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Two PBJA stories…

Two PBJA stories…. Story 1 – My Daughter. Two PBJA stories…. Story 2 – Me. What ’ s the point?. How we teach determines learning and PBJA Need to understand different learning styles – especially in K-12 Can ’ t be just what we like and how we learn

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Two PBJA stories…

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  1. Two PBJA stories… • Story 1 – My Daughter

  2. Two PBJA stories… • Story 2 – Me

  3. What’s the point? • How we teach determines learning and PBJA • Need to understand different learning styles – especially in K-12 • Can’t be just what we like and how we learn • Computing in K-12 is (typically) about: • Technology – using the computer • Applications – taking that class in “Microsoft Word” • Programming – because middle school students need Java • Rigidity – Syntax and language • What we see as awe-inspiring, they see as ho-hum

  4. What to do? • Start computing early and teach it often • We already teach CS concepts early, but… we don’t connect them to CS • Spiral our teaching and their learning…continual reinforcement • Teach at developmentally appropriate times • Give them PBJA early… By middle school, students are starting to form lasting opinions about what disciplines are interesting and useful

  5. What to do? • Big Ideas, Big Concepts • Whether we call it computing, computer science, computational thinking, it needs to be big concepts, not the tools of the trade • It needs to be geared to everyone, not just prospective majors • 15,000 vs. 275,000 • Need to change from the perception (and reality) of being “difficult and time-consuming” to being “intellectually rigorous” • Can’t “dumb down” the class as a way to improve diversity

  6. What to do? • Use the computer as the TOOL, not the FOCAL POINT • Science classes have a lab every 1-2 weeks to supplement the concepts that the students are learning • CS class have concepts every 1-2 weeks to supplement the labs that the students are doing • Big win in interdisciplinary computing • Different from “computing across the curriculum” • Students want relevance

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