Computational thinking can be described as being defined as the following key words and phrases:
"Computational thinking is a way humans solve problems; it is not trying to get humans to think like computers." (Wing, 2006)
“The impact of computing extends far beyond science, however, affecting all aspects of our lives. To flourish in today's world, everyone needs computational thinking.” (Carnegie Mellon University, n.d.)
Computational Thinking Means...
- Solving problems
- Applying abstraction and decomposition
- Thinking algorithmically - what’s the process?
- Thinking conceptually - what’s the model?
- Understanding how things repeat and scale
- Dealing with errors
- ...among other things (depends who you read)
Within my classroom, I envisage computational thinking looking like different sequencing activities, such as baking and following recipes, creating and building objects and crafts. Computational thinking also looks like the sequencing aspects to writing a sentence, paragraph or essay. This type of thinking involves processes, sequences and it needs to be implemented with junior levels and through the rest of the school. These strategies are very well relevant at the 5-year old level, as for them, learning is very black and white and for majority of things in the classroom, you do want learning to be very straight-forward and to the point.
The following video is an excellent resource to understanding why we should be providing opportunities to problem-solve, innovate and provide opportunities for children to develop their coding and computational thinking skills.
Scratch has been a fantastic way for children to learn about coding in an interactive level, see the link to the website here:
Scratch Website
This link goes to the website of Scratch, that is for the junior level:
Scratch Junior
Learning about Mindset:
Mindsets
Mindsets are beliefs; how you think about yourself, your intelligence and talents, what it is you can and cannot do. Ultimately, this affects how you perceive other people and their abilities, talents and capabilities, what they are and are not capable of.
Intelligence
"intelligence [has] become defined as the kind of mind that responds most readily to the peculiar demands of school."
Dweck's Theory of intelligence
Dweck (2006) described two different views of intelligence. The previous view is that there is a fixed intelligence that can be measured using an IQ Test. No matter how much you learn, or how hard you work, your intelligence stays the same. Her view of intelligence is that the brain is malleable: it is like a muscle that can get stronger and work better as you learn and stretch yourself. Over time, you can get smarter. This leads to two contrasting views of mindset, fixed and growth:
Fixed Mindset
People with a Fixed Mindset believe that the abilities and capabilities they have are fixed traits. Their intelligence is set, they are talented at certain things and not others. They believe that it is whether or not someone is talented at something is what allows them to be successful at something or not. Intelligence is fixed and can be measured.
Growth Mindset
People with a Growth Mindset believe that their intelligence, and abilities can be developed and grow. Through hard work, dedication and time, people can learn new talents, learn new things and become more intelligent. Teaching a growth mindset encourages learning, develops relationships and self-efficacy. The brain is malleable, it can grow, stretch and expand. The harder you work, the more you can learn.
Reflect after (optional): Reflect on how you think a growth mindset could affect the change initiative you investigate in your LEADERSHIP 1 assessment.Children need time and need to experience the learning around about three times. For me, there needs to be more of a change around my classroom environment and what sort of language I am using, but not only me, but also the other children in the classroom, so that we all have the same mindset and language to express our thoughts and ideas. There needs to be an environment created where every child has an 'individual voice' and that the child, feels like they can express themselves in the most constructive, positive and effective manner.
Learning about Growth mindset: Video to support this: "How We Learn"
Our growth mindset video:
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