3-2-1 EDUC 387 ASSIGNMENT

3-2-1 EDUC 387 ASSIGNMENT
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  • ALRIGHT LISTEN UP CREW! WE WERE ASSIGNED TO MAKE A 3-2-1 FOR THE ARTICLE ON THE TangibleK PROGRAM THAT THE BOARD OF ED GAVE US TO READ! 3 THINGS WE LEARNED ABOUT COMPUTATIONAL THINKING, 2 QUESTIONS WE HAVE ABOUT THIS ARTICLE, AND HOW WE CAN WE APPLY WHAT WE LEARNED IN THE CLASSROOM. THIS IS DUE TO THEM ASAP! SUSAN! SPIT ME SOME FACTS!!!
  • Ive used learning 2 &3 in classroom,but didn't know it supported CT! But now i think of it, students having their own choices + communication are more likely to problem solve because the work is up to them!
  • 1. Constructionism is a way of computational thinking. there are 4 pillars to it. 1st: "learning by doing". 2nd: importance of objects that support concrete thinking + learning.  3rd: powerful ideas empower the individual. 4th: recognition and reflection on activity. 2. When you give the students more freedom, it opens the door for students to consider their choices and think about what they need to do to complete the task. Thus leaves space for more Computational Thinking. 3.Communication & processing ideas help produce more thinking+ ideas when a student is completing the task. Communicating ideas produces more computational thinking.
  • Here is 3 things i learned about computational thinking that i wrote on the Board!!
  • OKAY SUSAN! You live to see another day working here... haha congrats.
  • Evidence 1: Pillar 2 of constructionism says "supporting the development of concrete ways of thinking and learning about abstract phenomena" Abstract thinking is a big part of learning for CT. Evidence 2: Gave EX. OF students & lego choices. Students have to think & decide what legos they need and don't. They even have to negotiate for what needed. A way to teach them problem solving,(part of CT). Evidence 3; In article there is part in communication where it asks students questions like "what worked as expected and what didn't?" thought provoking and causes then to use their problem solving/abstract thinking.
  • Alright! Now i need my 2 questions from the article. Tim! Give me some questions to present to the Board of Ed. OR YOUR TOAST...FINISHED...OUT OF HERE!!!!!!
  • Evidence to support learning:
  • How can the use of robotics in the classroom be used for different age groups? The article explains standard used for the students with the program, but it didn't explain how it varys for each age. Standards lists K-2 but is broad & doesn't include all ages. How would it vary? How can this program (TangibleK) be used in content areas other than math and science? The article says that program focuses on STEM aspects of learning, mainly technology and engineering. What about other content areas like ELA and Social Studies? How can we use the program for that?
  • Um.. oh jeez....okay okay. So i wrote 2 questions based on the article on the board sir. Umm.. oh jeez.. if you don't like it i can redo it!
  • HMM. No need to do that Tim. I think you should just leave and not come back....IM KIDDING IM KIDDING! this will do, i suppose....
  • We can have the students do Circle Talk! This can expand on the communication aspect that we learned. The students in the classroom can get into small  groups and discuss the lesson they learned. They break down the lesson and bounce information off of each other. They would help each other notice the things that would be important to remember from the lesson
  • Great now all we need is 1 way that we can apply what we learned in the classroom. HMMM...
  • Article being addressed is "The Tangible robotics program: Applied Computational thinking within the program" -By Bethany Clement
  • Great Work Team! I've taken what you've given me and made a link with the information gotten from the article Hey you! Audience! Click on the link to see the examples and evidence for what Tim and Susan said today. Where they got their learning and questions from. It will help you know more about this tangibleK program article:  https://docs.google.com/document/d/1fdu- UUCN0VGkSfWKE05yVdhQT3KrLMwTP2P2uGaF_TM/edit 
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