PETE&C 2018: Let's Get Digital: Problem solving that is!
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The information in these slides was presented on February 13, 2018 during PETE&C 2018 in Hershey, PA by Louise Maine, K12 team member for The Source for Learning, Inc. The current trend is to focus on STEM and Coding. However, focusing on Digital Age Problem Solving in all content areas instead requires students to think critically, systematically, and logically to become digital problem solvers. Learn about Design Thinking, Data Literacy, and Computational Thinking and find ways to use in any classroom.
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PETE&C 2018: Let's Get Digital: Problem solving that is!
- 1. ● TeachersFirst ● OK2Ask ● MySciLife 2017 http://www.teachersfirst.com/© A nonprofit educational services organization helping teachers use technology in classrooms for over 30 years.
- 2. © Copyright 2018 by The Source for Learning, Inc. All rights reserved Let’s Get Digital: Problem solving that is!
- 3. Complete the form with your name & email for access to the slide deck and a few extras that we’d love to share with you. https://goo.gl/Vq67Vm 2017 http://www.teachersfirst.com/©
- 4. DIGITAL AGE PROBLEM SOLVING DATA LITERACY DESIGN THINKING COMPUTATIONAL THINKING
- 5. Data Literacy ● Collect, analyze, interpret, and tell stories using complex sets of data. ● Data is used to help identify the problems to be addressed ● Infographic – compelling way to display and share data ● Focus should be on data analysis https://goo.gl/b6ECEV
- 8. And another... Consumption of cheese AND people who died being tangled in their bedsheets
- 9. Data collection Tools: mentimeter, infogr.am, piktochart, venngage, canva, easel.ly Choose 2 colors of beads - one for yes and one for no - keep in order 1. Do you play Facebook games? 2. Are you married? 3. Do you live within 50 miles of here? 4. Have you taught more than 10 years? 5. Did you eat breakfast? 6. Have you ever fallen asleep at work? 7. Do you have a dog? 8. Do you teach in a high school? 9. Are you having a good day? 10.Do you sing in the shower? https://pixabay.com/en/beads-colorful-macro-many-color-209341/
- 10. Design Thinking • Think like a designer. Understand problems, develop creative solutions for people, and use empathy • Collect feedback and data to identify the problems • Design process is iterative and cyclical • Divergent thinking: generate and explore many ideas before narrowing down to a solution https://pixabay.com/en/tiger-budgie-tiger-parakeet-2430625/
- 11. Computational Thinking • What is computational thinking? • Why is it important to think about? • How might it be different from what we do now? • How can it enhance learning for students? • What can happen in your classroom to implement computational thinking strategies?
- 12. How have you used computational thinking skills in your classroom?
- 13. ● It’s not just more technical details for using software ● It’s not thinking like a computer ● It’s not programming (necessarily) ● It doesn’t always require a computer ● It’s not yet one more thing to add to your curriculum
- 14. Why it is important ● It moves students beyond technology literacy ● It creates problem solvers instead of software technicians ● It emphasizes creating knowledge rather than using information ● It presents endless possibilities for creatively solving problems ● It enhances the problem-solving techniques you already teach
- 15. Promotes these attitudes ● Confidence in dealing with complexity ● Persistence in working with difficult problems ● Tolerance for ambiguity ● The ability to deal with open ended problems ● The ability to communicate and work with others to achieve a common goal or solution
- 16. Add up the numbers 1 through 200 ● No calculator ● You have 30 seconds
- 17. Add up the numbers 1 through 200 ● 1 + 200 ● 2 + 199 ● 3 + 198 ● 4 + 197 Decomposition
- 18. Add up the numbers 1 through 200 ● 100 pairs of numbers ● Each total 201 ● 100 x 201 = 20,100 ● Would this work with other numbers? Patterns
- 19. Add up the numbers 1 through 200 ● Use it for similar problems ● (number/2) x (number+1) Abstraction Algorithm
- 20. Core Computational Thinking Skills ● Decomposition: Breaking down a problem ● Abstraction: Removing extraneous details
- 21. Decomposition ● Reducing impact on the environment ● How to make a science experiment ● Different ways to classify organisms in a new system ● Planning an approach to math problem ● Design an art piece ● Breakdown the beats and notes that make up music ● Telling someone who is back to back with you how to draw something ● Plan the events of a story ● Break down the analysis of a poem (meter, rhyme, imagery, structure, tone, diction, and meaning) Abstraction ● Lead students through abstract thinking by generalizing the qualities of a predator or a prey ● Identify the specific requirements of organisms living in a particular biome. ● Critical thinking problems lend themselves to asking students to abstract the important details ● Transfer what they learned to other situations
- 23. Core Computational Thinking Skills ● Patterns: Looking for common elements ● Creating Algorithms: Step-by-step rules ● Evaluation: Determine the effectiveness
- 24. Pattern Recognition ● Patterns in creating DNA - genome game ● Determine rules for chemical bonding ● Look at shared characteristics to classify ● Collect and analyze population data to identify and represent trends - use piktochart ● collect and integrate data/info from multiple sources to visually represent common themes ● Identify the similarities between rap and poetry based on styles and characteristics ● Find cycle patterns a country’s economy. ● Studying events and historical data to investigate change in immigration rates ● Find rules for factoring 2nd order polynomials ● changing certain values of an image and look at the changes ● change one of the variables to a note and see how it changes the music ● how does an image change if you repeat a certain shape Algorithm ● Algorithm for setting up a party ● Write out a specific recipe for a favorite food ● Finding the shortest path on a vacation. How would you explain the route? ● Breakdown a simple routine task into 15 steps ● Create an algorithm for setting up our _____ experiment. ● Creating nodes and routes for escape plans ● Steps involved in genes giving the instructions for making proteins ● Steps in classifying an organism ● Make animations of a literary character ● Instructional writing ● User of a word through the years? Use ngram viewer, Nytimes most used word, or Zeitgeist. ● What are the actual steps to drawing an
- 26. Code.org ● Kinesthetic activities ● Online activities ● Connect these to the Computational Thinking Skills ● Students who are always ahead? Create a review game for the class Coding
- 27. Websites recommended in this presentation may collect educational information, personally identifiable information, and/or directory information. Please make sure to inquire about your school/district policy with regards to use of these types of sites in the classroom before you decide to adopt a suggested strategy. 2017 http://www.teachersfirst.com/©
Editor's Notes
- Basic slide layout 1
- Basic slide layout 1
- Digital-age problem solving combines three key skills essential to understanding and solving problems in the information age: data literacy, design thinking, and computational thinking. Data literacy: Collect, analyze, interpret, and tell stories using complex sets of data. Design Thinking Think like a designer. Design thinking focuses more on understanding problems and developing creative solutions for people than on implementing generic solutions. Uses empathy in the process. Computational thinking The thought process involved in taking a problem and breaking it down into small components that a human or computer can use to analyze or create solutions. We need to name the skills the kids are using. Notice the terminology in the video you are about to watch. Using the terminology with students while modeling and having students work through problems is the goal.
- Think like a designer. Design thinking focuses more on understanding problems and developing creative solutions for people than on implementing generic solutions. Uses empathy in the process. Design thinking goes through phases of collecting feedback and data, using the data to identify the problems to be solved, developing prototypes, and testing solutions. Feedback from key stakeholders should be used often. Phases of the design process are iterative and cyclical — revision after feedback is critical. In design thinking, failure isn't an end, it's an opportunity to refine and create something better. Rapid prototyping gives feedback for design. Design thinking focuses on divergent thinking — generating and exploring as many ideas as possible before narrowing down to a solution. Even the infeasible should be listed
- Pay attention to any thoughts from your classroom that come to mind when watching the video. Video: https://www.youtube.com/watch?v=AkzdvKhbWLQ Schema activator: Open Ended Poll - How have you used computational thinking skills in your classroom? “Based on the information you just received, think about how you may have already used computational thinking skills in your classroom. You have used these skills though many have not realized it! How have you used computational thinking skills in your classroom?
- What it is not It’s not just more technical details for using software It’s not thinking like a computer It’s not programming (necessarily) It doesn’t always require a computer It’s not yet one more thing to add to your curriculum This is not programming computers but logical ways for problem solving. It is a problem solving tool for every classroom that has students think like a problem solver and use higher level cognitive skills.
- Why it is important It moves students beyond technology literacy It creates problem solvers instead of software technicians It emphasizes creating knowledge rather than using information It presents endless possibilities for creatively solving problems It enhances the problem-solving techniques you already teach
- Promotes these attitudes Confidence in dealing with complexity Persistence in working with difficult problems Tolerance for ambiguity The ability to deal with open ended problems The ability to communicate and work with others to achieve a common goal or solution
- Add up all the numbers between 1 and 200. No calculator. You have 30 seconds. Did anyone try the problem? Did you run out of time?
- If we break the problem into smaller pieces (decomposition) it might be easier. What if we start at the ends? 200+1 199+2 198+3
- See a pattern? How many of these pairs will we have? (100) What is the last pair we will find?(100+101) If we have 100 total pairs of sums of 201, how do we find the final total? Can we do this with other numbers like 2000? What stays the same? Different?
- If we use abstractions to make the number something that can change, we can create an algorithm. In this case, blank/2 x blank+1 This may seem to be a complicated problem but really many critical thinking problems are really computational thinking skills and can be expanded to show how problems are solved.
- Decomposition: Breaking down a problem into its component parts. Abstraction: Removing extraneous/irrelevant details from a problem to define the elements of a solution that are consistent. Decomposition: Reducing impact on the environment How to make a science experiment Different ways to classify organisms in a new system Planning an approach to math problem Design an art piece Breakdown the beats and notes that make up music Telling someone who is back to back with you how to draw something Plan the events of a story Break down the analysis of a poem (meter, rhyme, imagery, structure, tone, diction, and meaning) Abstraction Lead students through abstract thinking by generalizing the qualities of a predator or a prey Identify the specific requirements of organisms living in a particular biome. Critical thinking problems lend themselves to asking students to abstract the important details Transfer what they learned to other situations
- Pattern recognition Use the genome game to find the patterns in creating DNA Determine rules for chemical bonding Look at shared characteristics to classify Collect and analyze population data to identify and represent trends - use piktochart collect and integrate data/info from multiple sources to visually represent common themes Identify the similarities between rap and poetry based on styles and characteristics Find cycle patterns in the rise and drop of the country’s economy. Studying events and historical data to investigate change in immigration rates Find rules for factoring 2nd order polynomials changing certain values of an image and look at the changes change one of the variables to a note and see how it changes the music how does an image change if you repeat a certain shape, Evaluation “The class party is coming up. Let’s create an algorithm for getting all of the work completed.” Write out a recipe for a favorite food for others to use Finding the shortest path on a vacation. How would you explain the route? Breakdown a simple routine task into 15 steps Create an algorithm for setting up our chlorophyll experiment. Creating nodes and routes for escape plans or routes an animal would take Steps involved in genes giving the instructions for making proteins Steps in classifying an organism Make animations of a literary character Instructional writing How has a specific word been used throughout the years? Use ngram viewer, Nytimes most used word, or Zeitgeist. Musical notation What are the actual steps to drawing an image
- Basic slide layout 1
- Basic slide layout 1