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How computer 'think'??? I have no idea...I have never heard of it.

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is how we help students to think

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It has to do with logical thinking and embedding lessons in a lesson plan that have to do with online activities.

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It is critical thinking
- a method to process the thought and connect to something

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UTEP - TechE Program
Computational thinking
. Decomposition - breaking large problem down to smaller parts
Pattern recognition - observe similalities and patterns within problems
. Abstration - identify what defines the patterns you see and focus on the important informtion only
. Algorithmic thinking - develop a step-by-step plan or the rules to follow to solve a problem

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Share this on your social media to get the word out

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Computational Thinking
https://episdorg-my.sharepoint.com/:p:/g/personal/sdaniels_episd_org/ET-I_Acy4txMghZq-6I97HIB0auWgw8N1S_1EQOG-zzq1g?e=pfoeEe

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It is a step-by-step process to organize a lesson plan.

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Computational Thinking: Volume

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Computational Thinking: Tall Tales

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Participant Reflection

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3-going from general to specific using computational thinking; looking at the lesson in a logical way that will help students to put it all together; chunking the lesson.   2-a complicated term is really a simple procedure; can use this in all aspects of lesson planning. 1-synchronizing better with a lesson plan cycle and Bloom's. 

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3-going from general to specific using computational thinking; looking at the lesson in a logical way that will help students to put it all together; chunking the lesson.   2-a complicated term is really a simple procedure; can use this in all aspects of lesson planning. 1-synchronizing better with a lesson plan cycle and Bloom's. 

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Computational Thinking in Library Lesson

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The 3s -Exited about
. We planned a lesson together
. We discussed, we did not argue
. We can use it with our classes

The 2s - Surprises
. Computational thinking has nothing to do with computer language
. The course is easier than I have originally thought

The 1 - Question
. How can I get the grade level teacher to buy into using the 4 steps in this course

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My group - 1. communicate 2. work in groups 3. share ideas

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My group - 1. communicate 2. work in groups 3. share ideas

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what surprised me 1. how other teachers are using already this model 2. the importance to implement this across the curriculum
1 question - Why isn't the district conducting these types of training in every school during professional development .

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great information :) i would like to implement this in my classroom!
So much  technology that can be used daily!

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practice with students, start to implement in class,  practice planning lessons this way

Learned about volume,  library research

more practice on using computational thinking with students.

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Makes you more aware of ensuring that students learn all the steps to a process.  

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Makes you more aware of ensuring that students learn all the steps to a process.  

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1) I am excited about sharing the ideas of the process, the 4 steps, with my inclusion teachers.  The 4 steps are what I would have implemented in the lesson planning.
2) I was surprised that this class had nothing to do with coding.  I was also surprised that this is something that can be incorporated into ALL subjects.
3) I wonder if this can be taught at Job-Alike before the start of the school year?

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It was great to dig deeper into planning by considering different perspectives. Also, this workshop provided an opportunity to challenge my planning focus from being whole to part. I was surprised to see that computational thinking can be evident in areas other than STEM.

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How computers think what humans can do better than computers, what computers can do better than humans.

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Computational thinking is instruction and lessons teachers create/present to help students "organize" their analytical thinking and learning as a computer might.

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Computational thinking is instruction and lessons teachers create/present to help students "organize" their analytical thinking and learning as a computer might.

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I have no idea what is computational thinking.

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I have no idea what is computational thinking.

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A tool or strategy to enhance critical thinking skills. 

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A tool or strategy to enhance critical thinking skills. 

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Regardless how complex or difficult a subject may be, collective minds can work well together to develop strategies to conduct computational thinking .

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Regardless how complex or difficult a subject may be, collective minds can work well together to develop strategies to conduct computational thinking .

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1.  Applying the 4-step process for preparing a lesson employing "computational thinking"; 2.  surfing additional tabs within MIE; 3.  reflecting on the "pedagogy" we wish to incorporate into "computational thinking".  The two things that surprised  me were the extent of the "World's Largest Project' 'and using Padlet for the first time.  the question I have is:  "What else, new and different, will I learn in the next session ?

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1.  Applying the 4-step process for preparing a lesson employing "computational thinking"; 2.  surfing additional tabs within MIE; 3.  reflecting on the "pedagogy" we wish to incorporate into "computational thinking".  The two things that surprised  me were the extent of the "World's Largest Project' 'and using Padlet for the first time.  the question I have is:  "What else, new and different, will I learn in the next session ?

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Computational Thinking: Immigration

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Great, and inspiring new way of thinking

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More of a student driven lesson.
More involved than I thought
Really need more clarification on benefits.

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https://education.microsoft.com/mysteryskypeonenote

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Making the computer do what you want it to do.

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Making the computer do what you want it to do.

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I understand computational thinking better. It is a way to solve something with a general pattern like decomposition, pattern recognition, abstraction, and algorithmic thinking

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I understand computational thinking better. It is a way to solve something with a general pattern like decomposition, pattern recognition, abstraction, and algorithmic thinking

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Our computational learning is worldwide with skype.

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Our computational learning is worldwide with skype.

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I was amazed how the students know more about computers now than the adults.

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I was amazed how the students know more about computers now than the adults.

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-breaking down problems into smaller problems to be solved efficiently also known as Decomposition
-recognizing patterns
-generalizing patterns and recognizing and prioritizing what is important and what is not known as Abstraction
-taking on or creating step-by-step processes, instructions and guidelines known as Algorithmic thinking

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It involves the use of computers to solve some problems

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It involves the use of computers to solve some problems

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Computational Thinking is a process to enhance learning.

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Computational Thinking is a process to enhance learning.

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Learning to teach the computer to think like you want it to

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Learning to teach the computer to think like you want it to

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Lesson Overview

For this activity, no instructions are provided. Instead, students will use examples of what imaginary players have done to figure out how to play the game. This lesson gives students the opportunity to practice the four arts of computational thinking (decomposition, pattern matching, abstraction, and algorithms) in one cohesive activity.

Lesson Objectives

Students will:

Analyze information to draw conclusions

Match identical portions of similar phrases to match patterns

Identify differences in similar phrases and abstract them out

Materials, Resources and Prep

For the Student

For the Teacher

Getting Started (15 min)

1) Vocabulary

This lesson has four new and important words:

Algorithm - Say it with me: Al-go-ri-thm
A list of steps that you can follow to finish a task

Decompose - Say it with me: De-com-pose
Break a problem down into smaller pieces

Abstraction - Say it with me: Ab-strac-shun
Pulling out specific differences to make one solution work for multiple problems

Pattern Matching - Say it with me: Pat-ern Matching
Finding similarities between things

2) Figuring it Out

Tell your students that you want them to sum up all of the numbers between 1 & 200.
Use your body language to indicate that this is not a "serious" or graded exercise.

Now, let them know that they must do it all in their heads.

Add the time constraint of thirty seconds.

They may feel overwhelmed. This is intentional. You can indicate with your tone and demeanor that you might be crazy asking this of them, but begin timing with a resounding: "Starting NOW".

Watch the class as you keep time. How many are lost in thought?

When time is up, ask if anyone was able to get the total.

Ask if there is anyone who thought the problem was so hard that they didn't even attempt it.

Did anyone attempt it and just not finish?
What did they try?

Guide students toward thinking a little smaller.

If we break the problem up into smaller pieces, it becomes easier to manage.

Let's start at the two ends. What is 200 + 1?

What is 199 + 2?

What is 198 + 3?

See a pattern?

How many of these pairs will we have?

What is the last pair we will find? 100 + 101

That means that we have 100 total pairs.

If we have 100 total pairs of sums of 201, how do we find the final total?

What is 100 * 201?
Now, what if we wanted to find the trick to do this with other numbers?

Can we do it easily with 2,000?

How about 20,000?

What stays the same? What is different?

If we use abstractions to make our end goal something that can change (say we name it "blank") then we can make an algorithm that will work for any number

Work through the problem until you ultimately get ? = ("blank"/2) * ("blank"+1)

Do a few simple examples to show that the algorithm is correct for blanks= 2, 3, 4, & 5.

"This is all to show that if you use the tools of Computational Thinking (decomposition, pattern matching, abstraction, and algorithms), then you can figure out how to solve problems that no one has already taught you how to solve...just like we did here! This will be an extremely powerful skill for the rest of your life!"

Activities: (25 min)

This lesson is all about a "Game with No Instructions." Students will be charged with figuring out how to play the game as a small group. The small details of their final algorithm are unimportant. What is important is that they were able to take a huge task like "figuring out how to play a game on their own" and take small steps toward achieving the goal.

Students will be guided toward discovering the rules using the steps of computational thinking. Resist the temptation to point the students toward "doing it right" and allow them just to do it on their own. If they feel stumped or confused, encourage the students to look at the information that has been given to them, or if they must, ask a classmate.
Directions:

1) Divide students into groups of 2-4.

2) Have the groups read over user experiences to get an idea of how other students have played the "Game with No Instructions."

3) Encourage them to pattern match between each experience by circling the sections of words that are identical from player to player.

4) Next, have them abstract away differences from each experience by underlining words that change from player to player.

5) Using pattern matching and abstraction, have them make a script template for game play by writing up the circled parts of the other students' experiences, and leaving the underlined sections as blanks. For example:

6) Give students a blank sheet of paper to write a list of instructions for how they think this game should be played based on the user experiences that they just read. This will be their algorithm.

7) Have students play the game using the algorithm that they just made. Each player should get at least two turns.

Wrap-up (5 min)

4) Flash Chat: What did we learn?

What should you try to do when you're asked to do something and you don't know how?

If a problem is too hard, what should you try to do?

If you find similarities in lots of solutions to different problems, what does that probably tell you?

If you have a problem that is just a little different from a problem that you have a solution for, what would you do?

Flash Chat questions are intended to spark big-picture thinking about how the lesson relates to the greater world and the students' greater future. Use your knowledge of your classroom to decide if you want to discuss these as a class, in groups, or with an elbow partner.

5) Vocab Shmocab

Which one of these definitions did we learn a word for today?

"Bringing two pieces together"
"Breaking a problem down into smaller pieces"
"An educated guess"

...and what is the word that we learned?

Assessment (5 min)

Hand out the assessment worksheet and allow students to complete the activity independently after the instructions have been well explained.

This should feel familiar, thanks to the previous activities.

Connections and Background Information

ISTE Standards (formerly NETS)

1.a - Apply existing knowledge to generate new ideas, products, or processes.

1.c - Use models and simulation to explore complex systems and issues.

2.d - Contribute to project teams to solve problems.

4.b - Plan and manage activities to develop a solution or complete a project.

4.d - Use multiple processes and diverse perspectives to explore alternative solutions.

CSTA K-12 Computer Science Standards

CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out.

CT.L1:6-02. Develop a simple understanding of an algorithm using computer-free exercises.

CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions.

CT.L2-06. Describe and analyze a sequence of instructions being followed.

CT.L2-08. Use visual representations of problem states, structures, and data.

CT.L2-12. Use abstraction to decompose a problem into sub problems.

CT.L2-14. Examine connections between elements of mathematics and computer science including binary numbers, logic, sets, and functions.

NGSS Science and Engineering Practices

3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Common Core Mathematical Practices

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Common Core Math Standards

3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.

4.NBT.B.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm.

5.NBT.B.5 - Fluently multiply multi-digit whole numbers using the standard algorithm.

Common Core Language Arts Standards

SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.

SL.4.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.

L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.

SL.5.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships

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For this activity, no instructions are provided. Instead, students will use examples of what imaginary players have done to figure out how to play the game. This lesson gives students the opportunity to practice the four arts of computational thinking (decomposition, pattern matching, abstraction, and algorithms) in one cohesive activity.

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easy way to divide topics for easy understanding

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I learned how to think of a big problem and breaking it in pieces so the students can understand it better and be able to have better understanding and  solve the problem easier.

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I learned how to think of a big problem and breaking it in pieces so the students can understand it better and be able to have better understanding and  solve the problem easier.

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great help to organize a difficult class that gave students trouble learning

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great help to organize a difficult class that gave students trouble learning

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it was great to learn how to better help our students, and to learn the misconception that computational thinking is not about computers but to be able to break problem into small steps to be able to solve them.
My only question is: Where can I found interesting programs for students that are in High school and they don't know what to study.

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teaching to think like a computer thinks!

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teaching to think like a computer thinks!

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pattern recognition
abstraction
algorithmic thinking

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I learned the terms of what are some of the things I already do.

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I learned the terms of what are some of the things I already do.

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procedural thinking along with lots of creativity= amazing things!!!!!!!!!

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procedural thinking along with lots of creativity= amazing things!!!!!!!!!

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One of the things that excited me was to learn that what I have done all this time it was  computational thinking; like critical thinking without knowing it. 

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One of the things that excited me was to learn that what I have done all this time it was  computational thinking; like critical thinking without knowing it. 

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Collaborating with teachers from different campuses.
Video about plastic pollution was awesome!
Presentation pace was great!
2
Different applications of computational thinking.
Music videos!
1
More ways of incorporating computational thinking in class.

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There were really some great ideas by different groups

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There were really some great ideas by different groups

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Really made me think about thinking! Thanks!

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1 Met new people, 2 with different perspectives and, 3 learned from them!

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1 Met new people, 2 with different perspectives and, 3 learned from them!

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1 Decomposition and 2 Algorithmic thinking
1 Tell me MORE!

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much easier to breakdown topic

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worked well together with people we didn't know.

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worked well together with people we didn't know.

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#MiniCast2018
Quick look into Computational Thinking. Lots of great ideas in such a short time.