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Please share ideas or activities where you have asked students to classify information.

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Please share ideas or activities where you have students compare or contrast (or both) information or data sets.

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Please share ideas or activities where you have asked students to create a metaphor - such as "love is a rose" or "The Internet is an information superhighway"

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Please share an idea or activity where you have asked students to create analogies (A is to B as C is to D)

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Empathize

Define

Ideate

Prototype

Test

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The 5 Stages in the Design Thinking Process

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The Design Thinking process is a human-centered, iterative methodology that designers use to solve problems. It has 5 steps—Empathize, Define, Ideate, Prototype and Test.

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Decomposition

Pattern Recognition

Abstraction

Algorithm Design

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Computational thinking is an interrelated set of skills and practices for solving complex problems, a way to learn topics in many disciplines, and a necessity for fully participating in a computational world.

Many different terms are used when talking about computing, computer science, computational thinking, and programming. Computing encompasses the skills and practices in both computer science and computational thinking. While computer science is an individual academic discipline, computational thinking is a problem-solving approach that integrates across activities, and programming is the practice of developing a set of instructions that a computer can understand and execute, as well as debugging, organizing, and applying that code to appropriate problem-solving contexts. The skills and practices requiring computational thinking are broader, leveraging concepts and skills from computer science and applying them to other contexts, such as core academic disciplines (e.g. arts, English language arts, math, science, social studies) and everyday problem solving. For educators integrating computational thinking into their classrooms, we believe computational thinking is best understood as a series of interrelated skills and competencies.

In order to integrate computational thinking into K-12 teaching and learning, educators must define what students need to know and be able to do to be successful computational thinkers. Our recommended framework has three concentric circles.

Computational thinking skills, in the outermost circle, are the cognitive processes necessary to engage with computational tools to solve problems. These skills are the foundation to engage in any computational problem solving and should be integrated into early learning opportunities in K-3.

Computational thinking practices, in the middle circle, combine multiple computational skills to solve an applied problem. Students in the older grades (4-12) may use these practices to develop artifacts such as a computer program, data visualization, or computational model.

Inclusive pedagogies, in the innermost circle, are strategies for engaging all learners in computing, connecting applications to students' interests and experiences, and providing opportunities to acknowledge, and combat biases and stereotypes within the computing field.

What does inclusive computational thinking look like in a classroom? In the image below, we provide examples of inclusive computing pedagogies in the classroom. The pedagogies are divided into three categories to emphasize different pedagogical approaches to inclusivity. Designing Accessible Instruction refers to strategies teachers should use to engage all learners in computing. Connecting to Students' Interests, Homes, and Communities refers to drawing on the experiences of students to design learning experiences that are connected with their homes, communities, interests and experiences to highlight the relevance of computing in their lives. Acknowledging and Combating Inequity refers to a teacher supporting students to recognize and take a stand against the oppression of marginalized groups in society broadly and specifically in computing. Together these pedagogical approaches promote a more inclusive computational thinking classroom environment, life-relevant learning, and opportunities to critique and counter inequalities. Educators should attend to each of the three approaches as they plan and teach lessons, especially related to computing.

Micro-credentials for computational thinking

A micro-credential is a digital certificate that verifies an individual's competence in a specific skill or set of skills. To earn a micro-credential, teachers submit evidence of student work from classroom activities, as well as documentation of lesson planning and reflection.

Because the integration of computational thinking is new to most teachers, micro-credentials can be a useful tool for professional learning and/or credentialing pathways. Digital Promise has created micro-credentials for Computational Thinking Practices. These micro-credentials are framed around practices because the degree to which students have built foundational skills cannot be assessed until they are manifested through the applied practices.

Visit Digital Promise's micro-credential platform to find out more and start earning micro-credentials today!

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What is Computational Thinking? - Digital Promise

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Computational thinking is a skill set for solving complex problems, a way to learn topics in many disciplines, and a necessity for fully participating in a computational world