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.
5.5 a) Evaluate and use CS and CT curricula, resources and tools that account for learner variability to meet the needs of all students.
5.5 b) Empower students to select personally meaningful computational projects.
5.5 c) 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.
5.5 d) 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.
In the WeDo 2.0 app context, students engage with ICE CUBE (the Sound Machine), creating the necessary code to enable ICE CUBE to move and produce music. This activity, aligned with 5.5c, encourages students to frame problems in a manner that requires algorithms and computational steps. By designing the code to orchestrate both movement and music, students enhance their coding skills and gain practical experience in problem-solving and algorithmic thinking, preparing them for broader applications in computer science.
5.5 c) 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.
Click the Title to learn more!
When utilizing Drone Blocks, students learn valuable lessons about using Tello Drones in a meaningful context, like delivering medicine or collecting samples in the Himalayas. This approach aligns with 5.5b, as it empowers students to choose personally significant computational projects. By connecting classroom learning with real-world applications, students gain a deeper understanding of computational concepts and find purpose and relevance in their projects, fostering a sense of empowerment and motivation in their educational journey.
5.5 b) Empower students to select personally meaningful computational projects.
Click the Title and go under "Notes" to learn more!
Utilizing technology resources such as iPads and Chromebooks, we employed Canva to facilitate students in reading the MyHero Story and utilizing online drawing tools for creating flower illustrations. This approach aligns with 5.5a, as we evaluate and use computer science (CS) and computational thinking (CT) curricula, resources, and tools that accommodate learner variability. By integrating diverse technologies, we ensure that the educational experience caters to the unique needs of all students, promoting inclusivity and adaptability in the learning environment.
5.5 a) Evaluate and use CS and CT curricula, resources, and tools that account for learner variability to meet the needs of all students.
Click the Title to learn more!
At MetroE, we employed resources from the iCreate Lab, including stickers, a poster, and potted cardstock, to actively engage students in understanding the impact of weather on plant growth. This hands-on approach aligns with 5.5d, where we establish criteria for evaluating computational thinking (CT) practices and content learning. Utilizing a variety of formative and alternative assessments, we enable students to demonstrate their understanding of age-appropriate computer science (CS) and CT vocabulary, practices, and concepts. This multifaceted evaluation strategy ensures a comprehensive grasp of the material and fosters a more nuanced understanding of the relationship between weather and plant growth.
5.5 d) 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.
Click the Title to learn more!