Computational Thinking: An Important Skill for All Students Joe Kmoch Washington HS of IT Milwaukee Public Schools

#nafnext #NAFNext Session Description Given the importance of computing and computer science in most career paths, computational thinking must be a part of every curriculum. This session explores how computational thinking is related to computer science and information technology and how it might affect K-12 education. Participants will look at curricula examples and learn about new resources produced by a joint ISTE/CSTA NSF group.

#nafnext Three Statements about Computational Thinking Based on 9 computer science practices and their application to most subject domains –Data Collection, Data Analysis, Data Representation, Problem Decomposition, Abstraction, Algorithms, Automation, Simulation, Parallelization Related to Common Core in Mathematics Probably our best shot to get Computer Science experiences in K-12 3

#nafnext Critical Thinking + Computing Power = Making Decisions or Innovating Solutions (Think “Create, Produce, Manipulate”) What is CT?

#nafnext The core principles of Computer Science are the basis for Computational Thinking. CT is the use of CS principles in problem domains What is CT?

#nafnext A Digital Age Skill for Everyone Why CT? Why Now?

#nafnext The knowledge and skills that students need to know and be able to do by the time they graduate from secondary school. CT for All Students

#nafnext The CT Student

#nafnext CT for All Teachers All teachers can and should be responsible for teaching skills, practice, and assessment of CT. This is not a “computer thing”.

#nafnext CT for All Teachers Most teachers already incorporate CT basics, but may not know it.

#nafnext CT for All Teachers CT has a shared vocabulary that can be highlighted in lessons from every discipline.

#nafnext CT for All Teachers CT is made up of foundational building blocks of concepts, skills, and dispositions that get more sophisticated as students get older.

#nafnext CT for All Teachers CT doesn’t necessarily require computers.

#nafnext CT Operational Definition (handout)

#nafnext Computational Thinking is The marriage of –the big ideas in computer science (such as abstraction, algorithms, modeling, problem decomposition) –with problems and big ideas in most other subject matter domains CT Operational Definition

#nafnext CT Building Blocks (handout)

#nafnext High school Abstraction CT in the Classroom

#nafnext Technique of generalizing from specific instances (dealing with both process and data) Capturing essential common characteristics while discarding unessential characteristics Operating simultaneously at multiple layers and define relationships between layers What is abstraction?

#nafnext Cooking a Meal Abstraction Cooking a meal At the highest level we might have the list of courses that make up the meal –Appetizer(s) –Soup/salad –Entree –Dessert And probably an order in which to work on them (project timeline) 19

#nafnext Cooking a Meal Abstraction At the next level, we might have the details of the individual parts –The recipes, for example At the next level, we might have the details of how to do certain cooking actions –doing a reduction or –pureeing, or –rolling dough (All process abstractions) 20

#nafnext Example of data abstraction This Chicago transit map is a data abstraction; contains essential info like stations and transfer points, avoids details like exact street locations of stations or distances 21

#nafnext Process Abstractions of the mind Techniques For example: Divide and Conquer Abstraction of how to solve a problem, not actually a solution to any particular problem. Take a problem and divide it into several piece Solve or complete each piece Re-combine the pieces to solve original problem 22

#nafnext CT Learning Experiences

#nafnext CT Learning Experiences

#nafnext CT Learning Experiences

#nafnext CT Learning Experiences

#nafnext CT Learning Experiences

#nafnext CT Learning Experiences

#nafnext CT Learning Experiences

#nafnext Traffic Jam (activity)

#nafnext Another activity Please get into groups of 4-8 Review the Computational Thinking within Disciplines Chart Within your group brainstorm some lessons in your discipline where you already include one or more of the CT concepts or dispositions; together consider how you could enhance these lessons to include one or more additional CT concepts or dispositions. 20 minutes; write ideas on a large sheet Then we’ll share at least one idea from each group

#nafnext Comparing CT Core Dispositions and CCSS Standards for Mathematical Practice CCSS Standards for Math PracticeComputational Thinking core dispositions 1. Make sense of problems and persevere in solving them Confidence with complexity Persistence in working through problems 2. Reason abstractly and quantitativelyAbility to deal with open ended problems 3. Construct viable arguments and critique the reasoning of others Ability to communicate and collaborate to achieve a common goal 4. Model with mathematicsTolerance for ambiguity 5. Use appropriate tools strategicallyAbility to communicate and collaborate to achieve a common goal 6. Attend to precisionPersistence in working through problems 7. Look for and make use of structureAbility to deal with open-ended problems 8. Look for and express regularity in repeated reasoning Ability to deal with open-ended problems < for-mathematical-practice/

#nafnext Comparing CT Core Concepts and CCSS Standards for Mathematical Practice CCSS Standards for Math PracticeComputational Thinking core concepts 1. Make sense of problems and persevere in solving them Data collection, analysis, representation Problem Decomposition/Analysis 2. Reason abstractly and quantitativelyAbstraction 3. Construct viable arguments and critique the reasoning of others Algorithms and Procedures 4. Model with mathematicsModeling & Simulation 5. Use appropriate tools strategicallyAutomation 6. Attend to precisionData collection, analysis, representation 7. Look for and make use of structureParallelization Algorithms & Procedures 8. Look for and express regularity in repeated reasoning Algorithms & Procedures < for-mathematical-practice/

#nafnext CCSS: Standards for Mathematical Content High School: Modeling Modeling Standards Modeling is best interpreted not as a collection of isolated topics but rather in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol ( ★ ). < modeling/introduction/

#nafnext CT Statement #1 CT is a key interdisciplinary component in preparing students to be successful in a globally competitive workforce. If students are going to be successful in postsecondary education and compete for and win jobs, they must have the critical thinking and problem-solving skills that CT provides (Wagner). From ISTE CT Website, Computational Leadership Toolkit (8/22/11), p 42 Tony Wagner, Innovation Education Fellow, Technology and Entrepreneurship Center, Harvard U

#nafnext CT Statement #2 CT is a critical enabling skill that will raise the level of achievement for all students, especially those who are traditionally marginalized. Successful students must be able to connect and apply academic content to real-world situations, and CT provides a framework for that learning connection (Marzano). From ISTE CT Website, Computational Leadership Toolkit (8/22/11), p 42 Robert J Marzano, Marzano Research Laboratory

#nafnext CT Statement #3 CT is already a learning strategy in many classrooms and lessons today. However, we need to more closely examine the uses of CT and identify and expand student and teacher awareness about its impact and power. This means we probably do not have to expend large sums of money. We just need to recognize and align CT strategies to current practices. From ISTE CT Website, Computational Leadership Toolkit (8/22/11), p 42

#nafnext NSF CE21 proposals require CT prominently CSTA K-12 CS Standards, 3 rd ed (CT is a major focus of these new standards) New AP Computer Science Principles and Exploring CS Curricula – CT plays a major role CT is gaining traction!

#nafnext Consuming content and parroting procedures is 19 th and 20 th Century 21 st Century Education is about process, about learning tools and skills to remake content, create new learning and solve problems (think creators, producers) Not about just formal education in school but also about informal education – 24 hour learning – the network CT promotes 21 st Century Learning Re-Imagining Learning in the 21 st Century: MacArthur Foundation Rethinking Learning: The 21 st Century Learner: MacArthur Foundation

#nafnext Contextual Multidisciplinary Project-based and inquiry based Looking deeply at a problem Using abstraction + algorithms + analysis + bringing to bear any number of tools + possibly automation/computing CT Features

#nafnext CT isn’t necessarily useful for all problems...but for many of our largest problems involving sciences, environment, social studies for example where large datasets abound and modeling and simulation techniques are useful CT for our larger problems

#nafnext Technology Review (May/June 2013) 10 Emerging Technologies – among them: Deep Learning (AI) Prenatal DNA Sequencing Baxter: Blue Collar Robot Smart Watches Ultra-Efficient Solar Power (Nanotechnology) Big Data from Cheap Phones Supergrids CT in Emerging Technologies

#nafnext CT Teacher Resources and CT Leadership Toolkit For free download at Coming Soon! CT database for links to research and other teacher resources. CT Resources

#nafnext For more information, contact: Or Joe’s site: Thank you!