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Gail Chapman, UCLA. February 14, 2012. Agenda. Research and Philosophy of ECS ECS as a Model for CS Reform ECS Curriculum and Professional Development ECS Sample Activity Scope and Impact of ECS Student and Teacher Responses. Research and Philosophy of ECS. Research Leading to ECS.
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Gail Chapman, UCLA February 14, 2012
Agenda • Research and Philosophy of ECS • ECS as a Model for CS Reform • ECS Curriculum and Professional Development • ECS Sample Activity • Scope and Impact of ECS • Student and Teacher Responses
Research Leading to ECS • What is computer science, anyway? • Course offerings vary between schools • Computing courses have no academic home • Culture of low expectations around computing knowledge • Little curricular connections with students’ experiences • Counselors need information • Teachers need support • Students have interest!
Findings • Complex interaction between school structural issues and belief systems which lead to disparities of access along gender, racial, and socioeconomic lines. • Schools with high numbers of students of color tend to have low-level courses, such as keyboarding. (At the time only 11 out of 57 high schools in LAUSD offered AP CS.). • Counselors don’t steer girls and students of color to cs. • The privilege of having access at home is seen as an indicator of ability while those without such access get kept out.
Broadening Participation in Computing for Underrepresented Students
Democratizing CS Education • Rather than focus our attention on the traditional pipeline issues, we have chosen to approach this as an equity issue. • As a community we argue that the ability to think computationally is an essential 21st century skill—so we need to prepare all students to have this fundamental knowledge to be able to fully participate in society. • If more students are given these opportunities a side effect should be a natural enrichment of the pipeline.
How do we make this happen? • Availability of courses for all students in all schools— • Build courses at all schools, so that any student who desires to access this knowledge can do so, whether or not the students are college bound. • Curriculum and assessment— • Tailored towards students in meaningful ways • Developed to highlight the multiple ways of knowing and learning that students bring to classrooms. • Teachers— • Must be supported in developing an inclusive inquiry based pedagogy that is effective for engaging girls and students of color.
Inquiry-Based Philosophy of ECS STUDENTS TEACHERS • Students are actively engaged in developing their own understandings of concepts • Students think creatively within limits of activity • Students work in pairs/groups on activities • Students explain concepts and definitions in their own words • Students have flexibility in topic selection in some cases • Student understanding captured with multiple forms of formative and summative assessments • Teachers are facilitators of student inquiry • Teachers elicit responses that uncover student knowledge about topic or concept • Teachers create interest • Teachers ask probing questions to redirect students’ investigations when necessary • Teachers allow for multiple solutions to given problems • Teachers draw from multiple sources to check for understanding • Teachers are comfortable with noisy, energetic, classroom
5 E’s of Inquiry Behavior Model (Adapted from the 5 E Model”, R. Bybee)
The ECS Curriculum • Creative nature of computing • Technology as a tool for solving problems • Relevance of computer science and its impact on society
ECS Instructional Units • Human Computer Interaction • Problem Solving • Web Design • Introduction to Programming • Computing and Data Analysis • Robotics
ECS Computational Practices • Analyze effects of development in computing • Design and implement creative solutions and artifacts • Apply abstractions and models • Analyze one’s own computational work and the work of others • Connect computing with other disciplines • Communicate thought processes and results in multiple formats • Work effectively in teams
Unit 1: Human Computer Interaction Unit 2: Problem Solving • Topics • Computers and the internet • Data collection and representation • Models of intelligent behavior • Societal impacts of computing • Activities • Buying computer simulation • Taking apart a computer • Explore search engines, resources, and Web 2.0 tools. Evaluate websites. • Examining appropriate forms of communication technology • Peanut butter & Jelly sandwich instructions • Following directions quiz • Ron Eglash’s culturally situated design tools – virtual bead loom, Pacific Northwest basket weaver, Navajo rug weaver • Turing test • Topics • Algorithms and abstractions • Connections between mathematics and computer science • Activities • Examining differences in data collection for making a case (advocacy) or discovery (research) • Apply problem solving process to variety of problems • Ron Eglash’ culturally situated design tools – cornrow braiding • Counting in binary, CS Unplugged • Linear and binary search algorithms • Describe and compare various sorting algorithms • Minimal spanning trees and graphs – Muddy City, CS Unplugged • Carpool route final project
Unit 3: Web Design Unit 4: Introduction to Programming • Topics • Web page design and development • Computers and the Internet • Algorithms and abstraction • Activities • Explore issues of social responsibility on Web and society issues of web on society, personal lives, and education • Use basic html • Explore image editing software • Explore concept of separating style from structure and keeping separate html and css files • Introduce variety of page layout styles • Explore website enhancements such as combining Javascript, html, css, and Photoshop, accordion menus, lightbox, and sliding images • Final project – develop website on assigned topic/theme • Topics • Programming • Algorithms and abstraction • Connections between mathematics and computer science • Activities • Introduce Scratch and terminology • Create dialogue between two sprites • Practice event-driven programming through alphabet game • Introduce concept of broadcasting via role play. • Introduce concepts of variables, conditions, And/Or/randomness • Build rock/scissors/paper program • Create timing game program • Final project – develop either a game project or a story about My Community
Unit 5: Computing and Data Analysis Unit 6: Robotics • Topics • Data and information • Algorithms and abstraction • Connections between mathematics and computer science • Programming • Activities • Discuss photo ethics and data collection safety considerations • Create maps using latitude and longitude of location, then from file • Discuss categorical and continuous data and representations, looking at trends • Represent data with bar plot, mosaic plots, and histograms • Filter and query text data to create subsets. • Final project – develop website or Scratch to present data analysis campaign on community issue • Topics • Robotics • Algorithms and abstraction • Connections between mathematics and computer science • Programming • Societal impacts of computing • Activities • Identify criteria that makes an item a robot • Evaluate robot body designs • Create algorithms to control robot behavior • Build LEGO Mindstorms NXT robot • Write instructions for tic-tac-toe • Build, program, present dancing robot • Build, program, present a rescue robot • Final project – build, program, present robot that solves a stated problem
The ECS Professional Development • Highlight the ECS conceptual structure and dynamic relationship between curriculum, computer science concepts, pedagogy, and diverse student learners in the classroom • Model and make explicit characteristics of an engaging inquiry-based pedagogy • Consider multiple methods and purposes for formative and summative evaluations of student learning • Deepen discussions around equity issues in CS classrooms • Develop reflective practitioner skills and strategies • Build professional ECS teacher community to provide support, guidance, mentoring
Respond Individually on Paper • What was your first reaction? • What are 3 questions you would like to ask about this chart?
ECS Student Enrollment • 2008-2009 (pilot) = 306 students • 2009-2010 = 922 students • 2010-2011 = 1,377 students • 2011-2012 = 2,136 students
The ECS Policy Approach LOCAL • District support; memos to principals • Principal support; place class in master schedule • Teacher support; attend PD and advocate for class STATE • Partner with San Jose, Oakland ECS schools • University of California Office of the President – Awarded “G credit” (college preparatory elective) to ECS
Linked Learning UC College Prep G Credit CTE Credit Potential IT Strand Foundations Course Program of Study Program Status
ECS Course Enrollments--California Schools: Students:
ECS Expansion • Chicago • Office of CTE for the CPS has decided to make ECS the foundation course for all 5 IT strands. • Plan is to have all CTE teachers trained in ECS and all strands fully implementing (3 year plan) • ECS will also count as a math credit.
Necessary Ingredients for Success—Preliminary Findings • Interested/enthusiastic teachers • Embrace philosophy and participate in PD • Investment in strong collaborative local partnerships • Effective communication mechanisms must be designed to facilitate the true cooperative decision-making necessary to build a strong foundation. • Building a network of teachers, administrators, and school officials is necessary to address the issues of institutionalism and sustainability. • Recruiting is made easier when the infrastructure is in place. • Local support for professional development and building a strong teacher learning community • Ongoing professional development is necessary for building and sustaining a teacher learning community • When teachers reflect on the practice of teaching rather than just focusing on content they are more likely to make changes that will support the learning of diverse student populations • Without providing this support we run the risk of dull pedagogy or culturally insensitive practices continuing to turn students away from computing
Ingredients for Success—Preliminary Findings • Interested/enthusiastic teachers • Embrace philosophy and participate in PD • Investment in strong collaborative local partnerships • Effective communication mechanisms to facilitate cooperative decision-making • A network of teachers, administrators, and school officials to address the issues of institutionalism and sustainability. • Recruiting is made easier when the infrastructure is in place. • Local support for professional development and building a strong teacher learning community • Ongoing PD is necessary for building and sustaining a teacher learning community • When teachers reflect on the practice of teaching rather than just focusing on content they are more likely to make changes that will support the learning of diverse student populations
Student Responses Methodology: Pre-course (n=1123) and post-course (n=637) surveys to Exploring Computer Science students. Only statistically significant findings are presented. Students learned computer science best: • Working in a group of 3 or more people (46%) • Getting help from a classmate (24%) • Alone (17%)
Improved Student Knowledge Students rated their knowledge of following topics from 0-10:
Favorite Student Topics Students rated their feelings about each of following topics:
Increased Interest in Computer Science Methodology: Using items from the Computer Science Attitude Survey (N Carolina State University, 2002), motivation was assessed. • Positive increase in student motivation to engage in computer science and related activities • Increased students’ desire to work out a difficult problem rather than have the answer given to them • Increased interest to pursue more computer science courses and computing-related careers
Teacher Experiences “I have never had so many students who commented they ‘will miss this class’ or that ‘ECS is their most popular class.’ I also had several students who came back to visit my class or see what the ‘new group of students’ was doing. Some even stayed to assist some ‘new’ students, who were usually friends or a brother/sister.” “I rewarded them when they felt like ‘giving-up’ but hung in there and kept trying. I encouraged failure and made failing and trying to get it right a way of life in my class. I told them ‘That's what Exploring is all about.’ I think the students now understand the value of failure and reflecting on it, later enjoy the fruits of hard earned success.”
We asked students to complete the following: Because of Exploring Computer Science, I …This is what they said.
More in tune with how everyday things that effect my life are made and programmed
Capable of learning and adapting to problems and learning its solution
