneficial to have one or the other spouse allocated more of the income depending on their other information with regards to putting money into the social security and you can try to plan out what would be best for social security. But if the agreement was something other than 50-50, then you might be able to use the joint venture kind of system to allocate it differently, to allocate the income differently or a partnership. If you use a partnership, you have to file a separate return and then you can use the allocation methods to allocate whatever the allocation agreement was, whether it be 50-50, 60-40 or whatever. And then or you might be able to file in essence two schedule C's, which might look something like this. I would have to take this schedule C. This is kind of tedious. You'd have to say, okay, I'm going to say let's add another one. And let's say this one is going to be for the spouse and the first one is going to be for the taxpayer. And then I'm going to say this is going to be 120. Let's say we'll take, well, let's just make it easy and make this 100,000 and just to give an example. So the whole 100,000 and let's say that it's going to be 60-40. So let's say we're going to take that 100,000 minus 40,000, which will leave us 60,000. And then on the second one, it would be the same information. I won't repopulate all the information, but I'm going to say this is for the spouse. And the bottom line is that this would be the 100,000 and then I'm going to take minus 60,000 of it, which is going to leave us 40. So that comes up to the 100,000 again, right? And then if I go back on over here, now I've got a schedule C, but now I've got two schedule C's, one for one spouse at the 60,000, the other for the other spouse at 40,000, and they're both allocated to the two spouses. And that would total up to the schedule, the schedule S-E then I have two schedule S-Es, which I tried to differentiate now to allocate based on whatever our agreement is in a similar way that we might do in a partnership that might be different than just 50-50, which may not have a big impact or any impact possibly on the federal income taxes, but could have an impact on the social security benefits that you would get, right? That's kind of the whole mess that has been created here that we are finding ourselves dealing with. So if I go into then page one, then you still have the 100,000 here and on page two, we still have the same social security that has been calculated, social security, Medicare, the self-employment tax, but now we have a different allocation based on the two schedule C's. So if you're going to make that election, you want to do some more research on that and think about what your best option would be. So if you're a married couple and you're in a community property state, you might be able to do the easy thing, one schedule C, splitting everything down the middle, which means that your allocations to the social security will be split down the middle, or if you want to do more complex planning for the amounts you're going to get from social security benefits possibly, and you want to allocate that differently or for whatever reason, or you have a partnership agreement that's different than 50-50, or you're not in a community property state, you can think about maybe setting up a partnership flow through entity, which allows you then to have a breakout that's other than 50-50 if you so choose, you have to do another tax return and use this K-1's that will then flow in here, and then you can use the K-1's to do the allocation, which will then drive the social security, the self-employment calculations, or you might be able to do this method with basically two schedule C's, possibly looking into a qualified joint venture situation, which is tedious because then you have to basically populate two schedule C's in accordance with whatever allocation you're using. And I've never actually done that because I'm in a community property state, but that's another option that you can basically drill down on and look into and see if that would be easier than, say, a partnership return in that situation.