computational thinking showcase: computing concepts across curriculum pi: vicki allan...
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Computational Thinking Showcase: Computing Concepts Across Curriculum
• PI: Vicki Allan [email protected]
• Chad Mano [email protected]
• Donald Cooley [email protected]
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If you build it…
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Why do we start out with programming?
Often we hope students will – explore algorithms– understand concepts– make associations– think about design– consider efficiency– get excited with the possibilities
• But is it 95% “tedious” for 5% “ah ha”?
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More than “just programming”• Insanity: doing the same thing over and over
and expecting a different result.• If you keep doing what you've been doing
you'll keep getting what you've been getting.
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Idea
• Interactive Learning Module ILM
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Discussion points
• What is corresponding graph? What is an edge? What is a node?
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Why do computer scientists like graphs?
• How do we use graphs to model problems?• Can you think of a problem that is appropriate
for a graph?
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Modeling other problems
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CollaborationTry to design a map that requires five different
colors. • Students loved trying it – especially when we
told them it wasn’t possible.• Not easy to check. – Better if they could copy their design (so multiple
attempts to color are possible)– Have them design their map via the computer (to
get computer verification) or help with coloring.
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Designed by RET teacher
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Teachers• Liked the idea of using technology to teach
technology.• Designed ILMs to meet curriculum guidelines• Customize existing ILMs• csilm becomes the glue to put various material
in a single activity• Create ILMs from existing internet resources
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Discoveries• Students can go at their own rate – an advantage
and a disadvantage• Allows one-on-one time with someone who is
struggling• Teacher presentation is important
– context of activity (5-10 minutes), – explanation of the main activity (the lead-in) (5-7 minutes), – transition to main activity that includes instructions (2-3 minutes), – main task (20-25 minutes), and – review of activity (3-4 minutes) – survey (3 minutes)
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Teachers…• Excellent insight as to what would work– Reading instructions– State mandates– Produce this output rather than follow these steps
• What is computer science – different for each• Other requests– Liked the ability to pair questions with software and
step through stages. – Want all software as an ILM– Automatic grading of responses
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Lessons Learned
• The “community” we created of college professors with K-12 teachers and the teachers with each other was extremely valuable.
• Being able to compensate teachers for participation is a huge advantage. With everything that requires their attention, paid time gives them a reason/resources to select this project.
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Results(116 middle schoolers)
Which way would you prefer to learn new material:
• ILM 47%• Reading 29%• Lecture 15%• Written homework 9%Well liked – but discovery learning is different
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What made the activity uninteresting?
• 48% nothing• 11% reading• 7% taking the survey• 7 % lecture• 6% everything• memorizing, homework, easy, boring, long
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How well did the exercise help you to learn the material?
• Extremely well 33%• Quite well 32%• OK 29%• Not very well 3%• Not at all 3%
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Computational ThinkingGoals• closes the gap between what is learned in theory and its use• improves time-on-task and increases motivation even after
failure• private - removes stigma of failure • provides a scaffolding for learning, giving cues, hints, and
partial solutions • personalizes learning so that students can control the pace
and the topics they pursue• exhibits infinite patience and provides a self-regulated
approach to learning
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Methods
• We create a community to plan and implement an exciting first exposure to computer science.
• We create a set of Interactive Learning Modules which capture interesting computer science problems and challenge users to think creatively.
• We foster the use of collaboration-based experiences throughout the computer science curriculum.