CTSI Pedagogy

We are using the word CTSI pedagogy for the lack of a better word. Pedagogy is a word for the art of teaching. When we want students to learn about Computational Thinking (CT) in the context of Scientific Inquiry (SI) and Disciplinary Ideas (DI), we want the nature of the classroom activities to look very different. The learning process should be student-centered. Students should take charge of their learning with the computational tools that are specifically designed to support their learning. They should learn how to ask questions and perform their own explorations, and investigations to figure out the answers. 

We call such learning environments ‘Low Threshold High Ceiling’. There is a fairly low threshold for students to start using and exploring the models. They can start designing simple experiments and investigations, perform those, collect data, and provide evidence to support their claims. Some of the High Ceiling activities would include - evaluating the models: discussing what they are good for and what their limitations are; looking at the code and trying to understand it; making simple modifications in the code; and even building a new model altogether. 

All the CTSI activities should be driven by student interests. This does not mean that teachers do not have any role in these learning spaces. In fact, the teacher’s role is even more important in facilitating student learning with these tools. We have listed some DOs and DON’Ts for teachers and students so that the learning process is more effective. Please add your suggestions for additional DOs and DON’Ts in the comments section.