How might our discussions about equity and discovery learning impact how we address programming in this course?
Since there is a large divide between students who know about computers and those that do not, it is important to make sure to include everyone.
The curriculum states the class is for everyone. There is a great difference between students experience with computers. For example, I have a set of students who know about computers, gaming, and servers but there are some who do not know how to attach a document to an email, let alone create an email.
It is easy to let the students who know about computers take the class in their direction. Students who lack the background will get intimidated and tune out. But having students discover and create during CSP levels the playing field and everyone gets to participate. These lessons have low entry points, in which anyone, regardless of their prior knowledge can participate and engage in.
Making sure to stress that programming is only a portion of the curriculum will try to address the disparity in the class. Not everyone will have been exposed to programming. If we take that out of the equation it will remove the misconception that the class is only about programming. Letting the students engage in their own learning and just explore the course is going to be a new concept for me and I am a little nervous (but in a good way).
I think the idea of equity can be integrated into programming for this course because the students will come in with very different ideas and backgrounds in programming. We need to be able to get all of the students to have some success and even a little bit of progress is progress. I like to tell my students that everyone starts somewhere, and programming is one of those things.
The dictionary definition of equity is “the quality of being fair or impartial; fairness; impartiality”. I believe this definition can be applied to learning in programming by understanding that students learn in different ways and at different rates. By applying “discovery learning” we can be equitable by ensuring students can learn at their own pace and using their own learning method. So, in summary, to be equitable as instructors, we must be fair, impartial, and consistent, and allow students the opportunity to “discover” the concepts at a suitable pace.
Being aware of equity and inquiry may change the way we teach programming. Standing back and observing this week helped me become more aware of our responses and encouragement. I, in turn, set up my own inquiries: Was that a fair statement? Did I make eye contact with everyone or just those who were most engaged? Did I consider the quiet thinker or recognize the reluctant ponderer? Did my inquiries guide them to more critical thinking or tell them the answers? It is truly Socratic teaching to ask questions that guide critical thinking with focus. Teachers are models.
“To place your ideas, your dreams, before a crowd is to risk their loss.
To try is to risk failure.” Harry Wong
Most students probably have a lot of preconceptions about programming that might affect how they approach learning programming. We might also have students who come in with different levels of background knowledge and comfort levels with programming. We have to keep these factors in mind in order to make students’ learning experiences equitable, as it might not be enough to just ask students to do something and think “well, they should all be able to do that… yup.” as there may be non-obvious factors affecting students. For example, pairing a student who labels himself as “not good with computers” with a student who has taken multiple programming classes in the past may result in the former student being more withdrawn during activities and the latter student tending to take over.
This would also affect a “discovery learning” activity, as the experienced student would probably be more willing to “discover”. Our discussions helped me see that we can have students be on relatively equal footing in what they “discover” by choosing an activity in which the thing to be “discovered” does not depend on prior knowledge/experience or is something all students (or no students) have knowledge/experience to draw on.
This will be our schools first year in offering and teaching a computer science class in the past 8 years. I am sure students are coming into the class with the perceived believe of learning a programming language. So teachers, counselors, parents, and students will need to be educated on the course, discovering method technique and it’s also a college AP course. Designed for all types of students and learners. I will need clear-up stereotypes and preconceived beliefs of computer science majors/people. I am excited for the new course and the direction of computer science principles. So agree 100% with Franks comments.
I also believe if a teacher buys into the methods of discovering learning, it will have great positive impact on the course and its success. Not only the success of the course but the success of the students. I believe and hope everything will fall into place: computer science concepts, programming, and increase interest in CS by all types of students (male, female, ELL, & under privilege). It should be a great school year!
I Think the students will be used to a classroom of collaboration and problem solving that equity and discovery learning will remain in the students learning. I see students learning Programming the same way as any other unit in CSP. The class will not be like a “typical” programming class where you need previous programming knowledge to succeed and “fit in”.
When we teach programming, I think it will be first of all important to remember that we will have had two units already with using discovery learning, so hopefully by this point in the year all of our students are excited to learn and naturally curious about programming no matter what their previous background in programming has been. If all students desire to learn, we have already made the classroom more equitable.
I think then with programming, since our students will be in different places with their understanding, it will be important to re-emphasize group norms and especially stress the idea that everyone in the group needs to have time to think and process before entering into discussions about programming. We will need to give all students opportunities to create programs that are personally meaningful, and help students to be proud of their own, and each other’s work.
As some students will have programming experience and others will not, I imagine that the best way to make the lessons on programming more equitable would be to give students a problem to solve and have them develop an algorithm in groups. Then, have the students use the programming tool to code the solution using whatever method they feel more comfortable with (drag and drop or typing code).
I think we as a community of CS teachers are eager to share our knowledge of CS and can easily go too fast too soon. This is especially true when teaching programming because there will already be a lack of equity when the kids walk into the room when it comes to background knowledge. If we leap forward, or try to push the stereotypical idea of coding (sitting at a computer typing away) this would only widen the equity gap and could alienate a number of the same students we are working so hard to draw into CS.
My biggest moment is when I realized that when the teacher talked too much I checked out. I want my students to have more “discovery” moments and I will get out of their way and allow that to happen. I am always working on equity in my classroom. I want all students to be successful.
CSP should be a course for everybody in all backgrounds and prior knowledge. When we discuss equity and inquiry, we are creating an awareness that will embed in our lesson plans. Students will benefit from activities, lessons that bring equity to all. They will find opportunities of learning by supporting each other to discover new ideas or concepts. Learning how to program should not be an intimidating experience to underrepresented students nor a self gloating experience to advanced students. Learning how to program should be a life long journey of discovery to all.
I was thinking yesterday about the fact that my class will be about 50/50 in terms of students having had taken ECS and those that haven’t. Working through these lessons has eased much of my concerns with this; I think all students will have entry points to the lessons regardless of CS background. In terms of programming, I’d like to see my class see the diversity of programming backgrounds as a strength. In a job-setting, employees will have a variety of backgrounds, but they come together to work towards goals. I would like to see a similar model in my classroom.
Mark Zuckerberg was quoted by Code.org as saying, “In fifteen years we’ll be teaching programming like reading and writing…and wondering why we didn’t do it sooner.” I think that this is true, but largely because coding, at least at the most basic levels, has become easier and more engaging in the past few years. I believe that programming was attractive to fewer students prior to that because typically, right from the onset it was often a drawn out and tedious process, and there was little incentive along the way to stay with it. Code.org did a marvelous job turning that model upside down…within a single hour, kids were creating apps – they could even take ownership for their own spin on Angry Birds! Brilliant strategy. Suddenly the Hour of Code takes the world by storm. Code.org’s courses 1-4 stay true to the notion that kids need to be able to quickly make stuff that they can be proud of and share with others…and have fun doing it! Add to that a clever gamification model with lots of rewards and suddenly, “discovery learning” becomes a quest and the learning takes flight.
Equality comes into play because this is an effective methodology as students of all backgrounds will easily connect to the learning and be afforded many opportunities for success (positive reinforcement) along the way. Assuming that the AppLab stays true to these guiding principles, High schoolers taking CSP are going to really enjoy the unit on programming (as they will the other units!)…and many will go on from there and take their skills to the next level.
I think it important as a teacher to remember and consider where each individual student is in terms of their knowledge and fluency with a concept and the methodology used to teach that concept. Additionally, when considering issues of equity and discovery learning, I need to work to develop a classroom culture in which all students know that their participation and growth as learners is welcomed.
Yo - this is important: I think we as a community of CS teachers are eager to share our knowledge of CS and can easily go too fast too soon. This is especially true when teaching programming because there will already be a lack of equity when the kids walk into the room when it comes to background knowledge. If we leap forward, or try to push the stereotypical idea of coding (sitting at a computer typing away) this would only widen the equity gap and could alienate a number of the same students we are working so hard to draw into CS.
Students learn best by doing and remember things that they discover themselves. As we teach programming, we must keep this in mind and incorporate all the equitable teaching strategies such as inquiry, reflection, collaboration, pair programming, peer evaluation, etc. If something can be done unplugged, then incorporate that before letting students lose on the computer and into a world of their own. Unplugged learning will last long and will help students relate to the real world.
When talking about equity, a few things come to mind. Firstly, how much equity is involved with a student’s ability to actually do the work. second, when it comes to discovery, it depends on how much they are willing to explore. I think (at least with my lower socioeconomic environment) students are afraid to take that extra step, and it has been drummed into their heads that there can be one answer. So having more than one answer to a question is a very new concept, especially since in their other classes, that one answer stigma is reinforced. So the challenge awaits me, it is not only changing the thought process, but also the culture relevance of AP CSP concepts.
Accessibility is the driving force for equity. Each student is going to have different accessibility issues at various times throughout the curriculum, so my job is to help students overcome these obstacles as they crop up. My biggest challenge is my tendency to see obstacles as excuses, so I am working to address these in my own psyche and treat them appropriately.