How each day, I keep looking for the best way to teach my students concepts in my classes and that at the same time these concepts are retained, are practical and that the way of giving them is "different".

One of my passions is programming and another that I like even more is "teaching how to program", therefore many of my ideas are focused on my ICT class students, teaching them to program but showing them things that go beyond an code, a loop or a conditional.

I want to tell you a work methodology that can be carried out in any activity, I will teach it to you with my ICT class but you are free to adapt it to your needs, in the end this is sharing, taking everything that best suits us. can come to give our class and reach our students.

This classroom experience I called her Team MicroRetos, the truth is that the name is quite common, but its staging is something peculiar.

My idea was to pose 5 microretos, what microretos ?, then 5 drawings that my students must replicate through Python programming.

Python is a perfect language to start programming with students, has a simple syntax and is also very structured. Also with its graphics library allows us to get started in video games.

Look at this figure.

Here I work the symmetry of the figures, the loops and of course the mathematics. Not only must we replicate it as well, but also equalize the creation process.

Can a square be 4 times a line and a turn of 90 degrees?

Fantastic, now it's creating five figures like this "Loop of squares" .

Next step is to make teams, minimum as many teams as MicroRetos we have. We can make the teams of 3 or 4 students, depending on the class. Each team will be placed in a work station (table) with a computer.

We put a countdown, in my case 45 minutes. When we have everything ready, we explain the activity.

The idea is to make in each computer one of the figures (microretos), at the end of the activity all the stations must have a made figure and the 5 must be different ... but is it just this?

Of course not, each 5 minutes each team will rotate from station and will have to pick up and pick up the code of the previous team, just as it was left and the figure they wanted to perform in that position.

Each team is free to retouch that code as it wishes, in the time that is in that station.

What goals do we work?

I really like this activity because it works very directly team work, but not only with the equipment for which you move from station, if not with the rest of the teams in the class. Keep in mind that I always leave a few seconds of conversation when the transition between different stations occurs, it is at this time where the teams talk to each other to guide the work that will take the next team.

The organization is fundamental, especially at the beginning of the activity, the teams must agree to see what figure (microreto) will start at each station, remember that the 5 must be finished.

The colaboration it is another important factor, in the stations that are already finished the team members that pass to that station will be distributed in a homogeneous way by the rest of the stations to give support.

Work with time limitation, this means that they must plan their work in the station where they are located in a short time. Is it better to finish it as it is or to leave it well directed so that the next team finishes it?

In order for all of these objectives to be met, I evaluate it as global classroom note, is an experience and fun activity in which the motivation and concentration is very high, therefore the note that is achieved is general for the whole class. In this way it makes the points mentioned above take on an even greater value.

As you can see it is a classroom activity that can be perfectly taken to any subject or work, so that you have an even clearer idea of ​​how it is done in a real way in the classroom, here I am enclosing a video of my class doing the activity.

I hope that this experience will be useful for your classrooms and as you already know you can contact me for any doubt, advice or criticism