Facilitator

Educators facilitate learning by integrating computational thinking practices into the classroom. Since computational thinking is a foundational skill, educators develop every student’s ability to recognize opportunities to apply computational thinking in their environment. Educators:

5a: Evaluate and use CS and CT curricula, resources and tools that account for learner variability to meet the needs of all students.

5b: Empower students to select personally meaningful computational projects.

5c: Use a variety of instructional approaches to help students frame problems in ways that can be represented as computational steps or algorithms to be performed by a computer.

5d: Establish criteria for evaluating CT practices and content learning that use a variety of formative and alternative assessments to enable students to demonstrate their understanding of age-appropriate CS and CT vocabulary, practices and concepts.

Drone Lab

5a: I evaluated and used resources plus tools that accounted for learner variability to meet the needs of all students. We got our drone to do flips, but the drone soon enough only hovered. Other students had the same problem, so one student was researching the issue. The student found that it could be that the battery overheated. The battery was hot, so it made sense to all of us. During the class, we did get to see other groups figure out the codes for the drone to flip which was interesting to watch.

Recycle Truck

5b: Empower students to select personally meaningful computational projects. Students found this activity to be very meaningful and did a lot of coding with the trucks. The students got the truck to make sounds, race, and change colors. They really enjoyed the coding and found it to be meaningful.

5c: I was able to use a variety of instructional approaches to help students frame problems in ways represented by computational steps to be performed by a computer. Jasmine and I explained how to use the coding for the truck. I even showed a code to show the students how it worked. They then started creating codes to speed as fast as possible to win the race between the two trucks. The students set up the code and let the code be played out which caused the recycling truck to start driving forward real fast.

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