Given the importance of computing and computer science in most career paths, computational thinking must be a part of every curriculum. This session explores
how computational thinking is related to computer science and information technology and how it might affect K-12 education. Participants will look at curricula examples and learn about new resources produced by a joint ISTE/
CSTA NSF group.
Presenter: Joe Kmoch, Milwaukee Public Schools
Computational Thinking: Why It is Important for All Students
1. Computational Thinking:
An Important Skill for All
Students
Joe Kmoch
Washington HS of IT
Milwaukee Public Schools
joe@jkmoch.com
http://computationalthinking.pbworks.com
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#NAFNext
Session Description
• Given the importance of computing and computer
science in most career paths, computational
thinking must be a part of every curriculum. This
session explores how computational thinking is
related to computer science and information
technology and how it might affect K-12 education.
Participants will look at curricula examples and
learn about new resources produced by a joint
ISTE/CSTA NSF group.
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Three Statements about
Computational Thinking
• Based on 9 computer science practices and their
application to most subject domains
– Data Collection, Data Analysis, Data
Representation, Problem Decomposition,
Abstraction, Algorithms, Automation,
Simulation, Parallelization
• Related to Common Core in Mathematics
• Probably our best shot to get Computer Science
experiences in K-12
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Critical Thinking + Computing Power
= Making Decisions or Innovating Solutions
(Think “Create, Produce, Manipulate”)
What is CT?
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The core principles of Computer Science are the
basis for Computational Thinking.
CT is the use of
CS principles in problem
domains
What is CT?
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A Digital Age Skill for
Everyone
A Digital Age Skill for
Everyone
Why CT? Why Now?
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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
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CT for All Teachers
All teachers can and should be responsible for
teaching skills, practice, and assessment of CT. This
is not a “computer thing”.
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CT for All Teachers
Most teachers already incorporate CT basics, but
may not know it.
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CT for All Teachers
CT has a shared vocabulary that can be highlighted
in lessons from every discipline.
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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.
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Computational Thinking is
The marriage of
– the big ideas in computer science (such as
abstraction, algorithms, modeling, problem
decomposition)
– with problems and big ideas in most other subject
matter domains
CT Operational Definition
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• Technique of generalizing from specific instances
(dealing with both process and data)
• Capturing essential common characteristics while
discarding unessential characteristics
• Operating simultaneously at multiple layers and
define relationships between layers
What is abstraction?
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Cooking a Meal Abstraction
Cooking a meal
• At the highest level we might have the list of courses
that make up the meal
– Appetizer(s)
– Soup/salad
– Entree
– Dessert
• And probably an order in which to work on them
(project timeline)
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Cooking a Meal Abstraction
• At the next level, we might have the details of the
individual parts
– The recipes, for example
• At the next level, we might have the details of how to
do certain cooking actions
– doing a reduction or
– pureeing, or
– rolling dough
(All process abstractions)
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Example of data abstraction
This Chicago transit
map is a data
abstraction; contains
essential info like
stations and transfer
points, avoids
details like exact
street locations of
stations or distances
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Process Abstractions of the mind
• Techniques
• For example: Divide
and Conquer
• Abstraction of how to
solve a problem, not
actually a solution to
any particular
problem.
• Take a problem and
divide it into several
piece
• Solve or complete
each piece
• Re-combine the
pieces to solve
original problem
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Another activity
• Please get into groups of 4-8
• Review the Computational Thinking within Disciplines
Chart
• Within your group brainstorm some lessons in your
discipline where you already include one or more of
the CT concepts or dispositions; together consider
how you could enhance these lessons to include one
or more additional CT concepts or dispositions.
• 20 minutes; write ideas on a large sheet
• Then we’ll share at least one idea from each group
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Comparing CT Core Dispositions and CCSS
Standards for Mathematical Practice
CCSS Standards for Math Practice Computational Thinking core dispositions
1. Make sense of problems and persevere
in solving them
Confidence with complexity
Persistence in working through problems
2. Reason abstractly and quantitatively Ability to deal with open ended problems
3. Construct viable arguments and
critique the reasoning of others
Ability to communicate and collaborate to
achieve a common goal
4. Model with mathematics Tolerance for ambiguity
5. Use appropriate tools strategically Ability to communicate and collaborate to
achieve a common goal
6. Attend to precision Persistence in working through problems
7. Look for and make use of structure Ability to deal with open-ended problems
8. Look for and express regularity in
repeated reasoning
Ability to deal with open-ended problems
<http://www.corestandards.org/the-standards/mathematics/introduction/standards-
for-mathematical-practice/>
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Comparing CT Core Concepts and CCSS
Standards for Mathematical Practice
CCSS Standards for Math Practice Computational Thinking core concepts
1. Make sense of problems and persevere
in solving them
Data collection, analysis, representation
Problem Decomposition/Analysis
2. Reason abstractly and quantitatively Abstraction
3. Construct viable arguments and
critique the reasoning of others
Algorithms and Procedures
4. Model with mathematics Modeling & Simulation
5. Use appropriate tools strategically Automation
6. Attend to precision Data collection, analysis, representation
7. Look for and make use of structure Parallelization
Algorithms & Procedures
8. Look for and express regularity in
repeated reasoning
Algorithms & Procedures
<http://www.corestandards.org/the-standards/mathematics/introduction/standards-
for-mathematical-practice/>
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CCSS: Standards for
Mathematical Content
High School: Modeling
Modeling Standards
Modeling is best interpreted not as a collection of isolated
topics but rather in relation to other standards. Making
mathematical models is a Standard for Mathematical Practice,
and specific modeling standards appear throughout the high
school standards indicated by a star symbol (★).
<http://www.corestandards.org/the-standards/mathematics/high-school-
modeling/introduction/>
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CT Statement #1
CT is a key interdisciplinary component in preparing
students to be successful in a globally competitive
workforce.
• If students are going to be successful in postsecondary
education and compete for and win jobs, they must have
the critical thinking and problem-solving skills that CT
provides (Wagner).
From ISTE CT Website, Computational Leadership Toolkit (8/22/11), p 42
Tony Wagner, Innovation Education Fellow, Technology and Entrepreneurship
Center, Harvard U
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CT Statement #2
CT is a critical enabling skill that will raise the level of
achievement for all students, especially those who are
traditionally marginalized.
• Successful students must be able to connect and apply
academic content to real-world situations, and CT provides
a framework for that learning connection (Marzano).
From ISTE CT Website, Computational Leadership Toolkit (8/22/11), p 42
Robert J Marzano, Marzano Research Laboratory
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CT Statement #3
CT is already a learning strategy in many classrooms
and lessons today. However, we need to more closely
examine the uses of CT and identify and expand
student and teacher awareness about its impact and
power.
• This means we probably do not have to expend large sums
of money. We just need to recognize and align
CT strategies to current practices.
From ISTE CT Website, Computational Leadership Toolkit (8/22/11), p 42
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NSF CE21 proposals require CT
prominently
CSTA K-12 CS Standards, 3rd ed (CT is a
major focus of these new standards)
New AP Computer Science Principles and
Exploring CS Curricula – CT plays a major
role
CT is gaining traction!
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Consuming content and parroting procedures is
19th and 20th Century
21st Century Education is about process, about
learning tools and skills to remake content, create
new learning and solve problems (think creators,
producers)
Not about just formal education in school but also
about informal education – 24 hour learning – the
network
CT promotes 21st Century Learning
Re-Imagining Learning in the 21st Century: MacArthur Foundation
http://www.youtube.com/watch?v=D6_U6jOKsG4&feature=relmfu
Rethinking Learning: The 21st Century Learner: MacArthur Foundation
http://www.youtube.com/watch?v=c0xa98cy-Rw&feature=relmfu
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CT isn’t necessarily useful for all problems
...but for many of our largest problems
involving sciences, environment, social studies
for example where large datasets abound
and modeling and simulation techniques are
useful
CT for our larger problems
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Technology Review (May/June 2013)
10 Emerging Technologies – among them:
Deep Learning (AI)
Prenatal DNA Sequencing
Baxter: Blue Collar Robot
Smart Watches
Ultra-Efficient Solar Power (Nanotechnology)
Big Data from Cheap Phones
Supergrids
CT in Emerging Technologies
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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
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For more information, contact:
computational-thinking@iste.org
Or
http://csta.acm.org/Curriculum/sub/CompThinking.html
www.iste.org/computational-thinking
Joe’s site: http://computationalthinking.pbworks.com
Thank you!
Notes de l'éditeur
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.
(JK modified from original)
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.
(JK added slide to original)
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.
CT is multidisciplinary use of CS concepts
(JK slide added)
[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.
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.
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.
Highest levels – like a menu
Recipies provides more details at another level
At a more detailed level doing actual process (process abstractions)
More generalized example – divide and conquer – decompose, solve re-combine
[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 a high school reference. There are slides that reference an elementary school example. You can find how to read a CTLE on page 11 in the booklet. ]
The CT Teacher Resources 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. This is an example from high school.
Each CTLE includes a CT Guide on the Side that correlate the activities…
…to CT skills (in black lettering)
Identifying, analyzing and implementing is some of the CT skills contained in this lesson.
….and dispositions (in blue lettering). CTLEs can help teachers and students gain a better understanding of the CT building blocks.
Tolerance for ambiguity and handling open-ended problems are the two dispositions featured in this learning experience.
The body of the CTLE looks like a lesson plan or activity. The CT activity is correlated to an item in the Guide on the Side, like this activity
...or like this disposition (in blue lettering)
Or this vocabulary (highlighted in green).
[To presenter: This is an activity for presentation participants. Hand the high school Traffic Jam learning experience worksheet.]
Use the CT Vocabulary Chart and the working definition of CT with the disposition listed to identify where you can find CT skills, vocabulary, and dispostions in the Traffic Jam 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.]
(JK this slide and the following 8 slides are added
This list of mathematical practice standards echoes the knowledge, skills and dispositions noted in the development of CT
CT Dispositions:
Confidence with complexity
Persistence in working with difficult problems
Tolerance for ambiguity
Ability to deal with open-ended problems
Ability to communicate and collaborate to achieve a common goal
CT Core Concepts
Data Collection, Analysis, Representation
Problem Decomposition /Analysis
Abstraction
Algorithms & Procedures
Automation
Modeling & Simulation
Parallelization
While CT fits into all of the mathematical content standards areas, this one detailing modeling is of particular interest
Talking Points for District Leaders and Principals
Talking Points for District Leaders and Principals
Talking Points for District Leaders and Principals
NSF, CSTA and new curricula are including CT in huge ways
As noted in MacArthur Foundation studies, 21st century is no longer focused on content (which can be looked up and doesn’t need to be memorized) or memorized procedures, but rather on the process of creating that content and then using mash-ups and other means to create new content and procedures to solve new problems
CT Features which promote new approaches to learning – project-based, inquiry-based, reality based, multidisciplinary, deep analysis, using concepts from CS preparing for the use of automation to help solve problems (most major scientific and even non-scientific research revolves around stating problems in such a way that computers can then harvest and help evaluate data)
Problems involving interpersonal skills are not usually amenable to CT, computation, CS, though the problem analysis skills can often apply, so in that way there’s some possible involvement.
Technology Review chose it’s 10 Emerging Technologies – all involve many of the core concepts and dispositions of CT
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
