#miched Archive
The #michED chat is a grassroots effort dedicated to giving teachers, students, and parents across Michigan a bigger voice in the conversation about education in our state. We welcome all voices through a variety of projects, media, and social networking. We’re trying to address educational issues through apolitical conversation, spreading ideas and stories of success from Michigan classrooms across the state, and helping teachers and students regain the courage to connect and demonstrate that schools in Michigan are creating amazing opportunities for learning. We want the face and voice of education in Michigan to be a mural of shared experiences and positive examples of connected learning.
Wednesday April 27, 2016
Q1: Welcome to the chat! Tell us about yourself: name; where/what you teach; fun fact: how many coffees have you had today?
Q1: Welcome to the chat! Tell us about yourself: name; where/what you teach; fun fact: how many coffees have you had today?
Hey - Kit Hard from Sarnia, ON - EdTech Supervisor for Port Huron Schools. Only 2 cups of coffee today - down about a quart ;-)
A1. Kaarin Averill tweeting for Oakland University School of Ed. Retired MS Principal and had 3 coffees today
A1: Hi Rich from A2, teacher/science consultant and I had at least 1L of coffee thru out the day.
While we wait for others to join, you may want to check out this resource on computational thinking. https://t.co/lU9z3b34a7
A1: Hi, I'm Ashley and currently I am studying Early Education at Cedarville University
Q1 Hi everyone! Sarah, working with PSTs at MSU, 2 coffees today, may need one more!
A1: Mary from DeWitt. I teach for the program at - Not a coffee fan... am I the only one?
Welcome to the Chat! Thanks for joining us tonight! How far along are you in your program?
Hey this is Kelly Grahl. I'm an elementary ed student teacher at the University of Michigan in Ann Arbor. 3 cups!
A1: Jennifer Bond, Walled Lake, 5th Grade! I think I polished off 2 this morning before I left for work.
Hi Jon Good, Doctoral student and MAET instructor; and through some strange twist of fate I've had no cups of coffee today
A1) Jeremy Lansing Waverly HS Math
2 coffees this a.m and it wasn't enough. BTW Coffee Mate Toffee Chocolate creamer is amazing
No, not the only one. doesn't drink coffee either.
Question 1 will be coming in a couple of minutes! Glad to see so many folks on the chat tonight!
A1. Cheryl from Grand Rapids- professional learner designer for k-12z 4 cups
Todd Basescu, 5th grade student teacher in Ann Arbor. I am originally from Tennessee. Sadly have only had 1 small coffee
Ann Smart from Adrian, EdTech for Jackson ISD. Fun Fact: Today I have a personal coffee mug, 1 Tims, 1 Starbucks cup in my car.
Thanks for joining us this evening! Looking forward to this chat!
A1: Dave, Proud to report I have only had 1 cup of coffee today. 😝
A1: Aman Yadav, Director , Associate Professor , Too many cups of java to count with an early flight to SFO
Eric Robinson. 2nd grade Chelsea, Mi
A1: Zaina Gennaoui, masters student in elementary ed through in A2. I love coffee but had none today!
It’s so great to see several undergrads on the chat tonight!
A1 I'm Nathan Alkire and I teach Math/Science and . I have never attempted to drink coffee!
Hey folks! Here sporadically, Derek, 5th grade teacher from Kentwood, MI!
So many blue and maize students here for the chat tonight. Welcome UofM student teachers! (from your green friend to the north)
Oops…I really mean Q2, since the first one was our introductions! lol!
Q2:What part of computational thinking (see image) do you feel you are already doing in class? https://t.co/1m68s7xQoV
Glad to see you here Derek!!
A1: only 1 cup of coffee today. (It was a pretty big cup though...)
Melissa Villanueva, teaching intern, Ann Arbor. Occasional coconut milk latte, tea all day everyday
First time to a chat, be sure to use the hashtag in each tweet & we use A1, A2, etc to answer questions. Thanks for being here!
in and out between sports and such...Jenison, mi
Hey all! High school math and Ed Tech. Coffee. You mean burnt water?
A1: Susan Buza and I'm a Masters in Elementary Ed student at UM in A2. I have sadly only had 1 cup of coffee today.
A2: I like to let kids tinker a lot!
A2: When I taught Math, algorithms were a huge part of our math. Also, when creating projects, we try to break them down into steps.
A2. This is new to me but as a former sci tchr, definitely patterns and abstraction
A2: breaking down into parts is key in computational thinking for my students, and my kids at home.
We definitely do tinkering, creating and collaborating. 2nd grade means lots of tinkering because early el is all about the process!
A2: Computational Thinking is a new term for me, looking to discover through questioning this evening :)
A2: We do a lot of tinkering, creating, & collaborating in my 2nd grade classroom, especially in coming up with solutions
A2: I resonate with debugging. I feel like I'm often in the mode of troubleshooting and reverse engineering.
Consistent pattern thinking constantly in mathematics.
new to me also. Always learning on
- huge fan of collaboration and designing. Spark creativity and think outside the box. Work that right brain
A2 definitely perseverance with all these tests for S's who struggle so greatly with even normal daily school
If you missed Question 2, here it is. Check out the graphic too- CT is everywhere. How are you using it? https://t.co/u0hMvylNPN
Q2:What part of computational thinking (see image) do you feel you are already doing in class? https://t.co/1m68s7xQoV
A2: We use CT every time we follow ordered series of steps (algorithms), or troubleshoot (debug), or look for patterns in data
A2: A lot of creating and persevering within science experiments!
what would you like to know?
actually an EdTech Consultant for JCISD. But when I work we kids I like to let them have tinker time with tech first.
Yes, process is the key! Finding a way to make things easier, effective, and efficient!
A2: Love this question because so many of these approaches are so embedded in our teaching we don't even notice them!
Hi ! In & out tonight w/ kids bedtimes, but cool topic!
Thanks hopefully what teachers will notice!
Ss 2 use Pattern thinking and Collaboration. Math & Computation also one of the basic practices https://t.co/l7XMX5exmU
Q2:What part of computational thinking (see image) do you feel you are already doing in class? https://t.co/1m68s7xQoV
Do all of you find the terms in the graphic familiar??? It’s what most of us do already! https://t.co/D7jQXBvEoW
A2: Love this question because so many of these approaches are so embedded in our teaching we don't even notice them!
A2: Depends on what needs to be taught, decomposition, algorithms & patterns. I enjoy collaboration and encourage perseverance
A1: hello! Tyler from Grand Rapids. I'm studying secondary education at kuyper. It's exam week and somehow went without coffee today
A2 depending on the project, I can pull from each category. As many have already mention, the concept is new, but the skills are not
Agreed! Computational Thinking really seems to have a lot of parallels with good instructional practice https://t.co/6XjUhTgCgw
A2: Love this question because so many of these approaches are so embedded in our teaching we don't even notice them!
A2: Yes, Yes, YES! Tinkering and playing are so important to learning! https://t.co/mV9X5unncm
We definitely do tinkering, creating and collaborating. 2nd grade means lots of tinkering because early el is all about the process!
After looking at this chart, I think I'm more on the side of approaches. Teaching how to think rather than just lots o' concepts.
Q3:Computational thinking is all about problem solving. What does “problem decomposition” look like in your different subject areas?
Middle School and Science...such a good combo!
Yes! Ran out of characters-- all came out in different ways when I taught MS English!
But I think the difference is how do we see computers doing the 'grunt' work and how do we plan that?
A1: Late to the party but I already posted my response to A2! Checking in! Alex here, Math teacher for ms students, hamtramck, MI
Yes, the approaches are comfortable to us too! Now…think about how they relate to computer science and problem solving!
A2: I do not currently teach a class because I am still in school so I do not have a great answer for this
Glad you joined the Party on tonight!
A3. Conversations about the why & alternative paths. Inquiry questioning.
problem solving in general. What is the problem, what are the steps I need/don't need. Does the answer make sense?
A2: my favorite word in there is collaboration. Can be a very powerful method.
You could think about how you break down problems as a student…or what you remember as a student.
A2: Right now, in our Pablo Neruda unit, I'd say my Ss & I are finding a lot of patterns. Oh! David, HS ELA, Spring Lake.
. check out the archive and Storify. I'm sure there will be great thinking and resources shared!
A2: The ultimate (not necessary) step of computational thinking involves automation to execute algorithms (i.e. programming)
A3: Lenses, players, roles in SS - could all be part of the breakdown of big problems/dilemmas - thinking back to Fri !
There’s a lot of great chat going on about computational thinking!How are problems broken down in your class? https://t.co/2iFxye04hq
Q3:Computational thinking is all about problem solving. What does “problem decomposition” look like in your different subject areas?
This is exactly it! It's kind of like teaching reading strategies and giving them a name (i.e. inferring) https://t.co/fpOhRtG3ym
A2: Love this question because so many of these approaches are so embedded in our teaching we don't even notice them!
A3: MS math students create their own steps and explanations after first intro or activity. Anchor charts on hangers
A3: Problem decomposition looks like breaking down research so S's understand the problem to move forward in solution design
A2: With MSTEP this week we've had a lot of conversations about debugging and persevering. I use decomposition a lot as an approach.
Also like "knowledge building culture"
That is a good way to think about it in SS…really getting into the roles, inferring, making judgements.
Question 4 on it’s way soon!
A3: Decomposition involves breaking down a complex problem into more familiar problems that Ss can work
A3: Problem decomposition is breaking a problem into one part at a time like we often do in 5th grade math!
Sometimes we don't need to use a computer, but process of coming up with solution is still computational thinking@OUSEHS
A3 For , we need to breakdown projects so students can meet deadlines while working with local professionals!
A1: Liz from Toledo/East Lansing, member of team at MSU, and I had one grande dark roast this morning :)
I do try to stay on top of things…this one was not at the top of any piles I had came across!
good luck with your finals and welcome to , Tyler!
A3: leading a PD on To Blog or Not to Blog tomorrow. Problem decomp plays a big part in discerning what writing needs what platform
Hey , checking in late. I'm Craig. Ed tech consultant at Kent ISD.
Q4:Algorithms in computational thinking simply means steps & rules to accomplish a task. How do you use algorithms in your teaching?
Coding robots = Tinker, debug, add, discuss new concept learned.
Agreed. These skills might come up in computing later, but are very useful on their own.
I think planning a twitter chat also requires a lot of decomposition too! What processes are the best???
Glad to see you! Welcome, welcome! . We are on question 4.
A3: to decompose a poem, we look to other subject areas--mainly history--and see what it has to tell us. We use music, too--LOTS!
A3: In my 3rd grade class, decomposition is about creating manageable steps to problem solving;teaching logical processes/thinking.
That is another great example!!
A3: Can look like examining mentor texts to notice particularly interesting or exciting pieces of craft that authors use.
A3: also uses concepts of Scale, Proportion & Quantity in the Performace Expectations
A4: Math always has algorithms but I try to teach my students CCSS #5 learn how to do things in multiple ways not just algorithms
As a future teacher I would suggest taking things slowly and step by step in order to really think through the problem
A3 while students meet deadlines, the completed work is then used to answer the issue/problem within the project
Hello,! Running late. Ryan from Flint, MS Soc. Studies.
A5. Whenever possible have Ss develop the algorithm rather than telling it to them
Q4: I have shown what the algorithm is representing when I taught 3rd grade.The connection was helpful. https://t.co/Rv43o3J03y
A4. Also many pathways toward the 'answer' but still lessons in a general algorithm
A3: think about how students need to break down projects in your class. Strategies to complete each piece and how to put together
Well put. Decomposition skills transfer to so much: relationships, broken toys, and even test taking.
I respect so much & he has done a great job for his students. Wish him luck in whatever comes next https://t.co/8geExWzmVq
A2: We are working to do more creating. Right now, we are creating green screen movies to demonstrate knowledge of the Roman Empire.
A4: Developing rules that explain and follow patterns.
absolutely! Relevance through authentic problems! Ss learning the work by doing the work!
When in HS and MS I had students find the pattern in robots' behavior and work backward to develop the algorithm behind it
A4: Writing can have algorithms when we talk about what good writers do to write an engaging text
What an awesome example of using algorithms! https://t.co/LDPevYaJVe
When in HS and MS I had students find the pattern in robots' behavior and work backward to develop the algorithm behind it
Definitely . They have to look for patterns before starting in on solving the problem. That's computational thinking, too
CT is everywhere! Check out “From Fashion to Coding: Computational Thinking as a Cognitive Tool” https://t.co/4DvOEYUO0e
A4: the writing process could b an algorithm-teaching S's drafting, revising, editing steps as an open process to creating a product
Developing rules and helping my students see patterns that exist
A4: I was at my son’s coding club, and he did an activity where he sorted color blocks and set up an algorithm for that!
CHECK THIS OUT - Why should we care about teaching computational thinking? Check out these stats https://t.co/F0fUjcIxNk
A3: Having Ss create HOT questions and then use those to drive instruction. Gives Ss the power over their education.
Question 5 coming up next!
Evening, Jared - Grandville, Elem. Admin
Q5: Experimenting and playing are key in computational thinking. What are the benefits of tinkering for students?
Glad you could join us Jared! We are now chatting about the importance of tinkering and how it builds thinking skills!
A4: We chant the steps for geographic inquiry, then use the chant as we work through global problems.
A5: Tinkering gives them the thinking skills/perseverance do do more complex thinking later on.
Very powerful! If they can create it then they don't have to memorize. Ensures they are solving the correct problem.
This is the question with CT right? Can of worms :) ???
A4. Benefits of tinkering=lower stakes, playful, authentic learning. Making discoveries in a space where it's ok to "fail"
Yes, having kids see the whole picture and the relationships of patterns is important!
A5: I love tinkering because of the lack of rules. More avenues for success!
Hi .. Stuffing face (shish kabob night!) while creepin' 💙
That's the kind of language we've used throughout our Neruda unit: "find the song of the poem", we say.
A5. Tinkering fosters creativity and innovation, testing solutions to potential problems
A5. Lends itself to multiple modalities.
A5: Letting the students work and figure it out for themselves can b great. This makes for a much more engaging lesson for them.
Q4 While students are running research projects with local professionals & profs from it is crucial!
A5. Engages them in a wide array of thinking. Stops the rote drill and kill effect
RT A5: Tinkering gives them the thinking skills/perseverance do do more complex thinking later on.
We use & teach computational thinking at ALL levels in ALL subjects! Now we have a name for what we're doing https://t.co/CYMNicK0gF
A3: In my 3rd grade class, decomposition is about creating manageable steps to problem solving;teaching logical processes/thinking.
A5: Definitely want my Ss to think iteration is a good thing: First Attempt In Learning https://t.co/r6nepJQJh0
Q5: Experimenting and playing are key in computational thinking. What are the benefits of tinkering for students?
A5: I would have to say tinkering is the most engaging and impactful way I have seen Ss drive their learning forward.
A5: Tinkering allows Ss to create a model and fix as they go. Growth mindset at its finest. Makes great conversation and learning.
A5: I have students tinkering and working on a flashlight prototype to make for our K-Buddies for their camp out. It’s so cool!
A5:outside-of-the-box thinking;my S's had to make a triangle using trapezoid patternblocks-they tinkered til they solved the problem
Check out tonight it's right up your alley. The importance of tinkering and how it builds thinking skills!
Q4 For consistency, Ss must document steps taken so those steps can be repeated when running investigations & collecting data
A5: Tinkering is aweesomeee. I love love pbl, encouraging students to "find" or "create" their algorithm, just not enough time..
A5: Normalizing the taking of risks, right or wrong, to get to a better solution. Tough to overcome fear of being 'wrong' though
Join tomorrow night at 8pm.
Technology and Blended Learning!
Many of our genius hour projects are unpolished. Tinkering = process over product and sets kids up for future successes.
A5: allowing this freedom can b difficult but the payoff can b great!
That would be interesting to watch! Do you have any photos of them working on this?
Had a stu say these words yesterday: "if we create, we'll definitely learn; if we memorize, we might."
I do think it also opens up the door for so many other things…way beyond the grade level standards.
Hi jumping in late from Grand Rapids
My favorite question! Let's talk about PLAY!!! https://t.co/LrfUdlxgqS
Q5: Experimenting and playing are key in computational thinking. What are the benefits of tinkering for students?
He/she should make a meme or a poster of that quote! https://t.co/yHwGjGEre5
Had a stu say these words yesterday: "if we create, we'll definitely learn; if we memorize, we might."
I wish I did!! It was really challenging for them but they were satisfied once they figured it out
Thanks for joining us! We are just chatting about the role of tinkering in problem solving!
A5: Lots of debugging opportunities when students tinker
A5: Tinkering's an iteration process that helps us realize our capability to create/ modify. Then comes confidence, then who knows?
A3: we are solving Rubik's cubes in comp class. Ss need to see patterns and then use the correct algorithms to solve
A lot can come out of creative moments! https://t.co/VAenXQV3AS
A5: Tinkering's an iteration process that helps us realize our capability to create/ modify. Then comes confidence, then who knows?
A5 Tinkering allows for students to create hypothesis & see if they were correct or not. It's also another way to learn thru failure
The next question will be coming soon!
Q6: Computational thinking involves finding and fixing errors. What are good debugging strategies in your content area?
A5 I don't do enough of tinkering but I think it shows Ss that they can solve problems without lots of stress, more natural process
Question 6! https://t.co/JDi3FqGqqo
Q6: Computational thinking involves finding and fixing errors. What are good debugging strategies in your content area?
I talked to Ss a lot about how tinkering is more than just try-try-again. Reflect, discuss, hypothesize, try, and so on
I agree! We do learn naturally from tinkering https://t.co/W7LYsj8LVp
A5 I don't do enough of tinkering but I think it shows Ss that they can solve problems without lots of stress, more natural process
Yes, however, tinkering can sometimes be stressful…yet they have more of a drive to keep going.
Definitely more than trial and error! https://t.co/t79Zfw5lrs
I talked to Ss a lot about how tinkering is more than just try-try-again. Reflect, discuss, hypothesize, try, and so on
A6 I think the most natural debugging situations in my class is when we just coding apps on the ipads...
A5: Constructionist approaches r powerful for kids but they don't mean throwing a computer in front of them and let them go.
Awesome! Some Ss that I tutor try to use any formula just because it is in their notes. Not a good strategy.
Yes, my son loves finding Rubrik’s algorithms on YouTube.
A6: Let Ss explore a question to a dead end, then work with them to get back on the right path. Failure's an option, not an outcome.
A6: used decomposition for debugging - fix one or two things (not more) at a time or younger ones especially feel overwhelmed
Running late Glenn from Port Huron
A6: find a partner and go over things together. Easier to learn and fix from a peer than always from a teacher
I always encourage taking your time and checking the work through before completely finishing the problem
A6. Not only this question but it seems to me that CT is a good match with PBL. Tinkering, finding and fixing errors...
Love it! “Failure is an option, not an outcome” https://t.co/pctFhJZCEH
A6: Let Ss explore a question to a dead end, then work with them to get back on the right path. Failure's an option, not an outcome.
It also teaches them to work through stress to get the desired outcome.
Q5 Grad school professor allowed us to play/experiment w/a writing assignment. Adult learners need space for creativity/play too!
A6: I think even we are always doing that, as we evaluate the learning that is going on in our classroom and adjusting.
My mind turns to writing. Can we think of writing as tinkering? Each draft an iteration? Learning through failure?
Creativity knows no age! https://t.co/SgcyIQhkOC
Q5 Grad school professor allowed us to play/experiment w/a writing assignment. Adult learners need space for creativity/play too!
stressful or not, it's a skill that companies are looking for & having a hard time finding in current grads
I definitely see writing as tinkering! https://t.co/bBi32tLcQv
My mind turns to writing. Can we think of writing as tinkering? Each draft an iteration? Learning through failure?
agreed. And one teacher won't be able to circulate enough to do the process justice without partners
I really saw this come out when my Ss built paper roller coasters.They persevered so well & were so proud!
Can coding make the classroom better?-A look at how classrooms/districts use CT to define culture of school https://t.co/BLBB0nPRZL
A6: Debugging other student work. Developing constructive strategies to discuss mistakes and suggest changes
True! It’s a “real world” skill! https://t.co/Q77AuTwRAK
stressful or not, it's a skill that companies are looking for & having a hard time finding in current grads
Yes, “Technical skills will get you hired, soft-skills will get you fired.”
absolutely! There are many forms of tinkering & writing is one of them!
A6: Mistakes are great! That's how we learn. Debugging is the frosting on the cake.
Interesting to watch Ss first try to solve. They see others solve without looking, so they just twist it hoping 4the best
As we engage girls in computing, imp to know misunderstandings abt how to increase their participation https://t.co/RNjPYLW4Lg
Peer feedback is great for the process! https://t.co/lu33QNsnA5
A6: Debugging other student work. Developing constructive strategies to discuss mistakes and suggest changes
Something I struggle to come up with an answer 4 whenever this topic comes up. Giving up control can b scary https://t.co/hRSszvEsIn
And who doesn’t like frosting?! https://t.co/YRxGKWu6vj
A6: Mistakes are great! That's how we learn. Debugging is the frosting on the cake.
A6:For youngest S's: Step and test programming, chunking a problem or task, find a part of algorithm that works, var pattern recog
It always frustrates me when kids make a mistake on a paper and say, “Do I have to fix it?”
Yes! Language is code - the structures, rules and algorithms create tone, voice, meaning. Revision=Tinkering
https://t.co/eXSnJFmiR5
My mind turns to writing. Can we think of writing as tinkering? Each draft an iteration? Learning through failure?
Writing as tinkering could be a useful analog for those who struggle with or hate it. Cross content too
Tinkering gives students the perfect opportunity to learn from FAILing (First Attempt In Learning) and taking risks .
I think it has to do with the relationship with the students. Building that trust is vital.
Question 7 will be up in a minute! I have LOVED this chat! There are so many great conversations!
A5 The students are great at helping each other with issues! It reinforces our team environment.
Ensuring repeatability to validate results.
Q6: Yes, my kids spent a lot of time tinkering with code using the program! Even I enjoyed it!
coding is another great example! Learn it through doing it! When it doesn't work, must fix it
A6: The fickle, fuddled world of written word is endless "tinkering"! When Ss find fun in wordplay, down the rabbit hole they go😄
. in an instant gratification era, this is necessary to teach!
If we want our kids to take risks w/ the chance of failing, we need to model. Losing control isn't always a bad thing.
Hands on learning! https://t.co/6fPQaHQd4A
coding is another great example! Learn it through doing it! When it doesn't work, must fix it
Q7: Computational thinking encourages creativity, collaboration, and perseverance. What do you like best about these CT skills?
Exactly! CT is a match for most good teaching. :) https://t.co/OaYACQJASZ
A6. Not only this question but it seems to me that CT is a good match with PBL. Tinkering, finding and fixing errors...
Question 7! https://t.co/4nTQKGr5mX
Q7: Computational thinking encourages creativity, collaboration, and perseverance. What do you like best about these CT skills?
I have found it a good way to stress the importance of punctuation.
A6: and my collaborative framework to give kids words to help each other debug while computing https://t.co/KAIPtkAeUS
A7. These are all 21st cent soft skills that are needed and cannot be measured on standardized tests
A6: Showing that mistakes are part of any worthwhile endeavor, an essential part of learning vs something to be avoided at all costs
Nice. This notion is just dawning on me. I can think of many former students that it could have helped.
A6: this doesn't answer the ?, but reinforcing with S's that their work is IMPORTANT(esp. if showing an audience) so u need QUALITY
A skill we could use in “real” life too! https://t.co/01BANGaiyx
A6: Showing that mistakes are part of any worthwhile endeavor, an essential part of learning vs something to be avoided at all costs
Yes, they need to make sure they are having respect for the audience.
A7 these are the true skills that will serve as life-long skills, which are needed in the workplace! Why aren't we teaching them?
Yes! https://t.co/A6x2AFgPdz
A6: this doesn't answer the ?, but reinforcing with S's that their work is IMPORTANT(esp. if showing an audience) so u need QUALITY
A7: I like that Ss get a voice in how they demonstrate learning. Teaches life skills in the process. https://t.co/0yro6rTK7A
and I also think that CT and digital literacy skills overlap
A7 I believe that CT teaches students the skills that are essential for today and tomorrow's job market~
A7 I think CT skills arm our students with an "I may not know but I can figure it out!" attitude
I'm going to share a bunch of resources on CT - Some resources on computational thinking with ScratchEd https://t.co/iNzRjiTvqO
A7: I like those outcomes - they can overcome perceptions of CT as "programming only" or "teach kids to think in rigid (boring) way"
I think we expect it to fall on the parents…or we have taken them for granted that they need to be taught.
Nice! https://t.co/JWm2V7PIwK
A7 I think CT skills arm our students with an "I may not know but I can figure it out!" attitude
you are correct! These skills are used in daily! Very important life-skills!
When Ss know how the Internet works, they can be better judge of what to share or not via social media
A7: Those are all fantastic things but CT really teaches kids to be systematic and purposeful in creation and problem solving.
A7: That those skills are not just academic ones; they're important life skills for students to learn.
a7- helps develop emotional intelligence. Those skills propel you to success
Do you think the debugging S learns more or the S getting the feedback?
yes, not just respect for the audience, but respecting their OWN work and the importance of presenting their BEST work
Glad you could catch this hour of !
Question 8 will be up super soon! Keep up the great tweets and connections !
Q8: How can you see computational thinking skills preparing students for the future?
A7.2: Achieving through difficulty makes students want to go above and beyond more often w/o prompting.
Last one! Question 8 https://t.co/mOtAmD6GYz
Q8: How can you see computational thinking skills preparing students for the future?
A7: Perseverence may be the most important of all. My 4 year old could sure use a dose of it. :) https://t.co/79wjQfdj6Z
Q7: Computational thinking encourages creativity, collaboration, and perseverance. What do you like best about these CT skills?
Not a copout: I think students should have opportunity to play both roles - complementary experiences - maturity
yes! LOVE the prototyping phase of projects!
A8: A future digital economy influence by computing requires computationally literate Ss
A7: creativity, collaboration, & perseverance are things ADULTS do, so giving kids a safe space to practice these skills is awesome
Recently saw an illustration of difference between digital literacy and fluency. CT leads to the later.
A8: most S's jobs haven't been created yet. Problem solving, collaboration, etc can be used anywhere in ANY field!
I’m glad you bring emotional intelligence up! https://t.co/b0y9Tim5pY
a7- helps develop emotional intelligence. Those skills propel you to success
A7: I believe I can get my Ss to create in collaboration w/ each other while battling stamina, building perseverance is def. doable!
A8: we need more critical thinkers and individuals who will be successful in the digital world of the 21st century!
I think someone has seen Such a great message that needs to be shared! https://t.co/dO6lar1se1
A7. These are all 21st cent soft skills that are needed and cannot be measured on standardized tests
agreed! I also believe that many believe the standards are more important than the human skills!
A8: all of those words from Q7 r awesome life skills to have.
A8: If we allow kids to develop a great computational thinking foundation, they can apply it to any career!
Wow! If they only knew where their information stops along the way and gets stored or used...
Critical thinking is essential! https://t.co/zWW6uThOnm
A8: we need more critical thinkers and individuals who will be successful in the digital world of the 21st century!
A8: In times of uncertainty, CT skills prepare Ss to be adaptive learners, to try/test new strategies & ways of thinking. Essential!
I personally aim to impact the social-emotional skills just as much, if not more to create engaged learners!
A8: Skills are already used in mult classes, but bringing them to attention lets students develop them with intent. Coders or not.
This was a co-working between and Revisions on each side soon.
A8: As says, asking Ss what they want to be is outdated. Ask them what problem they want to solve. More practical. (1/2)
Yes…I think that’s the key! Teaching kids to adapt to the ever changing world and keep going!
Any Michigan Ts using to teach , get in touch with me if they want access to funded free PD
Yes! Socio-emotional skills are essential! https://t.co/X7TcxfV6xB
I personally aim to impact the social-emotional skills just as much, if not more to create engaged learners!
that's great! We need more to do the same!
A8: CT gives Ss the tools to problem solve and practice for the future. (2/2)
Anyone tinkering with wearable tech.? My 2nd Ss are using conductive thread, LEDs, and Lilypads on t-shirts w/ help of H.S. buddies
A8: problem-solving can b extremely difficult-if kids are equipped w/CT skills early, they will more successfully create solutions
Critical thinking is very important and useful for any future job career in life
Computational thinking is key component of social justice learning. Systems thinking is key to understand complicated social issues
Essential! https://t.co/ztdaXPHweN
Critical thinking is very important and useful for any future job career in life
Exactly- in any job! Especially true for computer science jobs that are hard to fill https://t.co/YobzuorJyN https://t.co/wPjZFNtuQh
A7 I believe that CT teaches students the skills that are essential for today and tomorrow's job market~
I have tinkered with it, but I haven’t done a project around it. I have a lot of LilyPads. Let me know how it goes!
Nice! I hadn’t thought of this! https://t.co/bRln00ABZY
Computational thinking is key component of social justice learning. Systems thinking is key to understand complicated social issues
that's great! Soft-skills need to be modeled/taught so that Ss can learn through their interactions with others!
A8: CT skills can be used across academic disciplines and create new pathways for S's who were scared of that out-of-the-box path
and recognizing structures as systems we can adjust, not simply accept as the way things must work
To close tonight, what are your final thoughts on Computational Thinking? What surprised you? What are you excited about? Questions?
Final thoughts? https://t.co/r6guPT4yk8
To close tonight, what are your final thoughts on Computational Thinking? What surprised you? What are you excited about? Questions?
I like that it applies across disciplines! https://t.co/P2UeBmIDt6
A8: CT skills can be used across academic disciplines and create new pathways for S's who were scared of that out-of-the-box path
Thanks, for moderating tonight! I look forward to the next chat.
