1. Computational Thinking Throughout the Curriculum
Joe Kmoch Milwaukee, WI June 6, 2017
Karen North
Houston, TX
June 6, 2017

2. Goals
Share promising approaches and experiences integrating CT into various content areas.
Discuss opportunities to integrate CT across the curriculum
Collaborate on writing new examples
Generate questions, concerns and feedback.
Sign up to continue this work
Break up the problem into smaller parts – this is called Decomposition
Using insight we discovered a Pattern
We analyzed the pattern and created specific steps to solve this problem – this is an Algorithm
We looked at similar problems and came up with a formula, a simplification, a generalization – an Abstraction

3. But first…It’s Make Believe Time
Pretend you’re a fourth grader
Now put on your thinking caps…

4. Thinking, no writing… Sum up all of the whole nmbers from 1 to 200
...in 30 seconds
---Starting NOW
Continue with “In your head…but don’t start until I tell you...”

5. Sum the numbers task Did you get a total? Was it too hard to do?
Let’s work on this together…

6. Solving the problem… Break up the problem into smaller chunks
Start at the two ends – what is ?
What is ?
What is ?

7. Continuing… Do you see a pattern?
What’s the next couple of steps in this pattern?
When does this pattern stop?

8. Continuing…
How many of these pairs of numbers do we have that add up to 201?
So how do we find the answer to our original problem?
These are steps to solve the problem
An Algorithm – can you state it in words?

9. …in general...
What if we wanted to add up the numbers from 1 to 2,000?
How about from 1 to 20,000?
Can you come up with a formula that works for any of these?
We can call this an abstraction
(a simplification, a generalization)
Q to ponder: what about ending in an odd number, eg 1 to 155?
And from the abstraction, we can generate a general algorithm (formula in this case)

10. What have we learned? Decomposition Patterns Algorithm Abstraction
Break up the problem into smaller parts – this is called Decomposition
Using insight we discovered a Pattern
We analyzed the pattern and created specific steps to solve this problem – this is an Algorithm
We looked at similar problems and came up with a formula, a simplification, a generalization – an Abstraction

11. All fundamental to computer science
What is CT?
There are lots of similar approaches to a definition, but they seem to focus on using
Decomposition
Pattern recognition
Algorithms
Abstraction
Expressing an approach that a computer (human, machine or both) can be used to achieve a solution
All fundamental to computer science

12. What is CT?
From the K-12 Computer Science Framework
CT is the ”human ability to formulate problems so that their solutions can be represented as computational steps or algorithms to be carried out by an information-processing agent (e.g., a computer).”
CT is central to the practices and concepts of the framework

13. Polya’s Four Steps Problems can be successfully solved by
Understanding the problem
Planning a solution
Implementing this solution
Testing/Evaluating

14. Where does CT fit in?
CT is engaged primarily in the first two steps
Understanding the problem
Using pattern recognition and decomposition
Planning the solution
Using abstraction and algorithms
CT is involved with the problem solution created in such a way that a computer can be involved in the solution, but CT is not coding

15. Google Video
Computational Thinking at Google

16. CT includes… 9 (11) concepts: 5 dispositions:
Data Collection, Analysis, Representation; Decomposition; Pattern Recognition and Generalization; Algorithm Design; Abstraction; Automation; Modeling/Simulation; Parallelization
5 dispositions:
Dealing with and tolerance for complexity, persistence, ambiguity, open- ended problems; communication and collaboration
Tinkering: :confidence in dealing with complexity
Persevering: persistence in working difficult problems
Debugging: tolerance for ambiguity
Creating: ability to deal with open-ended problems
communication and collaboration with others

17. CT/CS Concepts and approaches
Data Collection, Analysis, Representation
Decomposition
Pattern Recognition and Generalization
Algorithm Design
Abstraction
Automation
Modeling/Simulation
Parallelization

18. CS/CT Dispositions
Tinkering: :confidence in dealing with complexity
Persevering: persistence in working difficult problems
Debugging: tolerance for ambiguity
Creating: ability to deal with open-ended problems
communication and collaboration with others
These are tendencies we want to nurture in all or our learners whether involved in CT or not

19. Your Turn
Form groups of 5-6 people by area of interest (or create a new area of interest)
Select a facilitator and a scribe
Open - please take notes under the tab with your subject name
OR use sticky notes
Display NAF CT worksheet

20. Discussion Time (5 min) Discuss integrations you have done or seen
Roles: Facilitator starts a structured discussion by asking group members to share out an idea, resources for a lesson that integrates CT into another subject. Scribe takes notes on sticky notes or online

21. Development Time (15 min)
Develop example(s) of integrations you’d like to see or have seen (look at your handout packet for examples)
Roles: Facilitator asks for ideas for new CT examples in your content area and then helps to select and develop a new or modified example (increasing the CT). Scribe takes notes on sticky notes or online

22. Sharing Out (10 min) Report out and sign up to continue work…
Roles: Facilitator and or Scribe reports out on an example their group developed.

23. Volunteer Volunteer to help create more examples.
On the Google sheet labeled “sign up”, add your name, contact information, and if you’d like to continue

24. Google 130+ lessons http://g.co/exploringCT Click on 130+ materials
Lesson plans, demos, programs
US History (2)
Language (11)
Music (1)
Math, Science, CS (over 100)

25. Other CT Resources Online course from Google
Integrated into a variety of subject areas
Create a plan for yourself

26. Other CT Resources (Great Britain)
BBC Bitesize Intro to CT
Primary and secondary areas
Computing At School (CAS) Community – CT
A Guide for Teachers
Many more British resources listed here:

27. Other CT Resources (Great Britain)
Computing At School (CAS) Community – CT
A Guide for Teachers
Many more British resources listed here:
Other CT Resources (Great Britain)
Computing At School (CAS) Community – CT
A Guide for Teachers
Many more British resources listed here:
BBC Bitesize Intro to CT
Primary and secondary areas
Computing At School (CAS) Community – CT
A Guide for Teachers
Many more British resources listed here:

28. CT Competition Bebras Computing Challenge 2017 mid-November
Four Divisions: gr 5-6, gr 7-8, gr 9-10, gr 11-12

29. Questions? Joe Kmoch Milwaukee, WI joe@jkmoch.com Karen North
Contact info:
Joe Kmoch
Milwaukee, WI
Karen North
Houston, TX
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