CS4Impact: Measuring
This presentation is the property of its rightful owner.
Sponsored Links
1 / 32

Heather Bort and Dennis Brylow SIGCSE 2013 PowerPoint PPT Presentation


  • 35 Views
  • Uploaded on
  • Presentation posted in: General

CS4Impact: Measuring Computational Thinking Concepts Present in CS4HS Participant Lesson Plans. Heather Bort and Dennis Brylow SIGCSE 2013. Outline. Problem Solution Workshop Structure Rubric Results Future Work. The Problem.

Download Presentation

Heather Bort and Dennis Brylow SIGCSE 2013

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Heather bort and dennis brylow sigcse 2013

CS4Impact: Measuring Computational Thinking Concepts Present in CS4HS Participant Lesson Plans

Heather Bort and Dennis Brylow

SIGCSE 2013


Outline

Outline

  • Problem

  • Solution

  • Workshop Structure

  • Rubric

  • Results

  • Future Work


The problem

The Problem

  • Many current K-12 outreach efforts attempt to increase the number of students interested in majoring in computer science and related fields

  • Assessing these efforts has proven to be challenging

  • Most prior work on examining the impact of professional development interventions for K-12 CS teachers stops with indirect measures


Indirect vs direct

Indirect vs Direct

  • Measuring Knowledge

    • Before and After workshop attitudinal survey (indirect)

    • Concept Quiz (direct)

  • Measuring Concept Integration

    • Surveying attitudes about using the concepts in their classrooms (indirect)

    • Ability to integrate workshop material into lesson plans for the classroom (direct)


Measuring impact

Measuring Impact

  • Workshop structured around Computational Thinking (CT) lesson plan building and sharing

  • Designed a rubric to measure how CT concepts were used in the lesson plans

  • Applied the rubric during the sharing phase of the workshop


Workshop structure

Workshop Structure


Data collection

Data Collection

  • Each participant presented their lesson plan to the group

  • Presentations were video taped for later analysis

  • 4 hours video data with full text of written plans coded with rubric


Rubric

Rubric

  • Computational Thinking Concepts

  • Level of Inquiry


Computational thinking

Computational Thinking

  • Jeannette Wing states that computational thinking “represents a universally applicable attitude and skill set everyone, not just computer scientists, would be eager to learn and use”

  • a problem solving method that uses algorithmic processes and abstraction to arrive at a answer

  • showcase concepts over programming skill or computational tools in the classroom


Computational thinking concepts

Computational Thinking Concepts

  • Data Collection

  • Data Analysis

  • Data Representation

  • Problem Decomposition

  • Abstraction

  • Algorithms & Procedures

  • Automation

  • Simulation

  • Parallelization


Why inquiry based learning

Why Inquiry based learning?

  • We learn by inquiry from birth

  • Important skill set

  • Central to science learning

  • Right answer versus appropriate resolution


Traditional approach to learning

Traditional Approach to Learning

  • Focused on mastery of content

  • Teacher centered

  • Teacher dispenses “what is known”

  • Students are receivers of information

  • Assessment is focused on the importance of “one right answer”


Inquiry approach to learning

Inquiry Approach to Learning

  • Focused on using and learning content to develop information processing and problem solving skills.

  • More student centered

  • Teacher is the facilitator of learning

  • More emphasis on “how we come to know”

  • Students are involved in the construction of knowledge


Heather bort and dennis brylow sigcse 2013

Sage on the Stage

Versus

Guide on the Side


Levels of inquiry

Levels of Inquiry


Heather bort and dennis brylow sigcse 2013

5 Characteristics Of Inquiry Based Learning


1 bloom s taxonomy

1. Bloom’s taxonomy

  • Inquiry based learning asks questions that come from the higher levels of Bloom’s Taxonomy


2 asks questions that motivate

2. Asks questions that motivate

  • Inquiry based learning involves questions that are interesting and motivating to students


Types of questions

Types of questions

  • Inference

  • Interpretation

  • Transfer

  • About hypotheses

  • Reflective


3 utilizes wide variety of resources

3. Utilizes wide variety of resources

  • Inquiry based learning utilizes a wide variety of resources so students can gather information and form opinions.


4 teacher as facilitator

4. Teacher as facilitator

  • Teachers play a new role as guide or facilitator


5 meaningful products come out of inquiry based learning

5. Meaningful products come out of inquiry based learning

  • Students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks.


Inquiry based learning in computer science

Inquiry based learning in Computer science

  • Cooperative Learning

  • Teamwork

  • Collaboration

  • Project-oriented learning

  • Authentic Focus


Rubric1

Rubric


Rubric2

Rubric


Results

Results


What we learned

What We Learned

  • Many of the participants did not effectively integrate the CT core concepts into their lessons

  • A large number of lesson plans scored 0 in some sections of the rubric


What we learned1

What We Learned

  • Among the experienced CS teachers, some are firmly entrenched in a pedagogical style that still emphasizes conveying facts and programming language syntax, not in focusing on skill building

  • Large number of participants were able to produce lesson plans with level 1 or level 2 components, sometimes in multiple core areas.


Follow up

Follow Up

  • One third of participants volunteered feedback for six month follow up survey.

  • All but one respondent has been incorporating concepts from the workshop in their classrooms


Moving forward

Moving Forward

  • Link CS4HS content to Common Core Standards

  • Better lesson plan development and assessment

  • Continued multi track structure


Our thanks to

Our Thanks To:

  • Google

  • Wisconsin Department of Public Instruction

  • The Leadership of the Wisconsin Dairyland CSTA

  • The many teachers that participated


  • Login