#ctedu Archive
#ctedu is a great way for Connecticut educators to share teaching strategies, educational resources, and more.
Tuesday April 26, 2016
8:00 PM EDT
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Welcome to the chat on computational thinking (CT) ! Let’s explore what it is and how we can do more with our students! Who's here?
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Hi Kathy from East Granby grade 3 checking in!
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would like to thank for taking the wheel for tonight's chat on computational thinking.
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Sean Hutchinson 4th grade teacher from Stamford
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Christie Norwalk 6th grade
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Hey Rob from Norwalk. Excited for tonight's discussion.
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Hey Rob from Norwalk. Excited for tonight's discussion.
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Hey Sean, Rob and Jimmy! :-)
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Hi Kathy how are you doing this evening?
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Keri here. I'm a Lead Teacher in Newtown.
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Good Evening Catie- Welcome to
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Good to see you this evening. This topic will be interesting.
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It's 8:03...shall we begin?
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Hi, ! I am still doing my school improvement plan... but I thought I would say hi!
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Hi so great to see you all
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This week is off to a good start. Changed up my math routines and loving it!
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Ahh! It's Tuesday! I'm here ! Melissa from Stamford - 3rd grade teacher who doesn't know the days of the week!
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Glitchy here... sorry for delay Q1 to follow
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Good!! How are you!? I want to talk to u more about ur May Book Madn -- are u on Voxer? I need more than 140
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Good!! How are you!? I want to talk to u more about ur May Book Madn -- are u on Voxer? I need more than 140
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Hi Christie! How are you?!
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There is much talk about computer science and coding but computer science is much more than that.
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I am..I am bad about checking but I am! kiwanicki
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HI AMY!! *waving quickly* Have fun with that plan!!
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Doing great...can't believe the year is almost a close
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Okay - I have your email - will send u one later - I hope you don't mind!
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I know...it's crazy...I am almost kind of sad...
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Welcome Kathy and Melissa
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A1: Data can be broken down and disaggregated to help target Ss needs and drive instruction.
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My Kids are starting state testing next week so it feels like we have WAY more time than we do!
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Good for you for listening!
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I was thinking the same thing, but looking forward to our transition summer program
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A1: I've broken down data for to help see what skills students need to be successful in both math and ela
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A1 breaking down parts of an essay into smaller parts such as introduction, thesis statement, main idea, supporting details...
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A1: We have to solve these extremely long open response problems & we break down to see what parts we know - does this count?
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A1: I do this when I model processes in art
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A1: With close reading we often break down "data" looking at the structure of the text and I have used data to group and regroup
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A1: I find decomposing problems/concepts to be useful in Math. Especially when trying deepen a students’s understanding of concepts
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Yes! Totally agree and I think it's necessary with some Math problems!
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A1. Breaking down projects into smaller parts. Looking at strengths and weakness. Teaching metacognition
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A1 Lately I have been saying, look for the details. They can make a difference in the answer.
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All of the things you are describing across the curriula is actually the kind of thinking that leads to computer science skills!
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embedded in PBL lessons, love this
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A1: I think now I need 2teach students to practice how to do this themselves so they can develop their own creative processes
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Huh?! How!? Not possible...
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Jim what you consider computer science skills? Coding?
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Doing well- how about you?
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does this mean computer science has different levels, which is similar to our process planning?
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It is the type of thinking that allows students to tackle and analyze a problem that is solved in CS
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CS skills as described by CT are..decomposition, pattern recognition, abstraction and algorithm design.
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stop being humble, Rob is being a rock star
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A2: We look at patterns in reading -- in questions -- in solving Math problems
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Q2 We do this all the time in reading. Looking for contrasts and contradictions
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A2: When pulling small groups, it's important to disaggregate the data and have small flexible groups based on Ss needs.
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Do you have any resources to help students to see connection between the computational skills & other subjects
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A2: I look for patterns in students behavior too -- reactions to things, to books, to each other
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A2. Pattern arise in math, reading, history. Finding patterns is a valuable skill and definitely connected to coding.
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Again I only used this at Tt level; not Ss; we look at patterns between different texts to draw an inference about style of writing
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A2: In scientific inquiry, Ss test, collect data, and observe. Ss look for patterns as well as irregularities in their observations.
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how are you teaching students to recognize similar patterns that you are able to recognize?
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A2: observing irregular patterns created by overlapping tree branches
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for me, I do the looking at patterns, except for results from google forms and such.
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. Omg, thanks! I'm ALMOST finished!!!
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sweet. Thanks for sharing!
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A2: observing works of art, discussing similarities and differences then identifying dominant elements of an art style and creating
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this is a good graphic for my visual brain.
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This for sharing this resource.
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I have to run! Thanks for the chat! Have a great week everyone!
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A3: I actually had the students do this for a performance task
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I am not sure, but we can definitely see if there is app that can do it
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The bottom line is that much of what computer science needs to produce thoughtful problem solvers occurs across the curriculum.
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A3 In order to be an algorithm, does it need to be a repeated process? One you can use over and over?
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I think if we look at our teaching unit we will find CT elements throughout and we can try to be more intentional about them.
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I can't believe it is 8:31 pm already..... thanks for putting up with my very first chat!
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A3: I think one of the ways I've used algorithms most often is in the structure of art processes but there is room for flexibility
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A3: If an algorithm could be flexible then would it still be effective at solving a problem?
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we have MAP starting next week; excited to see growth
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To allow this genetic endowment to express a much wider than the Londonderry school.
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try writing a sentence about the topic & which way you want them to think about it
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Sorry I missed your chat I was at chatting about computational thinking! (BTW-much of it occurs in the SePUP curricula) :-)
