I have been thinking more about what the important steps embedded in the process of programming… There are really two cycles within the process: one that follows a design or inquiry-like sequence & one that addresses computational thinking. I have tweaked this model over and over and have done so again below to show where I think the computational thinking fits in.
It’s fascinating to watch students tackle this head on. I was at Wellington School the other day working on a coding and I was amazed on a number of fronts:
- Students were unfazed by the coding challenges put in front of them: the challenges were hard but the students were highly motivated to solve them
- Students struggled initially with establishing social sharing of the tools: needed to provide some strategies here
- They successfully collaborated in their teams
- They creatively collaborated across teams
- The focussed completely on the coding problem & trying to solve it
- It didn’t matter that Math, Science & ELA outcomes, strategies & content were being dealt with in order to solve the coding problem at hand: students shifted between these areas with ease. The blended nature of the content was authentic and natural to the students
- Students were creative in their solutions to the coding problems that were being solved
What stands out is that with little help the students were practicing the 4Cs meaningfully across content areas. This reaffirms that coding can be curricular glue, but more than that, it allows for students to engage in two authentic and worthy processes: inquiry/design & computational thinking.