Introducing Computational Thinking to K-5 in a French Context

Introducing Computational Thinking to K-5 in a French Context

Vanea CHIPRIANOV, Laurent GALLONUniversity of Pau & Pays Adour, France

Vanea CHIPRIANOVAssistant ProfessorLIUPPA, UPPA Monday, 11 July 2016

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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 contextV. Chiprianov, L. Gallon 11/07/2016

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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)


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


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


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(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?


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French School System


from G.-L. Baron, B. Drot-Delange, M. Grandbastien, and F. Tort. Computer Science Education inFrench 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.

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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


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Survey of WG5 ITiCSE 2016 (to be published)



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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.


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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.


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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?


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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


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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 unpluggedwith computer-basedactivities => facilitatestransfer– simple to complex– class-management andmonitoring system =>individual progress +possibility of parentinvolvement


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The curricula – Robots

Introductory lesson Carpet with Code.org-like puzzles Dash robots

– Blocky-like programming language

=> facilitate transfer


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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)


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The project – Initial partners


2 CS researchers

French Ministry of Education counselor,Fréderic Carrincazeaux

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The project - Initial partners 2014-2015

3 (4) elementary school teachers


Florence Rassinier + Mélisa Devaux

Sandra Saint-German Sophie Evangelista

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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


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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?


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Map of partner schools 2015-2016


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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


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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


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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


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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 CHIPRIANOVAssistant Professor

LIUPPA, UPPA

[email protected]

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Robotics encounters 2015-2016 : supervisors
