This document discusses the development of learning trajectories for computational thinking in the Netherlands. It provides background on the National Institute for Curriculum Development and defines computational thinking based on international standards. The document then outlines intermediate objectives for computational thinking in lower secondary education and the concepts involved. It describes the development of initial learning trajectories for computational thinking in primary education and feedback received, noting positive responses but also areas for improvement such as a need for more focus on problem solving and computer aspects.

1. ΩSLO ● nationaal expertisecentrum leerplanontwikkeling
Designing Learning
Trajectories for Computational
Thinking
Allard Strijker, Petra Fisser,
National Institute For Curriculum Development
Netherlands
Wednesday, March 8 3:00-3:20 PM

2. Hey Siri, how old is
my father?
• How to formulate a question?
• How to create an instruction?
• What is the meaning of words?
• How to use computers?
• How to get and control data?
• Where does data reside?
• What data is presented?
• How is data represented?
• Who decides what i see?
• Who is owner of the data?
• Who may use the data?
• Did I get what I wanted?
• Do computers have humor?
• Can computers Think?

3. Hey Siri, navigate
home
• How to use computers?
• How to formulate a question?
• How to create an instruction?
• What is the meaning of words?
– Where is my home
• How to get and control data?
• Where does data reside?
• What data is presented?
• How is data represented?
• Who decides what i see?
• Who is owner of the data?
• Who may use the data?
• Did I get what I wanted?
• Do computers have humor?

4. About SLO
• National Institute for Curriculum
Development in the Netherlands
• Assigned by Ministry of education
• Task: design and validation of national
curricular frameworks
(core objectives,
attainment levels,
examination programs)

5. About SLO
• The projects of SLO are conducted within
the following departments
– Primary Education/Special Education
– Lower Secondary Education
– Upper Secondary Education
– Vocational Education
– Research & Consultancy

6. The Dutch curriculum
• Until the 1990’s hardly any regulation at the national level
regarding the goals and contents for primary and secondary
education
• The only exception: the examination system at the end of
upper secondary education
• High level of school autonomy: a prominent article in
legislation declares the so-called ‘freedom of education’
– the freedom to found schools
– the freedom of school policies
– freedom of school organization
• In other words… the principle of freedom of education
provides schools with more than enough room for school-
specific curricular choices

7. The Dutch curriculum
• In 1993 attainment targets (‘goals to strive for’) for
primary and junior secondary education were
formulated (upper secondary education uses the
examination program as goal)
• At this moment it is a mixture of common attainment
targets (‘goals to strive for’) covering the whole range
of subject domains and common standards (‘goals to
attain’) for literacy and numeracy
• But: there is not one curriculum framework that
provides a common, comprehensive and cohesive
answer to the question of what is of most worth
learning and teaching (freedom of education!)

8. 21st century skills and CT
• 2015 need for defining 21st century skills for education
– Creative thinking
– Critical thinking
– Problem solving
– Communication
– Collaboration
– Digital literacy
• ICT basic skills
• Computational thinking
• Media literacy
• Information literacy
– Social and cultural skills
– Self regulation

9. Operational Definition of CT (ISTE,
CSTA)
• Computational thinking (CT) is a problem-solving process that
includes (but is not limited to) the following characteristics
– Formulating problems in a way that enables us to use a
computer and other tools to help solve them.
– Logically organizing and analyzing data
– Representing data through abstractions such as models and
simulations
– Automating solutions through algorithmic thinking (a series of
ordered steps)
– Identifying, analyzing, and implementing possible solutions with
the goal of achieving the most efficient and effective combination
of steps and resources
– Generalizing and transferring this problem solving process to a
wide variety of problems

10. Operational Definition of CT (ISTE,
CSTA)
• These skills are supported and enhanced by
a number of dispositions or attitudes that are
essential dimensions of CT. These
dispositions or attitudes include:
– 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

11. Concepts of CT (ISTE, CSTA)
• Problem (re)
formulation
• Data collection
• Data analysis
• Data representation
• Problem
• Decomposition
• Abstraction
• Algorithm &
procedures
• Automation
• Parallelization and
simulation.

13. Intermediate objectives lower
secondary education
Computational
thinking The student…
Problem (re)
formulation
Can be done in such a way to formulate problems that it
becomes possible to solve the problem by use of a computer
or other tool
Analyze possible solutions to determine the most promising
direction
data collection Can collect process-relevant data
Can systematically collect data through articles, experiments,
interviews, surveys and literature review
analyze data Can organize data logically and understand
Can find patterns and draw conclusions
Graphs can evaluate and apply appropriate statistical methods
Representing
data May represent data by means of models of reality
Can display information relevant charts, tables, words and
pictures

14. 2016 Schools ask for
• Learning trajectory programming
• Supported by government
• Primary education
• 3 large groups of schools
• Specification of concepts en objectives

17. What is a Learning Trajectory 1?
• A learning trajectory is a
reasoned structured set of intermediate
objectives and content leading to a certain core
objective

18. LearningTrajectory
Status CT 2015
Core
objective
Intermediate
objective
Intermediate
objective
Intermediate
objective Intermediate
objective
ConceptConcept ConceptConceptConcept

19. LearningTrajectory
Intended curriculum
Phase 5
objective
Phase 1
objective
Phase 2
objective
Phase 3
objective
Phase 4
objective
Materials and
resources
Materials and
resources
Materials and
resources
ConceptConcept ConceptConceptConcept

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Realized curriculum
Phase 4
objective
Materials and
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Materials and
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Materials and
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23. Results
+++++
• Positive response from
schools
• Easy to use
• Unplugged activities
+
• Focus on coding and
programming
• Missing Problem solving
and reflection
• To specific learning goals
• Missing computer
aspects
• Use of other concepts

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Learning Trajectory CT Phase 5
objective
Phase 1
objective
Phase 2
objective
Phase 3
objective
Phase 4
objective
Materials and
resources
Materials and
resources
Materials and
resources
ConceptConcept ConceptConceptConcept
Materials and
resources

26. ΩSLO ● nationaal expertisecentrum leerplanontwikkeling
More information, Questions
Allard Strijker
a.strijker@slo.nl