Teacher Feature: Kelly Morford

Teacher Feature: Kelly Morford

Libby High School Libby, MT

Tell us about yourself

I am a business and technology teacher at Libby Middle/High School. I have been teaching for 9 years and will finish my Masters in Web Design & Management this summer. I teach a wide range of classes from a quarter-long 8th grade Tech Tools class all the way to a semester-long high school Computer Science course. I also teach Computer Applications, Web Design, and Desktop Publishing.

I was introduced to CodeHS when we tried the program through the CodeMontana initiative. We used to program in VisualBasic but our version became dated and it was always hard to find easy-to-understand instructional support. With CodeHS, all of those problems are solved. The support materials are a great resource, the code syntax translates well to other languages, and the course progresses naturally.

Tell us about your students

I had 18 students in Computer Science this semester. Honestly, most of them have no idea what to expect when they show up on the first day. Also, anyone from grade 10–12 can sign up for the class, so we end up with a diverse roster. It is fun to see how every one of them really dig into the coding process and have fun with it.

“We had two students use the CodeHS curriculum, in conjunction with CodeMontana and Montana Tech, to earn college credit… they learned way more in CodeHS than I ever learned in my first year of CSCI in college.”

How has CodeHS been an effective teaching tool for you?

With a diverse roster, it is so great that they can work at their own pace. Those who work slower don’t feel buried and the speedy students don’t run out of material. Everyone is constantly challenged by the coursework. Plus, the CodeHS curriculum really progresses in a nice way that incrementally builds the skills of the students.

Tell us your biggest story related to using CodeHS in your class!

We had two students use the CodeHS curriculum, in conjunction with CodeMontana and Montana Tech, to earn college credit. They were assigned a professor that graded their material and it was a great experience for them. Plus, they learned way more in CodeHS than I ever learned in my first year of CSCI in college. They will have an awesome head start whether they decide to major in the field or not.

“The thought process required to code helps these students work through problems in every subject area. I truly believe the more students we can get to take the CodeHS program, the higher our achievement rates will be as a school.”

What is the most creative way you have used CodeHS?

These students are presented with a problem that they need to solve writing code. They literally build equations from scratch and code the program. Talk about the ultimate Algebra story problem! The thought process required to code helps these students work through problems in every subject area. I truly believe the more students we can get to take the CodeHS program, the higher our achievement rates will be as a school.

“It is awesome how the kids hustle into the classroom so they can get logged in and get to work right away. A lot of teachers won’t believe this, but each and every one of the students are already to work before I can even get roll taken.”

What does a typical day in your classroom look like?

It is awesome how the kids hustle into the classroom so they can get logged in and get to work right away. A lot of teachers won’t believe this, but each and every one of the students are already to work before I can even get roll taken. A lot of times, they may have been stumped by a project the day before, thought of a solution after class, and are excited to get back and see if they can figure it out. They really do work bell to bell and sometimes even after the bell as I have to shuffle them out to get to their next class.

What strategies have you utilized to help students overcome challenges while learning to code?

The kids work really well together in CodeHS. It is fun as a teacher to see the students interacting with each other in such a high level way when they are help each other work through challenges. Also, I work with the students on techniques for sketching out problems with pencil and paper so they can learn the process of mental trial and error.