To keep it simple, Computational Thinking (or CT, for short) is basically Problem Solving. At its core, CT is a process that involves analyzing a problem and finding the best possible solution by:
Breaking it down into separate, distinct parts
Identifying similarities between each part
Recognizing relevant information and opportunities to simplify the problem
Implementing all data gathered from steps 1 to 3 to create a reasonable and efficient solution
This might sound a little more complicated than you’d like it to be, but trust us; computational thinking is actually pretty straightforward! The four steps we just mentioned are actually the 4 Key Elements of CT. Once you know and understand each step, you’ll have a better idea of how computational thinking works and how your child can use it practically in their every-day life.
This presentation is an introduction on the CS and how to roll out to young learners
Hybridoma Technology ( Production , Purification , and Application )
Computational thinking for kids
1. A Digital Age Skill for All
[space for presenters name, organization]
2. I am working on
computational
thinking issues.
I want to learn
more about
computational
thinking.
I’m not sure about
computational
thinking.
Who is in the audience?
3. Critical Thinking + Computing Power =
Making Decisions and Innovate Solutions
What is CT?
4. The number of computer science graduates
declined 70% since the peak in 2001
There is a need to fill the skills gap to keep up
with technology innovation
To maintain global economic competitiveness
and national security
Why has the NSF Prioritized CT?
5. To accomplish the following goals:
Prepare young learners to become
computational thinkers who understand
how to use today’s digital tools to help
solve tomorrow’s problems.
Help teachers envision the potential of
CT across all disciplines and be willing
to integrate CT in the classroom.
Why has CSTA and ISTE Prioritized CT?
6. 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
8. CT for All Teachers
All teachers are responsible for teaching skills,
practice, and assessment of CT.
9. CT for All Teachers
Most teachers already incorporate CT basics,
but may not know it.
10. CT for All Teachers
CT has a shared vocabulary that can be
highlighted in lessons from every discipline.
11. 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.
12. CT for All Teachers
CT doesn’t necessarily require computers.
14. CT is a problem-solving process that includes
(but is not limited to) the following characteristics:
Formulating problems in a way that enables
us to use a computer and other tools to help
solve them
Logically organizing and analyzing data
Representing data through abstractions
such as models and simulations
CT Operational Definition
15. Automating solutions through algorithmic
thinking
Identifying, analyzing, and implementing
possible solutions with the goal of achieving
the most efficient and effective combination
of steps and resources
Generalizing and transferring this
problem-solving process to a wide variety
of problems
CT Operational Definition
CT characteristics (cont.):
16. Dispositions or attitudes that are essential
dimensions of CT:
Confidence in dealing with complexity
Persistence in working with difficult problems
Tolerance for ambiguity
CT Operational Definition
17. Dispositions or attitudes that are essential
dimensions of CT (cont.):
The ability to deal with open-ended problems
The ability to communicate and work with
others to achieve a common goal or solution
CT Operational Definition
28. Develop an understanding of CT
Highlight CT vocabulary, skills,
and dispositions in your lessons
Extend current activities
and lessons with CT
Engage and share with others
who are new to CT
Teachers Take Action!
29. Use the CT Leadership Toolkit
Make a CT presentation to your colleagues
or at a conference
Connect CT to school improvement efforts
Support teachers who want to learn more
about CT
School Leaders Take Action!
30. Provide feedback on the session, the
effectiveness of resources, and the kinds
of the resources you’d like to see
developed
Take the Understanding Computational
Thinking survey:
Online: www.iste.org/CT-Survey
By Paper
Take Action Now!
31. CT Teacher Resources and CT Leadership Toolkit
For free download at www.iste.org/computational-thinking
Coming Soon! CT database for links to research and other
teacher resources.
CT Resources
32. For more information, contact:
computational-thinking@iste.org
Or
http://csta.acm.org/Curriculum/sub/CompThinking.html
www.iste.org/computational-thinking
Thank you!
Editor's Notes
[To presenter: After your personal welcome, please add:]
The CT resources developed by the International Society for Technology in Education (ISTE) and the Computer Science Teachers Association (CSTA) were made possible with generous support from the National Science Foundation.
[To Presenter: We feel it is important to know your audience. A similar question is included in the post-session survey]
There are many definitions of computational thinking, but simply put: CT combines critical thinking skills with the power of computing to make decisions or find solutions.
Skills needed to solve an equation, plan a project, or develop an outline for a writing assignment share similar qualities. They all include important problem solving competencies that students need throughout their lifetime. CT can magnify problem-solving skills needed to address authentic, real-world issues.
[3-4 minute video on YouTube: http://youtu.be/VFcUgSYyRPg]
The National Science Foundation has funded numerous CT projects, including the work of CSTA and ISTE to produce CT resources for K-12 educators.
CSTA and ISTE believe that CT can provide the skills that students will need for their future and provides a rigorous and powerful problem solving model.
Bringing CT into formal K-12 education will provide our students with vital problem solving skills. CT is for students of all ages and can be learned and practiced in all disciplines.
[To presenter: Click on the embedded link to start a 2 minute animation that describes the skills and dispositions that students gain when the practice computational thinking.]
CT for all teachers:
CT is cross-curricular, so all teachers are responsible for introducing, reinforcing, and assessing CT skills
CT for all teachers:
Most teachers already incorporate CT basics, but may not know it.
CT for all teachers:
* CT has a shared vocabulary that can be highlighted in lessons from every discipline
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
* CT is cross-curricular, so all teachers are responsible for introducing, reinforcing, and assessing CT skills
CT has a shared vocabulary that can be highlighted in lessons from every discipline
Most teachers are already incorporate CT basics, but may not know it.
CT doesn’t necessarily require computers.
CT for all teachers:
* CT doesn’t necessarily require computers.
[To presenter: Refer participants to the CT Operational Definition handout. As a presenter, you can decide if you want to walk through the operational definition via the slide deck or just use the handout. If you want to introduce the definition by slide use the next 4 slides (#15-18) and delete this slide.]
The operational definition was developed by consensus of educators and CT advocates as a framework for CT in K-12 education. The operational definition was the bases for building resources for elementary and secondary school educators beginning to integrate CT into the classroom. The definition is made up of skills and dispositions or attitudes.
[To presenter: Refer to the CT Operational Definition handout. As a presenter, you can decide if you want to walk through the operational definition via the slide deck, with the handout as reference, delete slide #14.]
The operational definition was developed by consensus of educators and CT advocates as a framework for CT in K-12 education. The operational definition was the bases for building resources for elementary and secondary school educators beginning to integrate CT into the classroom. The definition is made up of skills and dispositions or attitudes.
[To presenter: Refer to CT Vocabulary and Progression Chart handout]
CT Building Blocks start with core concepts. At this time, there are 9 core concepts including:
Data Collection, Data Analysis, Data Representation, Problem Decomposition, Abstraction, Algorithms & Procedures, Automation, Simulation, and Parallelization.
These concepts are defined on the chart and then illustrated by grade band.
[To Presenter: Each of the CT in the Classroom slides refers to one of the examples on the CT Progression Chart. Help participants locate the example on the chart.]
CT can be embedded or integrated into lessons, but is some case teachers are already doing CT.
Let’s look at the elementary school examples:
Collecting data in a toy car race or creating a set of directions. To integrate CT into K-12 education, a first big step, especially in classrooms with younger children, is the appropriate use of vocabulary. Highlighting the words “data collection” or “algorithms” will make the children familiar with these terms.
In this example, work teams who plan the publication of a newsletter could be an activity in any subject area from English Language Arts class to a drama class.
Again, here is an example from a high school history class. Connecting the vocabulary to an activity is the first step in integrating CT. The next step is integrating CT activities. We’ll look at that next.
[To Presenter: Reference the Computational Thinking Teacher Resources, a booklet that can be downloaded from the web site for free (www.iste.org/computational-thinking). The next several slides are for an elementary school reference. There are slides that reference a high school example.]
This booklet is not a curriculum, but further “definitions-by-example,” including CT Learning Experiences. The booklet includes: 9 CT Learning Experiences and two scenarios to help educators understand what CT is.
CT Learning Experiences (CTLEs) are examples of learning experiences for students of all ages and across content areas. CTLEs can help teachers and students gain a better understanding of the CT building blocks.
The components of each CTLE can help you, as an educator, call out the vocabulary, correlate activities to CT, and extend a tried and true lesson by integrating CT.
This example is one from elementary school.
Each CTLE includes a CT Guide on the Side right up front that lists:
CT skills
CT dispositions
CT vocabulary
CT Skills are in black. The CT skills that are listed in black in the Guide on the Side is a SKILL.
In the “Growing Plants” CTLE formulating problems is one of the CT skills contained in this lesson.
The Guide on the Side also includes the dispositions in blue.
Persistence in working with difficult problems is one of the dispositions featured in this CTLE.
Within the learning activity, activities are correlated to the CT disposition.
In this example, the [He sticks with his gardening challenge] is an example of the disposition of Persistence Working with Difficult Problems.
In this example, [Summarize the Story] is correlated to abstraction, a CT skill, and a description of why/how it is correlated is included in the Guide on the Side.
In the CTLE’s, vocabulary highlights are in green.
The activity [Summarize the story] is correlated to Abstraction, followed by the definition—reducing complexity to define main idea.
[To presenter: This is an activity for presentation participants. Hand 5th Grade Language Arts learning experience worksheet.]
Use the CT Vocabulary Chart to identify where you can find CT skills, vocabulary, and dispostions in the Persuade Me, Please Learning Experience.
[Discuss what people found. IF you have printed out the CT Teacher Resources booklet, check answers with the booklet. IF you have not printed out the booklet, verbally use go through the correlations.]
Develop an understanding to CT so that you can recognize CT skills and dispositions you are already including in your teaching
Highlight and use CT vocabulary
CT Teacher Resources include:
• An operational definition of CT for K-12 Education• A CT vocabulary and progression chart• Nine CT Learning Experiences• CT classroom scenarios
CT Leadership Toolkit includes:
• Making the Case for CT• Resources for Creating Systemic Change • Implementing Strategies Guide