Introducing Relationships and Defining the Terms:
Both of these terms are found in the ADST curriculum; Arguably, the defining qualities of these terms are inherent in all curriculum content areas and grades. "Computational Thinking" and "Robotics" involve understanding, disseminating and deconstructing the parts to piece together and create a whole new design. Both involve understanding the pieces to create a whole. These terms imply ways to think, plan, and do by harnessing technology, using design, process, sequences, innovation, coding, and problem solving. In learning the applications, and processes inherent to these terms, you are learning to build life long skills and behaviours to manage and solve and support complex inter-disciplinary problems using creative thought and hopefully achieving innovation while harnessing technology for progressive designs to meet cutting edge societal needs. Instilling the skills of Robotics and Computational Thinking across curriculum content and grades empowers and accelerates innovation and designs across disciplines and instils the skills necessary to be progressive in the 21st century technology age. The incentives of computational design thinking and robotics are ultimately the same: to design a product using materials and pieces to provide symbolic representations or concrete visual behavioural responses to affirm that one’s goals in design have been accomplished, which is the essence of the new BC ADST Curriculum content. Curriculum Connections There are differences in how frequent “Computational Thinking” and “Robotics” are referred to in the BC Curriculum across content and grades. Computational thinking and fluency is integrated throughout all grades and in many curriculum content areas. In contrast, Robotics is mainly focused in the ADST curriculum areas and doesn’t become a part of the curriculum content until grade 6. After doing a curriculum search for Robotics and Computational Thinking. Primary Connections The curriculum does not use the term “Robotics” in the early grades, although computational ideas of decomposition and breaking numbers and patterns into parts definitely relates to computational fluency and is the beginning skills of programming. Although the curriculum does not explicitly use the “robotics” and “computational thinking” language in the primary grades, connections to the primary curriculum include using patterns and sequences and the processes of decomposition and breaking wholes into smaller parts are inherent in programming and building a code. Robotics may also connect to the ADST primary curriculum in that you can use basic apps like “Makey Makey” to ideate and create and explore building designs with robotic technology. Students in the primary grades would benefit from vocabulary front loading and free exploring, as they will make greater gains than we could imagine in a short amount of time with simple introductions and peer mentoring and collaboration to coding and robotic technology using basic patterns, sequences and programming tasks, using simple directional language and symbols. Middle Grade Connections Robotics has connections to only the ADST curriculum in grades 6 through to 10, and relates to Computational Thinking in that a Robot is described in the curriculum as “a machine capable of carrying out a complex series of actions automatically” or, in other words, a machine capable of being programmed. Programming a robot to follow a series of steps requires computational thinking: pattern recognition, sequences, and creating algorithms. The Robot’s response to the students programming provides for opportunities to view the program sequences visually, and continue to progress with more innovative complex sequences and programming goals based upon their observation of the Robots expected or unexpected behaviour response to the program or code. Computational fluency within the programming framework is accelerated when you have a visual robot model to perform the steps and confirm if your “code” meets your intended goal. What was Surprising in my inquiry and Curriculum Term Search!!! I discovered that the combination of terms “Computational fluency” and “Computational Thinking” don’t appear in the BC Curriculum document until grade 4. Big ideas in grades 4 to 6 are developing computational fluency through patterns and relations, using simple algorithms, visual representations of programming and languages. Another layer is added to the curriculum Big Ideas in grades 7 to 8 where students are expected to use software programs and sequenced instructions that have obvious patterns that can be discovered and repeated by others. At this level, students are practicing to break problems into small pieces and represent this data using number systems, and visual programming using text-based and modular/block components. Using the App “Scratch” and “LEGO Mindstorms” help build and instill concrete visual examples of computational skills at this level. After grade 8 abstract symbols and decomposing patterns, and algorithmic thinking become more complex. Questions???? What are the curriculum connections to primary for these two terms and why us there no common language across the grades to draw attention to curriculum connections for "Robotics" and "Computational Thinking"? Isn't it important to create a common language to instill the notion of computational thinking and the basics of robotics at an early age? What language could be inserted that would help teachers make the computational, design, and programming/coding curriculum connections to the ADST curriculum across the grades? Being on the same page and formulating introductory language seems plausible and provides a foundation and expedites the learning and progress for the upper grades and ultimately our community. Tinkercad is an online tool for designing 3D objects. Although it requires an on-line connection, it is a program accessible for most all students beginning in the primary grades. I began exploring a design as part of one of my Queens coursework assignments. My design is a prototype for seating ideas in my library. I like the cross shaped bench that I puzzled together after making a duplicate of one bench. The cross shaped bench idea, could also work as a table with cushions for seating and students could share their Ipads while kneeling or leaning their back against it. I like the idea of having it as a bench too, for jigsawing mobile tables on wheels to work on projects in groups of two. I truly love the idea of creating prototypes using the Tinkercad tools, although I have to admit, it was definitely a learning curve for me and one I found very tedious at first. After exploring more than one tutorial, and videos that I found off the website and also on Youtube, i discovered how to look at my design from all angles, group my pieces together to make one object, insert colour, and holes using a variety of different 3D shapes, and explore the apps ability to manipulate the dimensions of my design. It is a program that keeps you tinkering for sure, and would be of great interest for many of the students in my grade 2/3 classroom. Not all but many... I think this a an excellent tool to make curriculum connections in intermediate grades and moving through all secondary levels of designing STEAM projects. I would be hesitant to use it in anything other than a brief overview of introducing the tools and the names of 3D objects in the primary grades; However, I can absolutely see many students in the primary classes wanting to play and design with this tool quite possibly on their own time or as part of a design challenge, and with mentoring, leadership, and role modelling from older students, I think the younger students would adopt more skills than we could imagine in a short amount of time. Curriculum connections to the grade three curriculum include describing, identifying the name and exploring the attributes of 3D objects including: spheres, cubes, prism, cones, cylinders. Tinkercad would allow students to identify and manipulate 3D objects when creating designs and provides opportunities for teachers to compare how rectangular prisms and cubes are the same or different, by allowing students to explore and manipulate these objects in a digital format. Understanding and manipulating dimensions, as well as flipping, and rotating, and repeating patterns while building objects using a variety of different shapes are all skills that are explored while using this on-line 3D design tool. This Tool is accessible, free and safe for the classroom. Students and teachers are offered free lessons and support videos, and the program is compatible with different file types allowing for the import and export of AR and to 3D printers. Teachers can create groups for students under the age of 13 and monitor their work. Make 3D dimensional objects for free using Tindercad with your mouse and then print out your prototype or design using a 3D printer. In my District and School, students and teachers have just been introduced to coding this past year. It is a very exciting time, and a huge learning curve for myself and many of my colleagues in learning how to integrate technology as a part of our pedagogical practice to meet the new BC Curriculum outcomes. For all teachers, I recommend visiting http://codebc.ca and https://code.org/where there is a wealth of information to help educators and parents get started in all ages and grades. My assignment in learning coding for this course begins with “Scratch”, which is an online application that educators use to engage students in computational thinking and can be integrated into a variety of subjects. “Scratch” teaches the basics of programming by using a drag and drop system of commands. This app allows students to build skills to become future programmers. In learning how to create new designs, students use systematic reasoning, creativity, innovation, logic, and gradually build on visual knowledge to introduce coding basics using blocks, while working collaboratively with others. The flexible programming allows students from ages 8 and up to create new and interesting projects and build visual stories, musical performances, games, and other animations. In our District Resource Centre, we have a box of “Scratch” cards, that offer challenges for this App, as well as books like "Helloruby", that are compatible and work using the tools of the “Scratch” App. https://www.youtube.com/watch?v=U4ktPBNNw60 At my school, our primary students have been using a “Code and Go” Robot Mouse Activity set, which is much like “Bee-Bot”.These sets help students beginning in kindergarten learn how to code by developing directional language. Students begin by building the area with hands-on plastic puzzle pieces using one of the included paper maps as a guide. Then they place instructional cards down to help in the next step of programming the mouse to get to the cheese from its starting point. Students press the buttons on top of their mouse using the same sequence of their helping cards to program their mouse robot with a set of instructions using arrow, forward, and turn buttons to get the cheese. This process provides opportunities to problem solving, because if there is something wrong with the programmed sequence students must review their steps and find a solution by reprogramming their mouse until they have success. I began with this Robot Mouse activity in my grade 2/3 class, as it was an excellent introduction to coding, and way to teach directional patterns, using symbols to define a sequence with restraints, and decompose a task into smaller elements. Our District Resource Centre has purchased many Coding and Robot resources this past year to provide opportunities for primary and intermediate students to use the latest and greatest computational and logic building technology including: "Sphero’s" made by Apple and “Dash” and “Dot” Robots from the "Wonder Pack". “Learning to code can seem like a daunting prospect, especially if you don't know where to start. However, the development of toys such as the "Sphero SPRK" removes the uncertainty and fear by engaging users in a fun but easily understandable way through gradually building on visual knowledge to introduce coding basics.” (https://www.zdnet.com/product/sphero-sprk-edition/) Using the “Dash” and “Dot” robots offer a choice of being controlled by 4 progressively more difficult "Make Wonder" levelled Apps that gradually builds more complex coding and computational skills in the learner. Tablets, or other handheld devices may be used to pair the Robot to Bluetooth. Depending on which app you choose for your classroom will depend on the skill level and experience of your students and teacher, because the coding skills that each App teaches range from very basic steering maneuvers to quite complex logic and computational thinking. The four Wonder Apps to control “Dash” and “Dot” include: The “Go” App allows the user to turn on sounds, lights and steer the robot much like a remote-control car. This is a great start for students to learn the basics of using the Ipad to pair with the robot using Bluetooth functions. The “Path” App, introduces the idea of creating a path by programming your Robot by simply drawing a line with your finger, which helps students develop measurement and mapping scale skills. The “Blocky” App, is very much like Scratch in that students program the sequence for their robot to move, light up, and make noise by dragging and dropping block commands in a sequence of their choice. The “blocky” App, similar to “Scratch”, provides for problem decomposition, logical reasoning, and understanding algorithm design processes using symbols, pattern knowledge, and data sets. The Last “Wonder” App allows students to program and save their creations it is definitely recommended for older students. For me the concept of “Computational programming” becomes less abstract as students become more skilled in coding using more complex apps. All of these Apps/Robots/ and coding tools gradually build on visual knowledge to introduce coding basics. “Sphero", similar to “Dash”, “Dot”, and “Scratch” are all created for learner progression. These Apps allow students of all ages build skills in logic and computation using technology, innovation, and algorithms, for creative coding designs. o edit. Determining the True Problems: I have been a grade 2/3 primary teacher at my school for the last two years and watched the enthusiasm of our new librarian in her new position this past year, take on the challenge of transforming our library space into a welcoming flexible, creative space for whole class PBL collaboration activities. She with the support of the principal, purchased mobile, comfortable furniture, began collaborating with teachers on PBL lessons in the library, and has future plans for this coming year to put rollers on the bookshelves, and convinced the principal to purchase more ipads and another laptop cart for this coming year to meet the growing population and new curriculum demands. Our school is going to be even more resource rich, and with some input from the teachers, I hope to find some trends that will enhance the TLs ability to support our teacher and student learning needs. Beginning the Process of Inquiry and Design: The six questions I chose to include in the Survey I created using Survey Monkey were:
Examining the Trends: Our school has over 200 students in grades ranging from K-7, and when considering there are 4 intermediate classrooms and 5 primary classrooms that share the library, there are some diverse learning needs for the TL to support within the ADST Curriculum. As a classroom teacher, I noticed a considerable reduction in finding available time to use the laptops, the library space, the ipads, and the computer labs, this past year an extra classroom and increased student numbers being introduced. With another increase to numbers, and another class being added again this year, it is most imperative that a supportive and flexible schedule for the library space be collaborated upon and an inquiry made as to what resources and supports are relevant and priority for classroom teachers and students across all grades. Scheduling trends and finding creative ways to share resources and spaces was imperative to making the library space work for everyone. Last year, I experienced much time collaborating with other teachers to come up with creative ways to share spaces, resources, and technology to meet the ADST curriculum, which is why it made sense to create questions that spoke to these constraints on scheduling, space configuration, and take inventory of resources and pedagogical knowledge to meet the ADST curriculum across grades. Trends in conversations with teachers presented these inquiry areas to focus upon for positive change and support.
The library presently does not provide flexible drop in times for students during scheduled classroom times, because the computer lab is in high demand by the intermediate teachers, who need to integrate the ADST curriculum across with content areas, which requires access to tech tools and digital literacies frequently, through-out the day. A very rigid weekly schedule has been created that offers no sign-up sheet for extra times and provides primary teachers with one block a week to come to the library with their students. It has been said that the library is “too busy” when more than one class is in the library. One of the reasons why it is thought to be “too busy” or “too hectic is because the computer lab and smart board is at the entrance of the library and teacher instruction is interrupted when other classrooms walk through this space to access the rest of the library to check in and out books. The Smart-board is located in the same area where students line up to check out books. As well, there are no doors on the library, so the hallway often becomes an extension of this space as there are benches just outside for sitting on and any classes passing by to go to the gym are an extra-distraction for the instruction occurring in the library. Going and checking out books with a class requires walking through the instructional space, so “dropping in” is not an option when teachers, who have signed up for their time in the library computer lab require this Smartboard area for a focused instructional space. Reframed Problems: The present hardwired computer lab configuration and Smartboard in the library does not provide for flexible schedules and multi-purpose use of the libraries diverse technologies and spaces. The library is presently being under-utilized, by the primary grades, because they cannot access the “maker-space” and library without interrupting instruction in the computer lab, which occurs directly in the path of the entrance to the library and shares the same space with the location of where checking resources in and out occurs. Reframing the Problem towards a Solution: If money was invested for another mobile classroom computer laptop cart, and hardwired computers were illuminated from the library and dispersed into the classrooms a maker-design space could be provided and more instructional flexibility could occur. Presently, all classrooms have a Smart-board, which offers teachers the ability to model instruction and if students have access to a laptop, because we have more available they can easily follow along. The hardwired computers could be dispersed across classrooms, which would reduce the likelihood of laptops being borrowed from whole-class laptop carts when only one or two students are doing research on something from their class. Another option would be to move the hardwired lab and Smart-board to the back-wall area of the library and slide the bookshelves towards the entrance with the Maker-space and tables near the front entrance and naturally extends through to the centre pod and upstairs loft space for more maker space areas.... The Design Challenge: Reconfigure the Library space to provide for flexible scheduling, where more than one class or grade may access a maker-space (k-7 friendly) and the research/instructional area at the same time. As a Teacher Librarian, I see my role as providing a warm welcoming space that enriches and enhances the learning for teachers and students. My goal is to transform the library into a meaningful and relevant learning space that is accessible and inclusive to all student interests and to instil skills in learners to meet the ever-changing needs of the 21st century.
When transforming the library for 21st Century Learners, I believe it is my role as the TL to present and consider the educational frameworks TPACK (Technology, Pedagogy, Content Knowledge), and STEAM Projects (Science, Technology, Engineering, Art, and Math) in collaboration with students and teachers to choose authentic, relevant and meaningful projects for our learning community. I view the school Library as a safe space to encourage play, creative thinking, design, sharing, and expression using diverse technology and literacy-media where “hard-fun” is promoted and celebrated. To transform the physical space, I envision flexible, mobile furniture and supply carts for endless reconfiguration, groupings, and diverse project layouts while also supporting Core Competencies and Big Ideas across curriculum content areas. To enhance creativity, in projects, the library space must provide playful exploration, hands on building, and role-play opportunities. I envision the library as a lively, thoughtful, creative space where students experiment, investigate, prototype, and innovate, their ideas and visions individually and in collaboration with others. There is no question in my mind that a flexible Maker-space, as an extension of the library, needs to be negotiated, and allocated cooperatively with endless possibilities stemming from teacher, student, and parent input that considers their interests and schedules. I envision an easily accessed, well-maintained functional space for collaboration with diverse members across content areas, using community guests, and well organized labeled “Bins” or “Kits” with “Like” maker resources to support creative work in all of the STEAM project areas. I see the Library as providing opportunities to explore and collaborate to build knowledge and information about concepts including: digital citizenship, digital-literacies, Multi-media literacies, information technology, Service Learning, PBL, IBL, UDL, TPACK, SAMR. Using these pedagogical frameworks provides a common language for communication and enhances collaboration opportunities and possibilities. As well, an important role of the TL is to ensure students have language development opportunities which can be supported when we leverage technology, and use creative pedagogical tools to extend the possibilities of respectful, cooperative creative play and higher level thinking within the learning environment. The Possibilities to learn are endless if we have no rules of “how” to play. Denise Billard K-3 Design Thinking: Communication, Thinking, and Personal & Social.
4-5 Design Thinking: Communication, Thinking, and Personal & Social
Illustrations from Langley School District Website: "https://k12adst.weebly.com/k-3-design-thinking.html" There are no content competencies for ADST K-5; However, even though there are no content competencies, the curriculum states: "Students are expected to use the learning standards for Curricular Competencies from Applied Design, Skills, and Technologies K-3 in combination with grade-level content from other areas of learning in cross-curricular activities to develop foundational mindsets and skills in design thinking and making." 6-9: Human Centered Design: Includes Empathy Students Must know a minimum of three Modules including: Computational Thinking, Computers and Communication Devices, Digital Literacy, Drafting, Entrepreneurship and Marketing, Food Studies, Media Arts, Metalwork, Power Technology, Robotics, Textiles, and Woodwork
Terms Defined in the Design Process:
1. Design Phase: Ideating and Empathizing 2. Tinkering Phase: Is when students make, test, refine, adapt, reinvent to solve prototype problems, learn, to use and exchange materials and tools to extend capabilities of design. 3. Thinking: In the Thinker phase the designer critically analyzes the best fit solution to fit the context of the problem in relation to personal, social, ethical and environmental impacts. “Tinker – supports making, testing, refining, failing, modifying, and trying again as part of an iterative process.” “Thinker – encourages the observation of the work of others and the use of that understanding to tinker further, and modify and adjust one’s initial ideas.“ 4. Thinkering: Falls between the thinking and tinkering phase. This is where your analyzing and testing your prototype to see if it fits your solution 5. Design Charrette: happens during the Thinker Phase, where sharing and gallery tour event, where one member stays at table to share their prototype and other members circulate to investigate other prototypes and build upon and evaluate ideas and provide inspiration. 6. Reflection Phase: May be where final Thinkering may happen after collaborating and being inspired by others. A group and individual reflection occurs. 5. Makerspace: is a space that fosters an intentional mindset. It involves Discovery, Interpretation, Ideation, Experimentation, and Evolution. According to Angela Maiers there are 6 habitudes for creative learning that would be necessary to be effectively engaged in a Maker space:
As well the Province of BC States in “Taking Making Into the Classroom”
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AuthorI've been an educator for 14 years. I've worked with ELL, Aboriginal, Rural, Multigrade, and Urban, classrooms across all grades from K-12 in more than 8 communities in BC and Alberta. I believe in inquiry, and collaboration, and an ever-changing growing practice built upon reflection and a shared community vision. ArchivesCategories |