This document discusses using computational thinking and scenario-based learning to teach students. It defines computational thinking as a problem-solving process that uses tools and technology to solve problems. Scenario-based learning focuses on having students define real-world problems and scenarios without a single right answer, while problem-based learning often has predefined problems and answers. The document provides examples of scenarios and shares resources developed through an NSF grant, including a Google Sites template for building scenarios and a rubric for assessing computational thinking skills. It encourages teachers to partner with businesses to develop authentic scenarios that help students build important critical thinking abilities.
How do we usually feel after teaching our class?
What is Reflection?
Why do teachers need to reflect?
What is reflective teaching?
Teacher’s Reflection
Taxonomy Of Reflection
The Steps
How To Begin?
Teacher’s Diary
Peer Observation
Recording Lesson
Students Feedback
THINK
READ
TALK
ASK
Sample sentences
THE END
How do we usually feel after teaching our class?
What is Reflection?
Why do teachers need to reflect?
What is reflective teaching?
Teacher’s Reflection
Taxonomy Of Reflection
The Steps
How To Begin?
Teacher’s Diary
Peer Observation
Recording Lesson
Students Feedback
THINK
READ
TALK
ASK
Sample sentences
THE END
It talks about reflective teacher education, reflection by teachers and students,need for reflective teaching, reflective thinking, reflective practice, reflective action, strategies for promoting reflection, observation by peer, reflection diary and its feedback.
Formative and Summative Assessment - Faculty DevelopmentAmy Lane
This is a presentation from a Faculty Development course that I taught for the Center for Online Learning at Metro State University, St. Paul, MN - Teaching Online Institute. Amy Lane
This is a presentatio on different techniques of teaching.It includes all the varieties of techniques that can be actually implemented in the classroom.And the adavanatages and disadvanatages of each techniques is also given in an abstract.
This slideshow is intended for teachers who are motivated to explore with, implement, or advance aspects of differentiated instruction. The aspect we focus on here is student learner profiles.
A brief view of the Scenario Based Learning and Computational Thinking model of developing lessons created in partnership with a number of universities during the ASSECT NSF grant.
It talks about reflective teacher education, reflection by teachers and students,need for reflective teaching, reflective thinking, reflective practice, reflective action, strategies for promoting reflection, observation by peer, reflection diary and its feedback.
Formative and Summative Assessment - Faculty DevelopmentAmy Lane
This is a presentation from a Faculty Development course that I taught for the Center for Online Learning at Metro State University, St. Paul, MN - Teaching Online Institute. Amy Lane
This is a presentatio on different techniques of teaching.It includes all the varieties of techniques that can be actually implemented in the classroom.And the adavanatages and disadvanatages of each techniques is also given in an abstract.
This slideshow is intended for teachers who are motivated to explore with, implement, or advance aspects of differentiated instruction. The aspect we focus on here is student learner profiles.
A brief view of the Scenario Based Learning and Computational Thinking model of developing lessons created in partnership with a number of universities during the ASSECT NSF grant.
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This document is equally important for working professionals, university lecturers and graduates of higher education, especially in the management sciences.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Successful Teaching Using
Computational Thinking via
Scenario Based Learning
Chuck Winer, Professor, Computer Information Technology and
Graphics, Purdue University Calumet
Anastasia Trekles, Director of Learning Technology, Purdue
North Central
Jennifer Werner, Adjunct Professor of Computer Information
Technology and Instructional Designer, Community Healthcare
Systems
2.
3. Objectives
Explain the concepts of Computational Thinking and
Scenario Based Learning as powerful tools for supporting
authentic student learning
Discuss the benefits to serving as a Subject Matter Expert to
classrooms employing scenarios
Demonstrate how teachers and businesses can work
together to bolster important critical thinking and problem-
solving skills in students
Share the research produced from the ASSECT NSF grant,
including a Google Sites template and Computational
Thinking rubric
4. Background
NSF grant project (ASSECT: Advancing the Successful IT
Student Through Enhanced Computational Thinking)
Partnership of universities in five regions
Marriage of Jeanette Wing’s Computational Thinking (CT)
with a framework for building instructional elements
Focus on Scenario-Based Learning (SBL) combined with CT
to help teachers deliver engaging lessons that help students
develop important critical thinking skills within authentic
career-oriented situations
5. What exactly is Computational
Thinking?
A problem-solving process
A way of dealing with complexity
A method of using available tools, including technology, in
logical ways to solve problems and answer questions
ISTE’s definition:
http://www.youtube.com/watch?v=VFcUgSYyRPg&feature=y
outu.be
Jeanette Wing’s description: http://youtu.be/C2Pq4N-iE4I
6. Problem-Based Learning Scenario-Based Learning
PBL vs. SBL
Project or problem is often
already defined for the
student
Solution may involve a
particular “right answer”
Teacher guides students
toward the right answers
Project may be contrived or
not based on real situations
Exact problem details not
given; students define the
problem
There is not necessarily a
right answer
Teacher serves purely as a
facilitator and co-learner
Project involves real outside
experts and situations
7. Examples of SBL/CT Scenarios
Our list research-based scenarios can be found at
https://sites.google.com/site/workshopctandsblresourcesite/s
haring-our-research-experience
Experiential Learning Center: http://learnpbl.com
Computer Science Teachers Association:
http://csta.acm.org/Resources/sub/ResourceFiles/CompThin
king.pdf
Examples from Ross Smith, a teacher trained in our
workshops:
http://whoreallydiscoveredamerica.weebly.com
https://sites.google.com/a/hammondacademy.org/middle-ages-
project/
https://sites.google.com/a/hammondacademy.org/standard-of-
living2/
8. The CT Rubric
Helps to assess computational thinking skills, including
logical thinking, strategizing, abstract thinking, procedural
thinking, and optimizing
https://sites.google.com/site/workshopctandsblresourcesite/c
omputational-thinking-rubric
9. The Scenario-Building Template
Workshop link with context and other information:
https://sites.google.com/site/workshopctandsblresourcesite
Google Sites Scenario-building template:
https://sites.google.com/site/assectworkshop/home
10. Google Sites
Certainly not the only tool you can use –
http://education.Weebly.com is another great option
Google Sites is free and relatively easy to work with, but it
does require a Google account
A great tutorial: http://edutraining.googleapps.com/Training-
Home/module-5-sites
Note that Sites does not work like Docs in that you cannot be
working on the same page with someone else at the same
time
11. More Resources
LearnPBL: http://learnpbl.com
Interesting SBL article:
http://www.learningsolutionsmag.com/articles/1108/how-to-
engage-learners-with-scenario-based-learning-
Mobile scenarios from Intel:
http://www.intel.com/content/www/us/en/education/k12/mobil
e-learning/action/scenarios.html