Download - Gail Chapman, UCLA
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Gail Chapman, UCLAFebruary 14, 2012
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Agenda
1. Research and Philosophy of ECS2. ECS as a Model for CS Reform3. ECS Curriculum and Professional
Development4. ECS Sample Activity5. Scope and Impact of ECS6. Student and Teacher Responses
3Research and Philosophy of ECS
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Research Leading to ECS
What is computer science, anyway?
Course offerings vary between schools
Computing courses have no academic home
Culture of low expectations around computing knowledge
Little curricular connections with students’ experiences
Counselors need information
Teachers need support Students have interest!
Findings
Complex interaction between school structural issues and belief systems which lead to disparities of access along gender, racial, and socioeconomic lines. Schools with high numbers of students of color tend to
have low-level courses, such as keyboarding. (At the time only 11 out of 57 high schools in LAUSD offered AP CS.).
Counselors don’t steer girls and students of color to cs. The privilege of having access at home is seen as an
indicator of ability while those without such access get kept out.
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Broadening Participation in Computing for Underrepresented Students
Democratizing CS Education
Rather than focus our attention on the traditional pipeline issues, we have chosen to approach this as an equity issue.
As a community we argue that the ability to think computationally is an essential 21st century skill—so we need to prepare all students to have this fundamental knowledge to be able to fully participate in society.
If more students are given these opportunities a side effect should be a natural enrichment of the pipeline.
How do we make this happen?
Availability of courses for all students in all schools— Build courses at all schools, so that any student who
desires to access this knowledge can do so, whether or not the students are college bound.
Curriculum and assessment— Tailored towards students in meaningful ways Developed to highlight the multiple ways of knowing
and learning that students bring to classrooms. Teachers—
Must be supported in developing an inclusive inquiry based pedagogy that is effective for engaging girls and students of color.
9 ECS as a Model for CS Reform
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Model of CS Education Reform
Curriculum
Teachers &
Pedagogy
Policy
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ECS Equitable Learning Model
Inquiry Teaching
& Learning
Equity & Classroom
Culture
CS Concept
s
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Inquiry-Based Philosophy of ECS
Students are actively engaged in developing their own understandings of concepts
Students think creatively within limits of activity
Students work in pairs/groups on activities
Students explain concepts and definitions in their own words
Students have flexibility in topic selection in some cases
Student understanding captured with multiple forms of formative and summative assessments
Teachers are facilitators of student inquiry
Teachers elicit responses that uncover student knowledge about topic or concept
Teachers create interest Teachers ask probing questions
to redirect students’ investigations when necessary
Teachers allow for multiple solutions to given problems
Teachers draw from multiple sources to check for understanding
Teachers are comfortable with noisy, energetic, classroom
STUDENTS TEACHERS
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Engage Explore Explain Elaborate
Evaluate
5 E’s of Inquiry Behavior
Model (Adapted from the 5 E Model”, R. Bybee)
14 ECS Curriculum and PD
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The ECS Curriculum
Creative nature of computing
Technology as a tool for solving problems
Relevance of computer science and its impact on society
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ECS Instructional Units
1.Human Computer Interaction
2.Problem Solving3.Web Design4.Introduction to
Programming 5.Computing and Data
Analysis6.Robotics
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ECS Computational Practices
Analyze effects of development in computing
Design and implement creative solutions and artifacts
Apply abstractions and models Analyze one’s own computational work and
the work of others Connect computing with other disciplines Communicate thought processes and results
in multiple formats Work effectively in teams
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ECS Computer Science Concepts
Unit 1: Human Computer Interaction• Hardware components• Tasks suitable for computers• Reliability of Internet searches• Communication as data
exchange• Societal impacts of computing
(throughout)
Unit 2: Problem Solving• Creation of algorithms
that meet specified objectives
• Behaviors of algorithms• Tradeoffs of different
algorithms for same problem
• Binary numbers and computers
• Expression of solutions using design tools
• Characteristics of problems that cannot be solved by an algorithm
Unit 3: Web Design• Web pages that address
specific objectives• Selection of appropriate
techniques to create web pages
• Separation of style from content in web page design
Unit 4: Introduction to Programming• Appropriate algorithms to
solve a problem• Abstraction to design solutions
to problems• Design, code, test, and
execute a program that corresponds to a set of specifications
• Selection of appropriate programming structures (data types, loops, sequencing)
• Debugging of programs• Explanations of how programs
function
Unit 5: Computing & Data Analysis• Various forms of data• Appropriate data
collection methods• Analysis and
interpretation of data• Representation of data
and identification of patterns
• Using data to make a case or describe a phenomenon
Unit 6: Robotics• Characteristic that define
a robot • How different hardware
designs affect the function of a machine
• Correspondence between actions of the robot and parts of the program
• Ways that robots can be used in a variety of settings
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Unit 1: Human Computer Interaction
Unit 2: Problem Solving
Topics• Computers and the internet• Data collection and
representation• Models of intelligent behavior• Societal impacts of computing
Activities• Buying computer simulation• Taking apart a computer• Explore search engines,
resources, and Web 2.0 tools. Evaluate websites.
• Examining appropriate forms of communication technology
• Peanut butter & Jelly sandwich instructions
• Following directions quiz• Ron Eglash’s culturally situated
design tools – virtual bead loom, Pacific Northwest basket weaver, Navajo rug weaver
• Turing test
Topics• Algorithms and abstractions• Connections between
mathematics and computer science
Activities• Examining differences in data
collection for making a case (advocacy) or discovery (research)
• Apply problem solving process to variety of problems
• Ron Eglash’ culturally situated design tools – cornrow braiding
• Counting in binary, CS Unplugged
• Linear and binary search algorithms
• Describe and compare various sorting algorithms
• Minimal spanning trees and graphs – Muddy City, CS Unplugged
• Carpool route final project
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Unit 3: Web Design Unit 4: Introduction to Programming
Topics• Web page design and
development• Computers and the Internet• Algorithms and abstraction
Activities• Explore issues of social
responsibility on Web and society issues of web on society, personal lives, and education
• Use basic html • Explore image editing software• Explore concept of separating
style from structure and keeping separate html and css files
• Introduce variety of page layout styles
• Explore website enhancements such as combining Javascript, html, css, and Photoshop, accordion menus, lightbox, and sliding images
• Final project – develop website on assigned topic/theme
Topics• Programming• Algorithms and abstraction• Connections between
mathematics and computer science
Activities• Introduce Scratch and
terminology• Create dialogue between two
sprites• Practice event-driven
programming through alphabet game
• Introduce concept of broadcasting via role play.
• Introduce concepts of variables, conditions, And/Or/randomness
• Build rock/scissors/paper program
• Create timing game program• Final project – develop either a
game project or a story about My Community
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Unit 5: Computing and Data Analysis
Unit 6: Robotics
Topics• Data and information• Algorithms and abstraction• Connections between
mathematics and computer science
• Programming
Activities• Discuss photo ethics and data
collection safety considerations• Create maps using latitude and
longitude of location, then from file
• Discuss categorical and continuous data and representations, looking at trends
• Represent data with bar plot, mosaic plots, and histograms
• Filter and query text data to create subsets.
• Final project – develop website or Scratch to present data analysis campaign on community issue
Topics• Robotics• Algorithms and abstraction• Connections between
mathematics and computer science
• Programming• Societal impacts of computing
Activities• Identify criteria that makes an
item a robot• Evaluate robot body designs• Create algorithms to control
robot behavior• Build LEGO Mindstorms NXT
robot• Write instructions for tic-tac-
toe• Build, program, present
dancing robot• Build, program, present a
rescue robot• Final project – build, program,
present robot that solves a stated problem
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The ECS Professional Development Highlight the ECS conceptual structure and dynamic
relationship between curriculum, computer science concepts, pedagogy, and diverse student learners in the classroom
Model and make explicit characteristics of an engaging inquiry-based pedagogy
Consider multiple methods and purposes for formative and summative evaluations of student learning
Deepen discussions around equity issues in CS classrooms
Develop reflective practitioner skills and strategies Build professional ECS teacher community to provide
support, guidance, mentoring
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ECS Summer Institute PD – June 2011
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Ongoing Support for ECS Teachers
Saturday Quarterly
Workshops
Ning Online
Community
ECS Coaching Program
ECS Communit
y Gatherings
Summer Institute
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Respond Individually on Paper
1. What was your first reaction?
2. What are 3 questions you would like to ask about this chart?
CountryRatio of Pay
CEO: Avg Worker
Japan 11:1
Germany 12:1
France 15:1
Italy 20:1
Canada 20:1
South Africa 21:1
Britain 22:1
Mexico 47:1
Venezuela 50:1
United States 475:1
27 Scope and Impact of ECS
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ECS Student Enrollment
2008-2009 (pilot) = 306 students
2009-2010 = 922 students 2010-2011 = 1,377 students 2011-2012 = 2,136 students
ECS 2011-2012 ENROLLMENT—16 schools
Race/Ethnicity Female Male TotalLatino 734 915 1,649
Asian 46 81 127
African American
92 108 200
White 25 57 82
Pacific Islander 1 0 1
Native American 4 5 9
Filipino 21 47 68
TOTAL 923 1,213 2,136
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The ECS Policy Approach
LOCAL District support; memos to
principals Principal support; place
class in master schedule Teacher support; attend PD
and advocate for classSTATE Partner with San Jose,
Oakland ECS schools University of California
Office of the President – Awarded “G credit” (college preparatory elective) to ECS
Linked Learning
1. UC College Prep G Credit
2. CTE Credit3. Potential IT Strand
Foundations Course4. Program of Study5. Program Status
ECS Course Enrollments--CaliforniaDistrict 2009-
102010-
112011-
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LAUSD 16 17 25
ESUHSD 2 5
SJUSD 1 3
SCUSD 2
OUSD 2
Total 16 20 37
District 2009-10
2010-11
2011-12
LAUSD 900 1,377 2,136
ESUHSD 121 192
SJUSD 24 78
SCUSD 41
OUSD 48
Total 900 1,522 2,495
Schools:
Students:
ECS Expansion
Chicago Office of CTE for the CPS has decided to
make ECS the foundation course for all 5 IT strands.
Plan is to have all CTE teachers trained in ECS and all strands fully implementing (3 year plan)
ECS will also count as a math credit.
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Necessary Ingredients for Success—Preliminary Findings
Interested/enthusiastic teachers Embrace philosophy and participate in PD
Investment in strong collaborative local partnerships Effective communication mechanisms must be designed to facilitate the
true cooperative decision-making necessary to build a strong foundation. Building a network of teachers, administrators, and school officials is
necessary to address the issues of institutionalism and sustainability. Recruiting is made easier when the infrastructure is in place.
Local support for professional development and building a strong teacher learning community Ongoing professional development is necessary for building and sustaining
a teacher learning community When teachers reflect on the practice of teaching rather than just focusing
on content they are more likely to make changes that will support the learning of diverse student populations
Without providing this support we run the risk of dull pedagogy or culturally insensitive practices continuing to turn students away from computing
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Ingredients for Success—Preliminary Findings
Interested/enthusiastic teachers Embrace philosophy and participate in PD
Investment in strong collaborative local partnerships Effective communication mechanisms to facilitate cooperative
decision-making A network of teachers, administrators, and school officials to address
the issues of institutionalism and sustainability. Recruiting is made easier when the infrastructure is in place.
Local support for professional development and building a strong teacher learning community Ongoing PD is necessary for building and sustaining a teacher
learning community When teachers reflect on the practice of teaching rather than just
focusing on content they are more likely to make changes that will support the learning of diverse student populations
36Student and Teacher Responses
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Student Responses
Methodology: Pre-course (n=1123) and post-course (n=637) surveys to Exploring Computer Science students. Only statistically significant findings are presented.
Students learned computer science best: Working in a group of 3 or more people (46%) Getting help from a classmate (24%) Alone (17%)
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Improved Student Knowledge
Before ECS After ECS
Problem-solving 4.3 5.8
Website design 3.8 6.1
Programming a computer
3.2 6.6
Robotics 2.0 6.0
Students rated their knowledge of following topics from 0-10:
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Favorite Student Topics
Loved Liked Disliked
Problem-solving 35% 40% 6%
Website design 31% 48% 4%
Programming/Scratch
28% 44% 8%
Robotics 31% 35% 5%
Different fields that computing is used
17% 58% 4%
Students rated their feelings about each of following topics:
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Increased Interest in Computer Science
Methodology: Using items from the Computer Science Attitude Survey (N Carolina State University, 2002), motivation was assessed. Positive increase in student motivation to
engage in computer science and related activities
Increased students’ desire to work out a difficult problem rather than have the answer given to them
Increased interest to pursue more computer science courses and computing-related careers
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Teacher Experiences
“I have never had so many students who commented they ‘will miss this class’ or that ‘ECS is their most popular class.’ I also had several students who came back to visit my class or see what the ‘new group of students’ was doing. Some even stayed to assist some ‘new’ students, who were usually friends or a brother/sister.”
“I rewarded them when they felt like ‘giving-up’ but hung in there and kept trying. I encouraged failure and made failing and trying to get it right a way of life in my class. I told them ‘That's what Exploring is all about.’ I think the students now understand the value of failure and reflecting on it, later enjoy the fruits of hard earned success.”
42We asked students to complete the following:
Because of Exploring Computer Science, I …
This is what they said.
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MORE IN TUNE WITH HOW EVERYDAY THINGS THAT EFFECT
MY LIFE ARE MADE AND PROGRAMMED
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MORE OPEN TO PURSUING A CAREER IN
COMPUTER ENGINEERING
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LEARNING HOW TO BE SPECIFIC
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CAPABLE OF LEARNING AND ADAPTING TO PROBLEMS AND
LEARNING ITS SOLUTION
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VERY HAPPY
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A COMPUTER SCIENTIST EXPLORER
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MORE IMAGINATIVE
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100% GOING TO MAJOR IN COMPUTER SCIENCE
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THINKING MORE LOGICALLY AND ALWAYS TRYING TO FIND WAYS TO
GET AROUND AND OVERCOME OBSTACLES IN MY WAY
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MORE INTERESTED IN COMPUTER SCIENCE
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BECAUSE OF COMPUTER SCIENCE I AM NOW MORE EXPERIENCED AT SOMETHING I DIDN’T EVEN
KNOW EXISTED
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PLANNING ON GETTING A CAREER IN GAME
DESIGNING
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A YOUNG PROGRAMMER IN THE
MAKING
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MORE AWARE OF THE COMPUTER SCIENCE WORLD. I NOW KNOW WHAT
IT TAKES TO BE A PART OF IT AND HOW DIFFICULT YET FUN IT CAN BE.
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NOW ABLE TO TEACH PEOPLE LIKE MY MOTHER MORE ABOUT
COMPUTERS, ALSO MYSELF
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I NOW HAVE PATIENCE. I’M NOT SCARED OR SHY TO SPEAK MY
MIND OR ASK QUESTIONS.
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ABLE TO RECOGNIZE I AM A PROBLEM SOLVER AND
PROBLEMS CAN BE SOLVED IN A VARIETY OF WAYS.
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ABLE TO THINK OUTSIDE OF THE BOX. INSTEAD OF JUST THINKING EVERYTHING JUST HAPPENS I KNOW THERE IS A LOT OF HARD WORK THAT
IS PUT INTO EVERYTHING THAT HAPPENS.
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QUITE A NERD AND HAPPY I GOT THIS
CLASS.
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I’M MORE CREATIVE AND I DON’T GIVE UP WHEN SOMETHING THAT I DON’T
COMPLETELY UNDERSTAND IS DIFFICULT. I KEEP TRYING AND SEE THE RESULTS.
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SMART ^.^
