Introducing Computational Thinking to K-5 in French Schools

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
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
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)

4
1 Billion Euro to initiating all children, from kindergarden high
school, both to programming and digital literacy

5
Superior Curricula Council + Bulletin Officiel de l'Education
Nationale no 11, 26 November 2015

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?

7
French School System
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
Child cognitive and affective development
 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

9
Survey of WG5 ITiCSE 2016 (to be published)

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.

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.

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?

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

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

15
The curricula – Robots

Introductory lesson

Carpet with Code.org-like puzzles

Dash robots
– Blocky-like programming
language
=> facilitate transfer

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)

17
The project – Initial partners
2 CS researchers
French Ministry of
Education counselor,
Fréderic Carrincazeaux

18
The project - Initial partners 2014-2015
 3 (4) elementary school teachers
Florence Rassinier + Mélisa Devaux
Sandra Saint-German
Sophie Evangelista

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

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?

21
Map of partner schools 2015-2016

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

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

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

25
Robotics encounters 2015-2016

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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

Thank you
CONTACT
Vanea CHIPRIANOV
Assistant Professor
LIUPPA, UPPA
vanea.chiprianov@univ-pau.fr

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Robotics encounters 2015-2016 : supervisors

Introducing Computational Thinking to K-5 in French Schools

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