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.

Learner agency - who drives the learning?

I've been thinking about learner agency and who drives the learning. My online art history class uses a knowledge building approach. For us, this looks like lots of discussion, lots of student led activity, and generally working as a bit of research team. We're always trying to delve deeper into ideas to improve everyone's understanding.

Last week we had a power cut at my school during the scheduled video conference time. I was able to email my students on my cell phone to let them know to work together online without me using the structure on the class blog as a guide. I had a response from a student (I'm paraphrasing here) letting me know that she had tried to elicit a bit of verbal korero, but the others weren't comfortable taking the lead in the VC without my guidance.

This got me to thinking, have I unconsciously made the video conferences too teacher-centric? Or is this just the kind of learners I have this year? I am conscious that I am pushing a lot of their boundaries and expectations of what learning is.

Teachers using a Knowledge Building approach what are your thoughts?