What strategies will you use when facilitating computer science learning in your classroom?

I like showing the students my own problem solving and strategies to help facilitate computer science and other learning. I tend to think out loud when trying to solve a problem so that students can see what steps I take, as well as how I react when things don’t go as planned.

I will use questioning strategies and have students work in teams to solve problems and also work together to produce projects. I will also post projects on the school’s website.

I like ask 3 strategy the most. The peer to peer pairing also will work in my classes. Students are likely to get engaged more and creative by seeing others and helping their classmates when they are stuck with something. Working in teams and collaborating with each other will help in one of my core where I have some English language learners.

Since this will be my first semester teaching computer science I believe I will use the Unplugged activities often. I would also like to incorporate ask 3 and then me. But most importantly, I want to emphasize the need for resilience. To never give up.

this is very good idea. I have used “paramedic” team to help other student who have difficulty to solve their problem. Not for Computer science, but also another lesson, except during the test.

I like the “Ask 3 then me” rule. I usually get the students attention when certain problems pop up during the session. Of course, giving recognition even for the smallest progress made by the students.

Ask probing questions to a student (even if you don’t know the answer to the questions.) Ask your class if anyone has the answer. Get comfortable saying “I don’t know; let’s figure this out together!” Use the students who already love coding. Give them a sense of pride and purpose.

I use some similar strategies that were highlighted in the lesson. I teach my students to ask a neighbor first before asking me. More importantly I emphasize that they ask as many neighbors as possible before asking me. I also teach the terms persistence and F.A.I.L. and that it is ok to fail as long as they practice persistence. Keep trying even when it is hard.

I really like the unplugged activities, especially for Kindergarten. Pairing students up to work on one device works great because both students become problem solvers and learn how to take turns and talk about the problem they are presented with. I will also be using the “Ask 3 before me”. Chances are, one of the 3 students asked will have the answer.

Strategies I used or I’m going to use:

  • Ask 3 and then me.
    The students are already familiar with this strategy from other contexts. They will need to apply this strategy also in the context of computational thinking. It will teach them to ask good and precise questions, to listen actively, basically to collaborate with each other.

  • Pair programming
    Similar to above pair programming teaches them to listen actively and to ask good questions for understanding. They are learning to truly collaborate with each other.

A strategy on a bigger picture:

  • Growth mindset
    I believe having regular discussions about a growth mindset and what does it mean for me as a learner is in general very beneficial for the student. They need to understand that failure and challenges are an opportunity to grow. The student’s efforts and attitudes will give the direction. Giving and receiving feedback is part of the learning process.

I would also use the “ask 3 and then me” approach to facilitate Computer Science learning in the classroom. In my 4-6 grade EBD classroom it works really well to have their peers talk it out to try and solve the problem. This approach allows them to teach each other, it helps with their communication skills, and it teaches them that grown ups aren’t the only ones who are empathetic and can help solve problems. This approach goes hand in hand with using the Puzzle-Solving Recipe. My EBD students are familiar with this because we use a meta cognitive approach to solving problems in the classroom. We spend our time breaking up a problem into smaller problems that can be solved.

I would definitely have students use the ask three - AFTER they try three times so that they can show me (or the students they are asking for help from) what they have tried but didn’t work. Sometimes they might be very close and just missing one step. This allows student to see and learn where they need to focus next puzzle, go back and relearn something previously taught and were missin gin the puzzle or ask a CSS medic (Computer Scientist Student Medic) in the classroom for help.

I always try to model reactions for working with technology. In first grade, we often model every thing we do. By modeling reactions I am showing my students how to celebrate success and how to handle frustration. Once I have modeled this, I have a few students show correct and incorrect ways to react. For example, if someone is frustrated when working on a challenge they must raise their hand and wait for my assistance. If I am busy, they must continue to work until we can problem solve together. It is more important to figure out our mistake than to rush through or quit.

I have used the Ask 3, then me strategy for years and found much success with it. The students feel empowered when they are able to answer their peers questions, learning is reinforced and often different approaches to solutions are given than I would have given.

I like to connect our work in the classroom to the real world. As history and current events unfold, I would like to connect the concepts we learn in class to the world outside our school. I also think this is a good opportunity to group kids in a variety of ways to create new friendships or better understandings of people that aren’t like one another to complete a common goal.

I would like to involve parents into their learning, perhaps set an activity that the students can do with their parents / guardians / siblings in the evening. This will reinforce what they have learned in class during the day and give them confidence to learn more.

I agree that acting it out is a great way to encourage active participation. Also, “Ask 3 before you ask me” is a strategy I use when I am busy with guided reading and math groups, and will also be encouraged with CS lessons. Persevering along with asking questions are two additional useful strategies to be used in the CS classroom.

I think it is going to be crucial for the “Ask 3 then me” rule this year. In my math class after the direct instruction for the whole group, the class will be doing centers. While they are in centers I will be meeting with a group of students. In order for me to be able to help the students in my small group the most, I will be unavailable to help students who run into problems during the center that they are working to complete. The only time that I will be available will be quickly when the groups are transitioning.