#csk8 Archive
This chat includes a discussion of topics of interest to K-8 teachers who teach and/or integrate computer science.The Computer Science Teachers Association is a membership organization that supports and promotes the teaching of computer science and other computing disciplines. CSTA provides opportunities for K–12 teachers and students to better understand the computing disciplines and to more successfully prepare themselves to teach and learn.
Wednesday September 21, 2016
Our topic tonight is Computational Thinking in K-8 Education.
Don’t forget to include the hashtag on all tweets during the chat so that everyone participating in the chat sees your posts.
Please join us just starting! https://t.co/x7scKznJFC
Our topic tonight is Computational Thinking in K-8 Education.
Before the chat starts, we’d love to know who’s joining us tonight. Please take a minute to introduce yourself.
Hi Everyone, I'm Irene Lee. I'd love to hear what Ts are thinking about CT and how Ts are supporting CT
Hi I'm Vicky, a K-8 technology teacher in the Los Angeles area & a member of the CSTA K-8 Task Group but not a moderator tonight!
Welcome Irene, thanks for coming!
Welcome to the chat! Glad you are here :)
Hi I am Cheri joining from WA state
Welcome Cheri!! Glad to see you here.
Hi Cheri! Glad you could join us tonight!
I teach grades 6-8 Media, Robotics and AVID
Welcome, glad you could join chat tonight.
Come join us for the chat happening now! Talking CT tonight.
Welcome! Thanks for joining
The chat is a structured chat which means questions will be numbered Q1 for Question 1, Q2 for Question 2, etc.
Hi ... Ran across this chat recently & think it might be right up my alley! Happy to join tonight!
Welcome Amanda! Glad you're here.
Hi Amanda! Glad you ran into us. Welcome :)
join us now on chat to talk CT
Answers should start with A1 for the answer to Q1, A2 to answer Q2, etc. matching the question being answered.
Hello .. I'll be in and out tonight :) good to see you
Our first couple of questions ask you to reflect back. Watch for Q1 coming right up.
Welcome, Dawn! Glad to see you tonight!
Join us for computational learning.
Hey Dawn! Great to see you!
Q1: There are/have been many definitions of Computational Thinking? Which one resonates with you and why?
A1 Todd lash is the only answer to this question
Did you know that the CDE is creating a task force for K-12 Computer Science State Standards? My district told me about it Monday.
And to some questions that should never be asked.
A1 I like the definition to include concepts, dispositions, & practices. especially for helping Ts translate into classroom practice
Do you have resources that include this?
Hi , wanted to drop by and say hi. Hope you have a great chat
The dispositions piece is one that gets left out of many definitions. Why do you think that is?
I think the translation into the classroom can be a hurdle for some. We'll talk about that later.
Hi Letty! So good to see you :)
David here! Lurking mostly. theorist and cog/comp scientist former Pk12 teacher current teacher prep prof
A1: I think of Computational Thinking as solving problems by breaking info into parts, looking for patterns & generalizing patterns...
A1a... a combo of mult definitions I've seen I think... :)
I think the Scratch Ed folks use this breakdown into 3 parts of CT
A1: CT is a way of thinking/analyzing problems that creates solutions in a form that can be carried out by a computer.
What do you like about them Dawn? How do you see them as different?
not sure, but w/ new frameworks and standards lang around collaboration, etc. it should be included
This resonates with me too.
Does it have to include the "computer" to solve it piece, in your opinion?
Interesting that many initial thoughts on CT are re: prob solving and planning rather than explaining learning and choice.
In Dr. Wing's new video she specifies it can be a"human" computer. What do you think about that?
Sorry. Joining in a bit late. I am Sheena, a CS teacher in California for 5+ years, CSTA K-8 board member.
Because the ISTE stds are used across content areas, I get the chance to unpack them with my colleagues. Good conversations
Def not--I'm a math coach, so I see computational thinking as standard piece of good math prob solving & 8MPs
By choice are you getting at meta-cognition? 8 Can you explain?
Hi Sheena! So glad you are here.
CT began w/existing decision making in specific domains like chess. Once first move is made, decisions narrow: math.
The latest video interview w/Janette Wing says a human can be the computer.
so I talk w colleagues about how designing a machine or writing a recipe or a science report can be CT, thx to ISTE
Question 2 will be coming right up. Be watching for it.
Love that! Will have to check that video out!
Michael Stone with devX PD checking in...sorry to be late...had bedtime duty :)
think predictive text: each letter choice narrows possibility of next letter.
Thanks for joining tonight!
I agree, we both have brains.
Q2: What does Computational Thinking look like in a classroom? Please share examples.
CT based on some definitions is a problem solving strategy, so yes it can be all of these.
Come join the chat happening now!
Hi Mark, welcome back to the chat!
A2: Some examples of CT in the classroom at the bottom of this article - shows CT in ALL areas. https://t.co/FZKCCQEXHn
is now trending in USA, ranking 50
Didn't think you'd be up this late. Thanks!
Miles wins the award! In the chat at 1:00 a.m. local time :)
A2: While coding is an obvious way to add CT, there are other ways without coding. Using data/spreadsheets/ creating a summary etc.
A2: Decomposing problems, creating ordered solutions for steps. Identify real problems and let them solve.
in lower grades, it's about pupils being able to give a reason / make a prediction
Great visual! Thx for sharing, Miles!
I do like the idea of "real" problems, for sure.
So it can take place across the curriculum? Do you have an example?
... save the Boolean stuff for later :-)
I can't find Q2...can someone RT please 👍🏻
I can't find Q2...can someone RT please 🏻
Q2: What does Computational Thinking look like in a classroom? Please share examples.
1:32 am LOL. I happened to wake up, so not /that/ heroic!
CSTA put out a nice document a few years ago with examples of what CT would look like across the curriculum. https://t.co/i1Dkye7VY1
Because you knew there was a chat. :)
Be watching for question 3!
. for me, key thing is getting pupils to /think/ before they code, or otherwise use a computer. a2
A2: my world=all CT. Good process (CT) in classrooms leads to predictable set of possible outcomes: correct and errors.
Q3: What does it mean to assess Computational Thinking? How should CT skill(s) be assessed? https://t.co/gcn9SJ7nnq
A2
We push Ts to integrate CT through CS in core subjects.
Ex
create interactive periodical w/ Scratch to share events in roaring 20s
Definitely agree. Thinking & planning first is so important.
I'd say so, solving problems around data across subjects areas
Agree! I've used this page for lesson ideas and they are great.
A2 Students have to create a how to Manuel
in about 2 weeks we are going to publish OER K-5 integrated CT lessons
I think the "carried out by computer " part is means to end (rigorous, procedural, building toward higher level abstraction)
Nice! Looking forward to seeing that. https://t.co/MJ9ssMmbFF
in about 2 weeks we are going to publish OER K-5 integrated CT lessons
in theory, no, but in practice these amazing machines force us to become better thinkets
Q3: What does it mean to assess Computational Thinking? How should CT skill(s) be assessed?
Don't forget Debugging. It goes hand in glove with Planning
A2b
It's critical that we make CT & CS practical & implementable by every day Ts. Need specific examples with rationale and support.
Does anyone have assessments for CT specifically? https://t.co/Nb6kr633HB
Q3: What does it mean to assess Computational Thinking? How should CT skill(s) be assessed?
A3: One easy way to assess CT is using Debug activities. Can they problem solve to fix a Scratch program?
well, that's part of anticipating outcomes. Goal is 100% predictable w/an increasingly effective model over time.
A3
IMO, CT skills can only truly be acquired/developed in authentic PBL. So, assessment is embedded & focuses on process over function
. we're developing (and testing) some free multiple choice questions for Project Quantum via https://t.co/2ErxIx2EHC
This is one of the things my students love to do https://t.co/g0kHZQN6X5
Don't forget Debugging. It goes hand in glove with Planning
I struggle to answer the question and I think you hit on why. I can't separate CT from the projects that use CT
Ready to listen on this one! :) Similar q has come up in district re: how to assess MPs/4Cs/soft skills
A3 CT is response to input. Creative (unpredicted) outcomes refine prediction model. Other outcomes are predicted so refine inputs
I really don't like multiple choice questions myself.
A3a: that is to say "garbage in garbage out." Grading who? I give poor prompt, get poor response.
So do we not assess CT then but the final project that required CT instead?
Assessment should be hands on.
Yes, Karen's work on this is great!
yeah, and not popular in primary/elementary. Quick/easy way for teachers to check understanding?
Almost time for question 4.
yes & no. Specific CT skills are strategically incorporated into the project rubric from day 1.
yes, I think it's best to check for understanding and then grade the final product.
Q4: How will the current education system need to change to allow for integration of CT into all subject areas?
yes...and documentation. We often integrate ELA standards by having Ss document CT processes along the arc of… https://t.co/Z1nJiGbj8o
What tools might you use to assess? Interviews? reflection?
. big challenge is PD - teachers need to understand CT themselves if they're to make use of it across the curriculum.
https://t.co/VVPOdtWN7l
A4: PBL's (project and problem). To me, not so much education sys as (in US) assessment sys that will have to change to embrace.
A3b the issue is is being graded. Understanding versus product. Reflection; Explanation of choices do what machines cannot
Interviews / conferring are always on the menu for me. Evidence in the product of planning / predicting
a whole lot of prof learning opportunities for Ts & the freedom for Ts to be creative in core content areas to innovate
A4
In we are working w/in the system to do this. Branding CT/CS as process skills that enhance Ss ability to learn core content.
A4 I do not believe it needs to change. We just need some PD for teachers to show how easy it would be to integrate it.
So it is a problem with hyper-accountability?
Question 5 is coming up. Watch for it.
That's what our PD is designed for. Developing Ts capacity to integrate CS in core content areas.
A4: PD and hopefully a shift in focus from learning facts to more - using facts with power of computers
One of my research questions I'm hoping to look at :)
. subject knowledge really does matter, but many teachers use CT concepts/approaches already without realising.
Q5: What helped you prepare to integrate CT? How might we scale this to train others to integrate CT?
:-) also what we were aiming for with
Q5: What helped you prepare to integrate CT? How might we scale this to train others to integrate CT? https://t.co/rrEfxLDRsU
Love the UK resources. Use them all the time.
A4
Would love to see shift from "you better" to "we can" accountability. It would encourage more innovation and remove fear of the new
I keep forgetting to mention my favorite CT resource which is https://t.co/tMsJt8vIPS my students will do this challenge in November
A5 I had some PD and some examples to use. I took it from there when I saw how the students loved it.
Agreed, but many Ts may not know much about the cap. of computers so it would be hard to formulate Ps effectively
A5: A great community to learn with
We use a practice problem from the Bebras Challenge every day as a warmup. The students enjoy them a lot!
We did this one for the first time last year.
A4 we are developing a 40 hour CT Course for K-8. using the course w/ 35 Ts , will publish on
Be watching for the final question of the night.
A5
uses a hybrid model that aims to give Ts enough CS skills to confidently integrate into existing units through PBL.
Would love to see this Cheri! Exciting!
A5: Agree w/others that PD is 1st step! Many Ts don't really know what comp thinking is, yet
. access to (general purpose) computers a must here, IMHO...
Q6: What else would you like to know about Computational Thinking? Do you have a great CT resource to share?
. ... important to remember that CT (in general) leads to computational doing - algorithms get implemented as code. a5
We're "live" in 2 minutes! If you're hanging out in the Twitterverse tonight, come join
So you're saying CT requires computers? :)
. I'll likely have all kids do the "Cadet" challenge, but I think you have options there.
It's been nice that I've been able to help other teachers via PD + embedded mentoring and support.
A5b
trained 50+ Ts in June w/no CS experience. Several have contacted us to share their CS units. Great work happening!
A5:Like said, many prob embedding comp thinking (or pretty close) &don't know it. Training would help Ts embed more explicitly
Will it be readily available for other districts/schools?
