Pedagogical Lenses provide coaches with overall frameworks through which to view teachers’ Classroom Practices and CS lesson facilitations. They can also be shared with teachers so they may reflect on their own teaching practice to inspire or informa areas for further development or growth.
Universal Design for Learning
- Yadav, A., Hong, H. & Stephenson, C. Computational Thinking for All: Pedagogical Approaches to Embedding 21st Century Problem Solving in K-12 Classrooms. TechTrends 60, 565–568 (2016). https://doi.org/10.1007/s11528-016-0087-7
- For elementary teacher preparation, Computing At Schools, Barefoot Computing CT framework used in the UK , focuses on 6 concepts and 5 approaches to problem solving. Examples of how to develop CT concepts and approaches are available on the CAS website. https://www.barefootcomputing.org/concept-approaches/computational-thinking-concepts-and-approaches . Barefoot’s CT framework is illustrated on this poster.
- In addition, CSTA and ISTE have published an operational definition of CT that includes a set of core skills and dispositions/approaches. Examples of how to implement CT across the curriculum are provided. https://www.iste.org/explore/computational-thinking/computational-thinking-all
Classroom Practices are a collection of strategies, best practices, and moves that offer teachers concrete detailed approaches that they may use when directly facilitating and instructing students in a CS lesson.
Multiple Entry Points
Solve Problems with CT
- “Computers can be used to help us solve problems. However, before a problem can be tackled, the problem itself and the ways in which it could be solved need to be understood. Computational thinking allows us to do this…(it) allows us to take a complex problem, understand what the problem is and develop possible solutions. We can then present these solutions in a way that a computer, a human, or both, can understand. https://www.bbc.co.uk/bitesize/guides/zp92mp3/revision/1
Zone of Proximal Development (ZPD)