Do you recall this video? Rewatch the video and think about what you learned and how you used these concepts in your teaching activities.
Also, watch the following videos to learn more about Computational Thinking:
- https://youtu.be/mUXo-S7gzds
- https://youtu.be/b4a7Ty1TpKU (lesson in action)
After watching the videos, answer the following questions through the eyes of an instructional designer.
- How can we determine the relevance and applicability of the computational thinking concepts presented in the videos to all students? What criteria should we consider in making this determination?
- In what ways can teaching computational thinking benefit students in the school setting? How can we design instruction that maximizes these benefits while accommodating diverse learning needs and styles?
Add your responses in the comments below.
“Why Teach Computational Thinking?“
To determine the relevance and applicability of the computational thinking concepts presented in the videos, we can evaluate how these concepts align with the essential skills all students need to solve problems, think critically, and adapt to new situations. Key criteria to consider include:
By considering these criteria, we can recognize that applying computational thinking concepts provides students with foundational skills, equipping them to approach complex problems logically and methodically. In doing so, we empower students to engage with learning as structured thinkers who are better prepared for challenges in academics and beyond.
2. In what ways can teaching computational thinking benefit students in the school setting? How can we design instruction that maximizes these benefits while accommodating diverse learning needs and styles?
Teaching computational thinking in the school setting benefits students by helping them develop essential skills such as complex problem solving, logical thinking, and creativity capabilities that are vital across all subjects and in future careers. These concepts enable students to break down problems into manageable parts, recognize patterns, and apply step by step strategies to reach effective solutions, ultimately fostering critical thinking.
To design instruction that maximizes these benefits while accommodating diverse learning needs and styles, we can implement several strategies:
By employing these strategies, we can motivate all students to develop a deep understanding of computational thinking, equipping them with foundational skills that will empower them to approach present and future challenges with a structured and flexible mindset.
We can determine the relevance and applicability of the computational thinking concepts presented in the videos to all students, these steps for computational thinking in the videos follow an error proof way to solving problems in all walks of life. Computational thinking is not just a process for students to follow, computational thinking is a life skill that once mastered can be applied to everything.
The criteria that should be consider in making this determination were all steps of computational considered? If all steps of computational thinking were considered, then everything was really considered and the room for major error is smaller, a few minor errors may be made but they can be fixed easier that the original complex problem.
Computational thinking can benefit students in the school setting because computational thinking can be applied to every kind of life happening. Computational thinking can be applied when figuring out what the problem is and how can it be solved in the best logical way. When there is a problem that needs to be solved the problem and their components should be taken into consideration and thought of in a computation thinking way of thinking. There are components and factors that should be considered when solving problems 1. Decomposition- Once the problem is identified, the complex problem is broken down into simple parts 2 pattern recognition- look for similarities, think about a similar problem and what helped you to solve that problem and see if can be applied to this new problem 3. Abstraction- focus on the details that are important not the details that are extra 4. Algorithmic thinking- are there rules set to solve this kind of problem.
To determine the relevance and applicability of computational thinking concepts for all students after watching the videos, we should consider criteria that measure the accessibility. We should Assess if CT concepts are adaptable for diverse learning needs, ensuring students of different backgrounds and abilities can engage with and benefit from these skills. Also, analyze how well these skills make students prepare for the challenges of the workforce and future learning, such as overcoming difficult, multidisciplinary problems or adjusting to new technology.
Some ways teaching computational thinking can benefit students in the school setting are:
When designing Instruction to Maximize Benefits and Meet Diverse Needs, we should;
I agree with you Yrka , good job.
How can we determine the relevance and applicability of the computational thinking concepts presented in the videos to all students? What criteria should we consider in making this determination?
The videos present a clear definition of computation thinking. Decomposition breaks down complex problems into smaller pieces. Pattern Recognition is looking for a recurring structure. Abstraction removes irrelevant information. An algorithm is a step to solve the problem. For computational thinking to be relevant and applicable to the curriculum, It must ensure it meets the learning standard. Accessibility is also important to ensure all students regardless of their learning ability should have access to the same information. Student engagement creates content that motivates students to participate and is age-appropriate, and developmental.
In what ways can teaching computational thinking benefit students in the school setting? How can we design instruction that maximizes these benefits while accommodating diverse learning needs and styles?
Teaching computational thinking benefits students by helping them develop problem-solving skills. It teaches students to recognize a problem and break it down step by step to solve it. Computational thinking builds student’s critical thinking skills and promotes collaboration and social skills among students.
How can we determine the relevance and applicability of the computational thinking concepts presented in the videos to all students? What criteria should we consider in making this determination?
The concepts presented in the three videos are clear and understandable, especially those of Emit and Diane. In other words, computational thinking concepts are highly relevant and applicable across a wide range of fields, as they provide a structured approach to problem-solving, encouraging critical thinking, creativity, and adaptability, making them valuable in everyday life, professional settings, and academic pursuits, regardless of specific technical expertise; essentially, it’s a mindset for tackling complex challenges logically and systematically, not just limited to computer science. I believe that computational thinking is a skill that can be applied to any area of the curriculum, from kindergarten to university level and in any walk of life.
In what ways can teaching computational thinking benefit students in the school setting?
One benefit is that it develops Problem-Solving Abilities: Computational thinking strengthens students’ ability to solve complex problems effectively. It teaches them to break down complex problems into smaller, more manageable parts and additionally fosters critical thinking and computing.
Another benefit is that Computational thinking skills teach students to think logically. These skills are transferable to any curriculum area and essential to all curriculum subjects.
How can we design instruction that maximizes these benefits while accommodating diverse learning needs and styles?
As educators, we know that there are different needs and styles to learn. For that reason, we can employ a variety of teaching methods like project-based learning, differentiated instruction, unplugged activities, and collaborative learning while ensuring access to appropriate technology, providing multiple representations of information, and incorporating real-world applications to connect with diverse student interests and experiences; all while focusing on the core computational thinking skills of decomposition, pattern recognition, abstraction, and algorithmic thinking.
To determine the relevance and applicability of computational thinking concepts from the videos, we can connect these concepts to meaningful tasks in our lessons. This helps students recognize the value of these skills in their everyday lives and in completing their schoolwork. By guiding students to apply computational principles in their assignments and breaking the tasks down into manageable steps, we enable them to effectively use computational thinking. This approach not only will enhance their understanding but also will make learning more relevant and engaging for all students.
Teaching computational thinking offers several benefits for students, including enhanced problem-solving skills, improved critical thinking, and greater collaboration among peers. In our pre-assessment activity, my group discussed the importance of considering these benefits when integrating computational thinking into our lessons, and we all agreed that to maximize these benefits, we should design instruction that focuses on accessibility, privacy, and safety. This means using varied teaching methods, such as hands-on activities, group projects, and technology tools to accommodate different learning styles. Additionally, we should emphasize digital safety and privacy to ensure students navigate the digital world responsibly.
We can determine the relevance and applicability of the computational thinking concepts presented in the videos to all students by first connecting the computational thinking concepts to students’ daily lives. This starting point can be used as a bridge to help students learn how to effectively use computational thinking in each of their subjects. In addition to this, other criteria to consider are how students learn best as well as the standards that are to be achieved for each subject.
Teaching computational thinking can benefit students in the school setting by equipping them with the essential tools to engage in problem solving skills academically and socially inside the classroom as well as outside of the classroom (in the hallway, cafeteria, playground, etc…). We can design instruction that maximizes these benefits while accommodating diverse learning needs and styles by knowing who our students are (background, academic strengths/weaknesses, learning support needs, etc…) and using this to tailor instruction that meets learning standards.
We can determine the relevance and applicability of the computational thinking concepts in the video to all students by starting with their everyday life. Students will connect quickly with computational thinking when it is related to the daily life activities. From this starting point, we can then use it as a bridge to connect to the curriculum for each of their subjects. In making this determination, one criteria we should consider is once again connecting with students’ daily life. Some other criteria are considering the different ways that students learn best as well as the standards that are to be achieved for every subject.
Teaching computational thinking can benefit students in the school setting by equipping them with the essential tools to engage in problems solving skills academically and socially inside the classroom as well as outside of the classroom (hallway, cafeteria, playground, etc….). We can design instruction that maximizes these benefits while accommodating diverse learning styles and needs by knowing who our students are (background, academic strengths/weaknesses, learning support needs, etc…) and using this information to tailor instruction.
In order to assess the relevance and applicability of the computational thinking concepts presented in the videos for all students, I consider factors such as their existing knowledge, interests, and how these concepts relate to their everyday experiences. It is also important to consider the diversity of students’ backgrounds and learning styles. By evaluating how computational thinking can be integrated into various subjects and activities, I can tailor my approach to ensure it resonates with every learner in the classroom.
Teaching computational thinking can significantly benefit students by improving their problem-solving skills, fostering creativity, and promoting critical thinking. I strive to create flexibility in my instructional design by incorporating diverse teaching methods, such as hands-on projects, collaborative learning, and technology integration. Providing various entry points and support for different skill levels allows me to accommodate diverse learning needs and styles, ensuring that all students can engage with computational thinking concepts meaningfully and effectively.
After watching the video, I believe that in order to assess the relevance and applicability of computational thinking (CT) concepts for all students, we need to evaluate how these skills align with their diverse needs and learning environments. CT is highly adaptable and can be used across subjects to promote critical thinking, problem-solving, and creativity in students, regardless of their academic focus. Some criteria to consider include cross-disciplinary use, developmental appropriateness, accessibility of the tools, and student engagement. For instance, abstraction and pattern recognition are universally beneficial skills, but they should be introduced at levels suitable for different ages and abilities. It is also important to ensure that CT tools are inclusive, catering to diverse learning styles and offering both high- and low-tech options for equal access.
After watching video number 3, I realized that in our day to day lives, our students engage in computational thinking in a variety of ways. And so we must note that most if not all of our students are able to engage in this kind of reasoning and problem solving skills. But When determining the relevance and applicability of computational thinking concepts, it is important to consider more closely the students’ grade, capabilities and lesson objective. Although they can do this work, not all subjects lend themselves for such thought processes. Another thing to consider is whether this work will facilitate the learning or will it intimidate them. often times students push back this kind of work because it seems complicated and it can cause them to shut down.
Computational thinking can warm up the students thought process about the material at hand. it encourages students to understand information in a different way and then allows to apply it in another setting. to ensure all learners are apart of this work regardless of diverse needs and learning styles, teachers can intentionally group students to encourage conversation and thinking.
Computational thinking concepts are something humans have been doing for thousands of years. I see it as a part of evolution. Determining reasons to teach students to problem solve and become more sophisticated, critical humans should not be a topic of discussion. Nevertheless, if we must think about the reasons we can start by saying that it is an imperative skill set in this digital era. Students must learn to recognize patterns, decompose problems, use abstraction, and follow algorithms.
Any subject has rules. Every teacher and discipline has a set of rules. One perfect example is the scientific method. It is a set of steps to solve a problem. First start with a question, next you research, then formulate a hypothesis. Following steps or algorithms makes things simpler for everyone. Procedural mathematics has formulas that require steps. To teach students abstraction is a great way to solve mathematical word problems.
These concepts are great for students and if we as educators can help them develop these skills, we are opening a new world for them. Every student faces challenges, but we can use the UDL guidelines to promote engagement, communication, and representation. We can also use different digital tools to enhance learning.
We can determine the relevance and applicability of computational thinking concepts by considering the ability of students to use computational thinking in order to apply problem solving strategies to their classes, as well as looking at the utility of computational thinking in regard to student engagement and curriculum support. According to the video, computational thinking is a problem solving skill. It helps students solve problems systematically, and students can learn how to take apart a problem and figure out how to approach it. The elements of compositional thinking include: decomposition (breaking down a problem into simple parts); pattern recognition (looking at similarities); abstraction (eliminating unnecessary detail); and algorithmic thinking (generating a set of steps to help solve a problem). The videos showed how everyday problems can be solved via computational thinking (ex: what to do if you have a flat tire, or how to clean your room — start by putting away clothes, then books, etc.).
Considering the applicability of computational thinking to solve various problems, teaching students CT concepts seems very relevant. Computational thinking can be applied to any classroom, whether it is STEM or humanities. Criteria such as curriculum requirements and student engagement are important to consider. CT may be applied with more facility in some classes than others. There also needs to be planning to see how to fit computational thinking teaching within each subject area. For example, components of computational thinking can be used to help students write a MEAL paragraph in English class, solve a math problem in geometry, or follow a procedure for an experiment in science class. There needs to be sufficient time to teach computational thinking alongside the content needed for each subject.
Teaching computational thinking can benefit students in the school setting because it can help teach students how to make connections, optimize solutions, and solve problems. In order to design instruction that maximizes these benefits while accommodating diverse learning needs and styles, it would be beneficial to use an interdisciplinary approach in which students are able to see computational thinking in each subject area. This would give students the ability to understand the application of computational thinking in various scenarios. Different classes can focus on different computational thinking concepts. For example, math and science can focus on algorithm and pattern recognition, while English and history can focus on abstraction and decomposition. Instruction can be modified depending on the needs of the student. If a student is struggling with writing an essay, an approach that combines clear steps (algorithms) with pattern recognition (use of an exemplar) or abstraction (figuring out the key ideas in each paragraph) can be very effective.
When determining the importance and applicability of computational thinking concepts to all students, several factors should be considered to make sure the material is engaging and beneficial.
The concepts must match with existing curriculum standards and learning objectives. This guarantees the content supports and improves the educational goals, providing a smooth learning experience that supports students’ knowledge and skills.Computational thinking concepts should be tailored to different age groups, thinking about their cognitive abilities and prior knowledge. Younger students might benefit from simple, real examples, while older students can handle more abstract and complex problems.Integrating computational thinking across various subjects, such as math, science, and language arts, expands its applicability. This integrated approach helps students see the network of different fields of study. Connecting computational thinking to real-world problems and scenarios makes the content more engaging and meaningful. Practical applications help connect theory with hands-on skills, preparing students for future challenges and careers.Instructional designers should consider students’ diverse interests and incorporate activities that are both fun and educational. Game-based learning, interactive projects, and real-world challenges can make computational thinking appealing and engaging.
Teaching computational thinking in schools offers many benefits, improving students’ problem-solving abilities and preparing them for future challenges.Computational thinking equips students with structured approaches to solving complex problems. By breaking down problems into manageable parts, students develop critical thinking skills applicable across various disciplines.As technology continues to grow, computational thinking becomes more important in many careers. Teaching these skills prepares students for future job markets and helps them adapt to technological advancements.Computational thinking motivates students to think creatively and develop innovative solutions. This mindset promotes an environment of exploration and experimentation, necessary for scientific and technological advancements.To increase the benefits, instruction should be designed to accommodate diverse learning needs and styles. Differentiated instruction, using a range of teaching methods and tools, ensures that all students can engage with and understand computational thinking concepts. Many computational thinking activities require collaboration, helping students develop teamwork and communication skills. These skills are essential in both academic and professional settings.Incorporating computational thinking into the school curriculum not only improves students problem-solving abilities but also prepares them for future challenges, promotes creativity, and fosters essential life skills.
Students and teachers go through Computational thinking in their daily lives without noticing that they are doing it. I didn’t know what computational thinking was until I started taking Edu 226. Once I learned what it was I was able to explain to my students what that was and how it was beneficial to us. In school, this would benefit students in problem-solving and learning a new skill.
We can teach students the skills of computational thinking so they can use them in their daily lives and other academic skills. students can learn pattern recognition, and construct an algorithm.
Before even taking EDU226, the concepts of computational thinking was very foreign to me. As we progressed in our learning by watching and reading what computational thinking is, I realized that we do it daily without thinking or calling it explicitly as “computational thinking”. In other words, it is our way to approach a problem and to be able to solve it using various techniques or strategies and then draw conclusions based on the outcomes. What is fascinating about computational thinking is that it can be introduced to all students and at all grade levels. It is a way to teach students to approach a given problem using their critical thinking skills and building on those skills by using pattern recognition, tinkering, debugging, and analyzing various algorithms or recipes, as we call them, to come up with a desired product at the end and even them to find ways to make it even better.
So, when it comes to introducing computational thinking to our learners, we have to think about our curriculum as a whole and consider where it can be best implemented and how beneficial it can be to our students. For example, in ELA there are multiple ways to expose students to use CT to think about their characters’ problems and how they solve them, pose what if questions, or learn patterns of the behaviors of their characters. CT helps students focus on a problem by dissecting it into smaller pieces and really zooming in on a step-by-step process. Teachers can take different approaches when introducing CT by engaging students in real-life problem-solving activities. There can be stations with various scenarios to foster student collaboration, engagement, and feedback.
The teacher effectively illustrated the relevance and applicability of computational thinking concepts to students through a relatable analogy of cleaning a room, a task familiar to most. This engagement highlighted the criteria for successful implementation: connecting concepts to real-life scenarios and using familiar experiences. The video showcased the versatility of computational thinking, demonstrating its value as a problem-solving tool across various subjects and everyday life.
To successfully introduce these concepts to all students, several criteria must be met:
While implementing computational thinking across all students requires effort, the potential rewards are significant. By nurturing these skills, we empower students with valuable tools for problem-solving, critical thinking, and navigating the complexities of the modern world.
Teaching computational thinking in schools offers numerous advantages, empowering students to tackle complex problems with innovative solutions. By understanding the interests and preferences of the majority of the class, educators can design engaging instruction that maximizes these benefits while catering to diverse learning needs and styles.
Incorporating computational thinking into the curriculum provides a solid foundation for students’ problem-solving abilities. It equips them with skills to break down complex challenges into smaller, manageable parts, fostering logical reasoning and analytical thinking. These skills are transferable across various domains, benefiting students in their academic pursuits and future careers in an increasingly technology-driven world.
Furthermore, computational thinking nurtures creativity and adaptability. Students are encouraged to explore multiple approaches, experiment with different solutions, and learn from both successes and failures. This iterative process cultivates resilience and a growth mindset, preparing them for real-world challenges that often require innovative thinking.
To ensure inclusivity and effectiveness, educators can leverage instructional frameworks like the 5E model (Engage, Explore, Explain, Elaborate, Evaluate), Universal Design for Learning (UDL), and Response to Intervention (RTI). These approaches accommodate diverse learning styles and needs, providing all students with the opportunity to thrive and develop their computational thinking skills.
By investing in computational thinking education and tailoring instruction to individual learners, schools can equip students with essential skills for the future. These skills not only enhance their academic performance but also prepare them to navigate the complexities of the digital age, becoming adaptable problem solvers and innovative thinkers.
We can determine the relevance and the applicability of the computational concepts presented in the videos to students because the teacher uses a simple analogy. The comparison of cleaning your room, which can seem like a huge task but if broken in to parts it can be handled easily. The criteria to consider when making this determination is that the teacher engaged her students with something that the majority of the class is familiar with.
Teaching computational thinking will benefit students in a school setting because it will help students reach solutions to problems that may seem hard. We can design instruction that maximizes these benefits while accommodating diverse learning needs and styles by figuring out what the majority of the class enjoys. These common factors can be used to captivate (engage) your students attention as the opener for the lesson.
The steps were modeled and presented to them so they can use the data then given to breakdown focus on the details and solve by using a set of rules.
The computational thinking concepts presented in the video were extremely relevant and easily applicable to all students. It takes careful consideration to implement yet the skills are deemed essential for many reasons. Computational thinking is seen as an enhancement to the current curriculum and a helpful way to approach everyday problem-solving. To introduce computational thinking concepts to all students, certain criteria needs to be evaluated. To detail a few, We must ensure the concepts integrate into the curriculum across all subjects, involve activities that facilitate computational thinking and real-life scenarios to further hone in on the skills, provide feedback to engage, motivate, and encourage desired behaviors, and train educators to lead with pedagogical strategies that sustain computational thinking. To implement computational thinking amongst all students takes effort but with proper execution, students will be well equipped with life-altering skills.
Teaching computational thinking in a school setting would have many benefits to students and their families. Computational thinking skills are foundational and will enhance students’ ability to problem solve by breaking down complex problems into manageable parts, fostering logical reasoning and analysis. Computational skills will carry students throughout their future and elevate their thinking. This approach promotes creativity, enabling students to develop innovative solutions and build resilience and adaptability, as they learn from their attempts and failures. By integrating computational thinking into the curriculum and tailoring the instruction to meet diverse learning needs, educators will equip students with valuable skills that enhance their academic performance and prepare students for future careers in an increasingly digital world. Incorporating various frameworks such as the 5’E model of instruction, UDL, and RTI would accommodate and motivate different learning needs and styles.
How can we determine the relevance and applicability of the computational thinking concepts presented in the videos to all students? What criteria should we consider in making this determination?
In what ways can teaching computational thinking benefit students in the school setting? How can we design instruction that maximizes these benefits while accommodating diverse learning needs and styles?
We can we determine the relevance and applicability of the computational thinking concepts presented in the videos to all students by observing the teacher’s engagement in her presentation of each of each computational thinking concepts and the student levels of engagement in applying computational thinking skills to in completing their activity. The teacher’s ability to introduce computational thinking concepts as something students engage in daily “cleaning your room” allows for the students to become empowered during instruction because if they can connect concepts to real life, often times they will increase their levels of engagement during instructional time. When modeling during lessons, we can identify the relevance of computational thinking concepts with our students by observing their interactions/response to activity. When students can identify and connect to skills and are acknowledged/celebrated for such success, one can expect student engagement to increase if students are taught how to apply computational thinking concepts in all of goals/tasks provided as well as understanding how they are aligned to standards.
The criteria we can consider in making these determinations is utilizing multiple points of learning entry and concepts where students are engaged in explaining their approaches to utilizing each computational thinking skills in towards completing a task/goal/activity. Teachers can provide examples of entry points where students can demonstrate their understanding and/or application of each computational thinking concept. This can be scaffolded to ensure students are given necessary time to comprehend the concepts via multiple modalities.
Teaching computational thinking in the school setting has unlimited benefits? If taught and applied in a manageable forum, teaching computational thinking can enhance, engage and/or extend learning in the school setting. Because we have learned that computational thinking is applicable to all facets of our daily lives, we can redesign/enhance lessons to include a computational thinking approach and utilizing all of the concepts to solve a problem, no matter how minute and/or challenging. We can design instruction that maximizes these benefits while accommodating diverse learning needs and styles by knowing who our learners are and what their needs are. If we can identify the needs of our learners and levels of our learners, we can design instruction that demonstrate/offer multiple points of entry to capture learning as well as identifying how to create assessments to ensure that learning is occurring by applying computational thinking concepts to the learning process and producing artifacts that support that learning is occurring.
Computational Thinking is a skill that focuses on critical thinking and logical reasoning. It is a problem solving skill. It is higher-order thinking composed of four elements: Decomposition, Pattern Recognition, Abstraction and Algorithmic Thinking. Computational thinking concepts can be applied to all students by accommodating their diverse learning needs and styles. To assess the relevance and applicability of computational thinking concepts it is important to ensure that the concepts align to the curriculum standards and learning targets. It is important to include real-world examples to make the lessons engaging and applicable. Questions and activities can be scaffolded to meet the different skill levels and materials can be accessible to students with diverse backgrounds, abilities and learning styles. The key component is to allow students to break down complex concepts into manageable parts on their own. In doing so, it will spark critical thinking and creativity by allowing students to make decisions and connections.
The benefits and strategies for designing instruction that maximizes computational thinking in the classroom provides students with lessons that are inclusive and effective. Focusing on accommodating diverse learning needs and styles, educators can apply various contexts to help students understand algorithmic thinking that occurs in their everyday life. Students will be exposed to positive digital literacy to prepare them for any skill. Educators can provide differentiated instruction by offering various resources and materials to accommodate different learning preferences. Students will be given the opportunity to complete projects that require hands-on learning tasks to help them aid in understanding and retention. It is important for students to work together and share their own perspectives even when engaged in discussions and collaborative learning. There will be ongoing assessments and feedback to ensure methods are effective. Students can respond in many ways, such as text-to speech, use screen readers and listen to videos with closed captions to aid in comprehension. To foster independence, allow students to learn on their own and share ideas with peers and outside communities.
Computational thinking and it’s concepts are very relevant and applicable when we are making important and critical decisions. Computational thinking helps us to think critically and with problem solving skills. The concepts of CT are decomposition, pattern recognition, abstraction and algorithms. We use these concepts every day in our lives. These concepts help us to solve complex problems. CT has lots of benefits for students in the school setting. CT increases students confidence in dealing with complex problems. CT makes students think like a computer and students can contribute to society by solving big problems using creativity. Students find new solutions to impossible problems. We can design instructions to maximize these benefits by asking students and also we can use the UDL approach to make the lessons more accessible and inclusive. We can also use the 5es. We can use technology to make the lesson more enjoyable and accessible.
We can determine the relevance and applicability of the Computational thinking concepts presented in the videos by asking, and answering specific questions. Are these topics connected and useful? In addition, you must also consider if the purpose and the bias is understood. The bias is a prejudice in favor or or against an entity. All aspects of valuation, an estimation of somethings worth, must be taken into account.
The important criteria to consider when making this determination is, “the purpose and intended audience, authority and credibility, accuracy, reliability, currency and timelessness, and be objectively or biased.” (Relevance – Evaluating Sources – LibGuides at St. Louis Community College)
“Computational thinking is not an extra topic, it is an enhancement.” (What is computational thinking) It is an approach to problem solving, a way of thinking critically about something that actually gets the job done. The process of engaging in computational thinking includes four concepts Decomposition, Abstraction, Pattern Recognition, and Algorithmic thinking. These concepts are guides in determining the problem, focus only on the details, while noticing patterns or similarities then taking that information to create a new set of rules. Algorithmic thinking seems like such a complex concept to grasp. It is not, it is something that we do subconsciously everyday, when we figure out how to solve a problem with a new set of rules.
Our goal as Teachers is to make this versatile skill of computational thinking a conscious effort. Where we begin to mold innovators, while accommodating the diverse learning needs and styles of our students. Computational thinking can be used to support problem solving skills in math and science, across many disciplines in which teachers can use to support students in a school setting. It is an abstract way of thinking. Whether we teach in the school building or outside you can incorporate computational thinking. Teaching computational thinking is empowering. Teachers can teach students how to break up complicated problems into smaller more manageable ones. This gives students the power to do it on their own.
A way for Educators to design instruction that maximizes these benefits are to Incorporate Universal Design for Learning. A framework used to improve and optimize teaching and learning. The three principals that guide UDL are:
Principal 1: Provide multiple means of representation , Present information and content in different ways
Principal 2: Provide multiple means of action and expression, Differentiate the ways students can show what they know
Principal 3: Provide multiple means of Engagement
UDL is a teaching approach that works to accommodate the diverse needs and abilities of all learners.
Used in conjuction with UDL, is the 5E framework which “focuses on allowing students to understand a concept over time through a series of established phases. Theses phases are to Engage, Explore, Explain, Elaborate, Evaluate.” (Google)
Computational thinking only enhances what we are already doing on an everyday basis. as we solve the simply and complex problems.
Video, What is computational thinking
https://guides.stlcc.edu › evaluate_sources › relevance
We can determine the relevance and applicability of computational thinking since “all students can benefit from computational thinking’ . I agree with hat statement because computational thinking focuses on problem solving skills and critical thinking. They can use this skills in all subjects and everyday life problems. I also agree with what was stated in the video that computational thinking can be accessible to all students. ]
We can design instruction around computational thinking with and without the use of technology! This is especially beneficial for students that may have more difficulty in using technology and to accommodate those that are more comfortable. We can do this by letting students explore everyday problems they encounter to then transfer these skills to problems they encounter in class. They can also collaborate in groups to aid each other and create “think partners” in working out problems together.
Computational thinking is an approach to problem solving. It is relevant and applicable in all subject areas as well as real-life scenarios because no matter how big or daunting a task may seem, all students can break it down by using these principles. As teachers, we have to look for opportunities where computational thinking can enhance problem-solving skills, critical thinking, and creativity.
As with all learning tasks, teachers should provide multiple entry points and assessment methods, provide opportunities for hands-on collaboration, and, when possible, utilize technology and adaptive learning platforms. Doing so will help to maximize the benefits of computational thinking while accommodating diverse learning needs and styles of all students.
Teaching computational thinking to students in the school setting will benefit them by making them able to break down their problems into manageable parts to solve. Computational thinking is a general skill. It also increases students’ confidence in dealing with complex and open-ended problems.
To determine the relevance and applicability of the computational thinking concepts presented in the videos to all students by incorporating the 4 parts. The four parts are decomposition, pattern recognition, abstraction and algorithm design. Each part needs to be broken down and taught to students repeatedly so they know how to use each to solve problems they may encounter in school or their everyday life.
We can determine the relevance and applicability of computational thinking by understanding the approach and the critical thinking used to break down every day problems. Computational thinking involves a set of problem solving skills that draw upon our understanding of decomposition, pattern recognition, abstraction and algorithmic design. Using computational thinking helps us to solve problems by breaking them down and can be used everyday in all subject areas.
Teaching computational thinking can benefit our students in many ways. It emphasizes breaking down more complex problems by teaching students to identify patterns, develop algorithms and utilize logical thinking. These skills enhance their ability to think independently, assess information critically and make reasonable judgements. This mindset encourages creativity and the use of trial and error when approaching problem solving in every aspect of their lives.
Designing instruction that maximizes the benefits of computational thinking while accommodating diverse learning styles requires planning. Using a combination of visual, auditory and kinesthetic activities to engage all learners. Provide opportunities for students to experiment, create and collaborate while trying to solve problems. Also, providing a variety of assessment methods for students to chose from, written reports, oral presentations, visual presentations or even projects to showcase their understanding.
Where you shared “breaking down more complex problems by teaching students to identify patterns, develop algorithms and utilize logical thinking”, is a great outline foe computational thinking.
Computational thinking can be used in the classroom but it becomes a learned skill for life. A learned skill that can be used for all aspects whether it’s doing laundry, packing for a vacation, cleaning your house, playing a video game and so much more. It’s a life hack that students can take on with them and strengthen that skill. Ina. school setting Computational thinking would benefit in organization, problem solving, organization skills, studying skills/guides and much more.
To maximize these needs of our learners, not only are we using computational thinking for the lessons with the scaffolds/differentiation; we are also creating strategic groupings based on reading skills, math skills and who needs a smaller group setting with frequent check-ins. our lessons are pre-designed with computational thinking. when we execute these methods we are meeting the needs of all learners and providing that academic support and problem solving system that they need but can not ask for.
in order to even roll out computational thinking in the classroom, educators must build on prior knowledge; ice breaker mini lessons like daily routines, solving a problem , etc. This is how relevance and applicability comes into play because if they can see it as a skill that can learned, functioned, used already; how can they see it as a lifelong skill? That’s the part where educators need to get creative when delivering the the importance of computational thinking.
Computational thinking can benefit students in the classroom, as well as in everyday life situations. As the video indicated, computational thinking is an approach to problem solving. This is a skill that benefits students while accommodating diverse learning needs and styles because it can be applied to school related and life related scenarios.
Ways that we can determine relevance and applicability to all students by making sure that it is relevant and relatable to them. Provide practice with situations that are applicable to them so that when they possibly encounter those scenarios in the real world, they’ll me more prepared and more likely to be successful.
Anastasia I agree that computational thinking is an everyday life skill. I feel once students can visually see that; They will utilize more in the classroom after building on prior knowledge. I also agree that relatable approaches work best with students because that is how you get their attention to not only listen but to comprehend.
I do agree, computational thinking will help students with scenarios in the real world.
Computational thinking is relevant to students because it enhances problem-solving skills, logical reasoning, algorithmic thinking, and creativity. It provides a foundation for future academic and career success in an increasingly digital and technology driven world.
Teaching computational thinking to students is beneficial in the school setting because it supports the development of problem solving skills, logical and critical thinking, creativity and innovation, collaboration and teamwork, and tech literacy.
We can design instruction by considering approaches such as hands on activities, fostering a collaborative learning environment, scaffolding the learning experiences, and providing opportunities for reflection. These different approaches to instruction provide students with experiences of which they could reflect and be prepared for success in the digital age.
I love the idea of hands on activities!
We can determine the relevance and applicability of the computational thinking concepts presented in these videos to students by creating a visual representation introducing each of these concepts. As well as presenting real world scenario’s where students may need to use one or more of these concepts.
These skills are needed because in life they will be presented with all types of problems. They need to know how to use these problem solving skills to find a solution while doing it efficiently and effectively.
We can design instruction highlighting these concepts by thinking about which computational skill is needed to meet the objective of the lesson and tailoring an activity where students need to use that particularly skill, such as decomposition, pattern recognition, etc.
Kattie, I agree that visual representations will help when introducing computational thinking. It helps bring the meaning to the connection. I feel even when students are not visual learners, having it in front of you also gets your brain thinking and working. You can make sense of it and see it in your own perspective. I feel students can really utilize computational thinking in math as they problem solve.
This video summarized what computational thinking is and broke it down into smaller parts. It discussed the concepts of algorithmic thinking, abstraction, decomposition, and pattern recognition. These are all concepts that are already happening in classrooms and students may be doing it without giving it much thought. It has many benefits in and out of the classroom.
It promotes 21st century skills such as problem solving of real word problems. Students need to break up a larger problem into smaller pieces. It makes the task more manageable. As the students work through the smaller parts, they problem solve using abstraction and pattern recognition. try new things, and debug. This process allows the students to think outside the box and be creative and innovative, which is one of ISTE standards for Students. This process makes the students active stakeholders.
As design instructors, we need to maximize these benefits and accommodate diverse learners. In order to do this, you need to incorporate UDL principles, a variety of activities that are engaging and allow for different learning styles, and being willing to let go of the reins. We want the students to explore, tinker, take chances, and work collaboratively and independently.
Great job addressing the UDL principles and how important it is when carrying out an activity or creating an activity.
If anything this video made a clear connection between the concepts of computational thinking and living in our modern world. All of concepts, algorithmic thinking, abstraction, decomposition, and pattern recognition are already happening in our student’s brains, they most likely are not aware of it. These are life skills, which is why there is such a push to make them more visible to our students. Computational thinking is inherently relevant but the wider application and usefulness must be illuminated and taught for students to begin to actively harness the benefit of using these processes.
As educators we must design learning activities that allow students engage in computational thinking with awareness of what they are doing. Project-based learning is an excellent vehicle to facilitate this work. Students could identify a real world problem and use abstraction to get to the heart of the issue. Next they can use decomposition to design a plan of action and algorithmic thinking to design a procedure to collect data. Pattern recognition will allow them to draw conclusion. This type of learning gives students agency and allow students to choice thus accommodating diverse learning needs and styles.
We can we determine the relevance and applicability of the computational thinking concepts presented in the videos to all students by incorporating the steps of decomposition, pattern recognition, abstraction and algorithm design across all subjects and everyday life.
One way that computational thinking can benefit students in the school setting is by teaching them to approach Math word problems using CT in the upcoming NYS Math Exams. Many students know their multiplication tables, they know how to add, subtract and even divide numbers because they are linear operations, but they struggle with Math word problems.
We can teach them to use CT by first reading the problem, and as they read to decompose the problem identifying the data needed to solve the problem, by circling any number they see and its mathematical unit. Once they have recognized the patterns in the math problem data, they must reread the question to identify what is that they are asked to solve. This is abstraction in its purest form, because once they have the required math data, and they know what is asked to solve, they hen can design the necessary algorithm operation needed to calculate the solution.
When we design instruction that maximizes these benefits we need to keep in mind accommodating the diverse learning needs and styles of our students. One way we can help address this is by telling students that there are alternative ways to solve for example, a math calculation. They need to know that multiplication for instance is a fast addition of numbers, or that division is just the opposite of multiplication. Rather than think in a linear way, we tell our students to use CT to look at alternative ways to solve a math operation.
In my classroom, I emphasize how computational thinking supports and promotes skills that students can apply beyond the classroom
Some things to consider when designing instruction are:
I totally agree with you 100% that when designing instruction and using computational thinking, differentiation of instruction should be a most. We need to ensure our lessons are meeting the unique learning needs of all students in our classrooms, providing all necessary assistitve tech tools and removing all barriers that the curriculum may impose.
To determine the relevance and applicability of computational thinking concepts to all students, it is important to consider a number of factors, some are:
Some criteria to consider:
Computational thinking is very important for all students. This is because computational thinking allows students to learn how to break down a complex problems into small tasks to solve them. Computational thinking benefits all students, not just in their academic journey but also in helping them tackle complex problems in their everyday life.
The components of computational thinking are relevant to all students and can be applied to all lessons. For example, they can use decomposition in math when breaking down the problem into simple steps. They can use abstraction when determining the main idea. They follow various algorithms throughout the day. They can notice patterns to help them solve and create new algorithms. When trying to create criteria we can think about how to incorporate these skills into our instructional design. We want the students to see how they are using these real world skills to solve problems and gain new understandings.
Students can truly benefit from learning computational thinking skills. As mentioned in the first video, computational thinking is a problem solving skill that students can use to solve many different problems across all subjects. They can break down any problem into simple steps. When kids see how their prior knowledge and patterns help them answer different questions then the possibilities are endless. Therefore we can introduce the vocabulary to the students and continue to incorporate the skills throughout lessons every day. Another way of integrating computational thinking skills would be to give students problems that they need to solve with project based learning. This way they are utilizing all the skills in an interdisciplinary task. For instance, students can study endangered animals in their neighborhood. They could research what is causing the animals to be endangered. They can notice patterns and create an algorithm for the solution. Choosing projects with interesting topics for kids would increase the engagement for students. Using computational thinking skills lets helps all kids because they can break a problem down into simple steps, then they can notice patterns and what is important in those patterns and finally create an algorithm. Teachers can guide students with organizers to help them through each step and the assistance of visuals would be beneficial for all learners.
I agree with everything that you said. I wish that other teachers would make the same connection you mentioned in your post. Computational thinking is happening. We might not be calling/labeling it but it is there. We need to use the vocabulary and make the connections.
We can determine the relevance and applicability of computational thinking concepts to all students by the fact that computational thinking is important for all people. The concepts presented in the videos show that it is something that would help students understand and figure out things in school and in the real world. The criteria that we should use to make this determination is the fact that it will improve their lives. Computational thinking is problem solving. It will help them in all facets of their lives and because of that it is necessary to all students.
Computational thinking can benefit students in the school setting in many ways. One way that it would help is by giving students step by step instructions for work that they are learning (algorithms). By teaching them pattern recognition, students would be able to use what they have learned to help them solve new problems. These are just some of the ways that it benefits students. When we design instruction, we need to include computational thinking. By including it, students with diverse learning needs and styles would benefit. Since computational thinking is for all students, it would give students various ways/tips to address problems and get rid of things in a problem that are unnecessary for the task. It would give students the strategies they need to be successful.
I totally agree. Computational thinking is problem solving and therefore, it will help students in so many ways with so many things. The steps to solving any kind of problem in every subject is computational thinking.
I am sorry, Vanessa, I clicked on the wrong reply.
I agree with your post-Christina. Computational thinking helps students in so many ways. I also agree that it will help diverse students with learning needs and styles.