Computational thinking

I had a conversation with a colleague last week that made the penny drop, in regards to computational thinking.
We were chatting after homework club, and I mentioned that I just couldn't figure out how to fit computational thinking into my subject area. She looked around the room and said "you're already doing it", and then explained that it was just a decision making pathway of how do I get from here to there, and what are the decisions I need to make to get there. I model this for my students all the time, on the walls, on the class site, in conversations.

 

After a bit more of a chat, I realised that we are also practising the next step on from computational thinking, 'iterative thinking' through the visual art creative cycle of 'generate', 'analyse', 'clarify', and 'regenerate'.

I just wish the PD contract that the school has signed up for, would help staff unpack what this might look like in their own subject area. I have gone from feeling like a dunce that just doesn't get it, to feeling inspired. I really feel like collegial conversations are the best PD sometimes.


 'Everything you were looking for was right there with you all along.' - The Wizard of Oz 

Professional discussions - Knowledge Building

In the past few weeks, I have participated in an online knowledge building group, focused on knowledge building within the NZ context. We've been looking at some of the big questions, like why knowledge building, how to support and develop it in New Zealand, and how to develop critical literacy.

It has been so energising to discuss pedagogical issues I care deeply about with likeminded colleagues. The discussion has been really expansive. In fact, we've decided to keep an ongoing discussion open about knowledge building. I invite you to join us if you are interested in learning about knowledge building or conversing with colleagues about the big ideas and problems of practice within knowledge building. Email me and I can let you know how to get connected.

Inquiry goals - leveraging engagement

This year I have decided to keep my teaching inquiry relatively simple and streamlined with one goal relating to face to face learners and one goal relating to learners in the online class that I teach.

I have 2 goals

1. To use 'assessment for learning' to leverage engagement in junior and middle school classes
2. To use a knowledge building approach to engage online learners

With the first goal, my hunch or motivation relates to many learners coming into art with a 'fixed mindset'. They feel that it is not something they are good at and that it is not for them. I really want to shift the focus from this to a mindset where students are continually reflecting on 'how am I doing' and 'how am I improving'. My theory is that I need to look at ways of making the progress more visible to students and creating opportunities for those reflective conversations to happen.

I am trialing a 'digital visual diary' in the form of a Google Slide. I am trying to keep this as simple and user-friendly as possible. The idea is that students will update their slides at the end of a lesson with their work in progress. In terms of learning design, I am trying to center the classroom talk around progress. This is taking deliberate planning though. I am needing to carve out pockets of time for students to write goals, reflections and recording their work.

My hope is that students will develop more of a growth mindset about their learning in art and through feedback and feedforward from their teacher gradually take more and more ownership of their learning.

With the second goal, my hunch is based on prior experience of using a communal inquiry-based approach. Students who might have struggled with a traditional transactional approach coupled with the potential isolation of being an online student thrived with the knowledge building approach. They reported feeling connected to the class and a part of a community. I still remember one student who identified as not being an exam student. They went on to pass their exams and even get an endorsement! They told me later that being able to collaborate creatively with other students really helped them.

I am looking to get more deliberate and reflective with the knowledge building pedagogy. My experience and instinct tell me that it is powerful, but I want to explore 'how' and 'why' gathering evidence from my class. I want to improve my practice as a teacher and build on what works.

I am quite excited about a newly formed community of practice for knowledge building teachers in NZ, where hopefully we will be able to share our problems of practice and our expertise.