Introducing Computational Thinking to K-5 in a French Context
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The document discusses the introduction of computational thinking (CT) to K-5 students in France, emphasizing its importance in problem-solving, creativity, and critical thinking. It outlines the curriculum needs, teaching strategies, and provides insights on how to effectively integrate CT into early childhood education. The project aims to enhance digital literacy and programming skills among children while encouraging collaborative learning and adaptability in teaching methods.
Introducing Computational Thinking to K-5 in a French Context
- 1. Introducing Computational Thinking to K-5 in a French Context Vanea CHIPRIANOV, Laurent GALLON University of Pau & Pays Adour, France Vanea CHIPRIANOV Assistant Professor LIUPPA, UPPA Monday, 11 July 2016
- 2. 2 Defining Computational Thinking (CT) solving problems; designing systems; conditional logic; iterative, recursive and parallel thinking; using abstraction and pattern generalizations; problem decomposition and remixing; critical thinking; creativity; systematic processing of information and algorithmic notions of flow of control; symbol systems and representations; thinking in terms of prevention, protection, and recovery from worst-case scenarios; debugging and systematic error detection; efficiency and performance constraints; using heuristic reasoning to discover a solution ; teamwork, communication, leadership; seeing programming as a collaborative, distributed effort - computational participation ; assessment. => generalization of Computer Science(CS) for a larger demographic? Introducing CT to K-5 in a French context V. Chiprianov, L. Gallon 11/07/2016
- 3. 3 Digital literacy vs Informatics/Programming How to use computers and numerical devices in general How to program computers and numerical devices (+ How to use computers and numerical devices in general) Introducing CT to K-5 in a French context V. Chiprianov, L. Gallon 11/07/2016
- 4. 4 1 Billion Euro to initiating all children, from kindergarden high school, both to programming and digital literacy Introducing CT to K-5 in a French context V. Chiprianov, L. Gallon 11/07/2016
- 5. 5 Superior Curricula Council + Bulletin Officiel de l'Education Nationale no 11, 26 November 2015 Introducing CT to K-5 in a French context V. Chiprianov, L. Gallon 11/07/2016
- 6. 6 (Some of the) Big questions At what age should CT Education (CTE) start ? Which content, learning objectives, methods, and environments are suitable to learn CT concepts at each developmental stage ? How to integrate CT teaching time with other important learning fields? How to best prepare and sustain teachers in acquiring the necessary CT skills? How to take into account national/local curriculum specificities? Introducing CT to K-5 in a French context V. Chiprianov, L. Gallon 11/07/2016
- 7. 7 French School System Introducing CT to K-5 in a French context V. Chiprianov, L. Gallon 11/07/2016 from G.-L. Baron, B. Drot-Delange, M. Grandbastien, and F. Tort. Computer Science Education in French Secondary Schools: Historical and Didactical Perspectives. Trans. Comput. Educ., 14(2):11:1–11:27, 2014. Classes of about 20-30 One teacher per class, all subjects included.
- 8. 8 Child cognitive and affective development At what age should CT Education (CTE) start ? Both affective and cognitive attributes develop easier and are easier to change in the early years => ? student exposure to CT and STEM in general, earlier in their life, may create and maintain their affect towards these subjects Equity: students of all backgrounds, genders, ... => critical to include CT integrated learning at the earlier elementary levels Introducing CT to K-5 in a French context V. Chiprianov, L. Gallon 11/07/2016
- 9. 9 Survey of WG5 ITiCSE 2016 (to be published) At what age should CT Education (CTE) start ? Introducing CT to K-5 in a French context V. Chiprianov, L. Gallon 11/07/2016
- 10. 10 Child cognitive and affective development Piaget's cognitive development stages, for 7-11 years old : – Concrete operational stage: • abstract, hypothetical thinking is not yet developed, and children can only solve problems that apply to concrete events or objects. • able to use inductive reasoning, but they struggle with deductive reasoning. • begin to think in more scientific and trial-and-error fashion, using hypothetical-deductive reasoning, making plans which they test in a systematic manner. Introducing CT to K-5 in a French context V. Chiprianov, L. Gallon 11/07/2016
- 11. 11 The curricula Which content, learning objectives, methods, and environments are suitable to learn CT concepts at each developmental stage ? Computer Science Teachers Association (CSTA) standards Level 1 (grades 3-6) : 1. Understand and use the basic steps in algorithmic problem-solving. 2. Develop a simple understanding of an algorithm (e.g., sequence of events) using computer-free exercises. 3. Demonstrate how a string of bits can be used to represent alphanumeric information. 4. Describe how simulation can be used to solve problems. 5. Make a list of sub-problems to consider while addressing a larger problem. 6. Understand the connections between CS and other fields. 7. Construct a program as a set of step-by-step instructions to be acted out (e.g., make a sandwich activity). 8. Implement problem solutions using a block-based visual programming language. Introducing CT to K-5 in a French context V. Chiprianov, L. Gallon 11/07/2016
- 12. 12 The curricula – French specificities French curricula for 2014-2015 + 2015-2016 – NO programming – STEM section : acquiring a scientific awareness and approach/method => introduced CT in light of a scientific, systematic investigation, discovery/inquiry-based aproach => introduced as part a project of Support on Science and Technology in Elementary School (in fr. ASTEP) • dedicated school time (7-8 classes/year) • a ''scientist'' accompanies an elementary school teacher • How to integrate CT teaching time with other important learning fields ? • How to best prepare and sustain teachers in acquiring the necessary CT skills? Introducing CT to K-5 in a French context V. Chiprianov, L. Gallon 11/07/2016
- 13. 13 The curricula – Activities Papert's contructionism : – children learn deeply when they build their own meaningful projects in group and reflect on the process. Lesson plan (based on Code.org – Course 2): – 10 lessons – introductory + last lesson : programming as objective to control robots – CT concepts : algorithm, programming, loop, conditional/test – alternation of unplugged and computer activities • unplugged : based on pupils’ previous knowledge (e.g. algorithm - teeth brushing • computer : puzzles based on concepts introduced with unplugged activities – individually – in groups – advice to the teacher => inquiry-based pedagogy Introducing CT to K-5 in a French context V. Chiprianov, L. Gallon 11/07/2016
- 14. 14 The curricula – Activities Why Code.org ? – strives to propose a full K-12 path (coherence between levels) – puzzle-based games solved with a visual programming language of Blocky type – inquiry, fun – CT key concepts – alternation of unplugged with computer-based activities => facilitates transfer – simple to complex – class-management and monitoring system => individual progress + possibility of parent involvement Introducing CT to K-5 in a French context V. Chiprianov, L. Gallon 11/07/2016
- 15. 15 The curricula – Robots Introductory lesson Carpet with Code.org-like puzzles Dash robots – Blocky-like programming language => facilitate transfer Introducing CT to K-5 in a French context V. Chiprianov, L. Gallon 11/07/2016
- 16. 16 Strategies of teaching/delivery Co-teaching class teacher + ''scientist'' Whole-class directions and demonstrations (learning by example) Independent + collaborative work : – available material : individual, pairs, groups of 4-6 Reflection time for sharing solutions with the entire class – included, but not always possible in practice Sometimes a third ressource person needed – technical problems – teacher to pupil ratio too small (30 children classes) Introducing CT to K-5 in a French context V. Chiprianov, L. Gallon 11/07/2016
- 17. 17 The project – Initial partners Introducing CT to K-5 in a French context V. Chiprianov, L. Gallon 11/07/2016 2 CS researchers French Ministry of Education counselor, Fréderic Carrincazeaux
- 18. 18 The project - Initial partners 2014-2015 3 (4) elementary school teachers Introducing CT to K-5 in a French context V. Chiprianov, L. Gallon 11/07/2016 Florence Rassinier + Mélisa Devaux Sandra Saint-German Sophie Evangelista
- 19. 19 Lessons learned - Teachers Essential role: – stimulate pupils, give possitive attitudes – adapt the curricula to their environment, pupils, material – ensure the delivery of the curricula – main motivation : providing better opportunities for children Enthusiastic Coaching/training – essential Teacher feedback on curricula : – groups of 4 (robots) – reduce to 3 • => 2015-2016: – divide the class in two vs more material => more groups => bigger strain on teacher – more time for sharing, observing, evaluating Introducing CT to K-5 in a French context V. Chiprianov, L. Gallon 11/07/2016
- 20. 20 Lessons learned - Teachers Professional development – possible major barrier – initial 3-hour training – additional training during classes – individual work – Not feasable for scalability! 2015-2016 – additional 3-hour training – MAI : teachers in charge of digital literacy – ''trainers''/''scientists'' – MOOCS? Introducing CT to K-5 in a French context V. Chiprianov, L. Gallon 11/07/2016
- 21. 21 Map of partner schools 2015-2016 Introducing CT to K-5 in a French context V. Chiprianov, L. Gallon 11/07/2016
- 22. 22 Lessons learned - Children Co-constructing knowledge – children discover the material : tablettes, robots, software – time-consuming, but active and discovery-based pedagogy – waw factor and accomplishment feelings Multi- and trans-disciplinarity – english (foreign language), math – group working : social and language skills – spatial orientation : • guiding an on-screen character through a 2D labyrinth – 2016-2017 : • physical education • geography Introducing CT to K-5 in a French context V. Chiprianov, L. Gallon 11/07/2016
- 23. 23 Lessons learned – Administrators of learning School directors, personnel of the Ministry of Education Their support – instrumental – permission to enter the school – scaling-up : MAI - teachers in charge of digital literacy – training sessions – manage the shared material => ability to address large diversity of children : – urban + rural – girls + boys – various ethnic and social background – help ensure equity and equal access to opportunities Introducing CT to K-5 in a French context V. Chiprianov, L. Gallon 11/07/2016
- 24. 24 Lessons learned – Researchers and universities The better the CS level of our beginner students, the easier for teachers (us) and the further we can go in our courses ! Begin constructing a community of practice : – local elementary schools – personnel of the Ministry of Education – local Superior School of Teaching and Education – reinforces connections – enables further research actions – rapid transfer of ideas from research into practice – mutual support Introducing CT to K-5 in a French context V. Chiprianov, L. Gallon 11/07/2016
- 25. 25 Robotics encounters 2015-2016 Introducing CT to K-5 in a French context V. Chiprianov, L. Gallon 11/07/2016
- 26. 26 Research project 2016-2020 Partners in “PERSEVERONS” - Let's persevere ! – Superior School of Teaching and Education – University of Bordeaux – INRIA – Partners for extra-curricular activities – Partners for popularization of science 1 million euro Investigate how digital literacy and programming may influence perseverence and fight against dropout From kindergarten, through elementary, middle and highschool More interweeving of CT/CS with other disciplines More rigorous experimentation and evaluation protocols More diversity and focus on children in difficult situations for various reasons Teacher training modules, approaches Introducing CT to K-5 in a French context V. Chiprianov, L. Gallon 11/07/2016
- 27. Thank you CONTACT Vanea CHIPRIANOV Assistant Professor LIUPPA, UPPA vanea.chiprianov@univ-pau.fr
- 28. 28 Robotics encounters 2015-2016 : supervisors Introducing CT to K-5 in a French context V. Chiprianov, L. Gallon 11/07/2016