Show teachers concrete examples of computational thinking in practice before asking them to design CT lessons¶

Strategy · All strategies
Evidence · no claims cited

Description¶

A district takeaway from the pathway work: "Once teachers saw examples of CT in practice, the leadership team were exponentially more successful encouraging them to develop their own CT lessons, as well as recognizing where they may already be teaching computational skills in their lessons." Leading with worked examples of CT helps teachers both create new CT lessons and recognize existing computational content in what they already teach.

Design Implications¶

Context¶

Requirements¶

• A leadership team that can curate and share authentic CT examples from classroom practice

Constraints¶

Target Learners¶

• K-12 classroom teachers

Target Learning Goals¶

• Designing computational thinking lessons and recognizing computational skills in existing lessons

Related Strategies¶

• Have classroom teachers develop CT-integrated example lessons and practical integration routines to operationalize a competency map
• Select teacher leaders as \"experts down the hall\" to represent grade bands and coach peers

Examples¶

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Key Sources¶

• Digital Promise. (2021). Nurturing an Innovative District: Inclusive Computing Pathways in Talladega County Schools. Digital Promise. https://doi.org/10.51388/20.500.12265/132