Teaching computational thinking through a culturally responsive lens -

Abstract

Early and middle years (5 to 11 years)

In this workshop, we share example activities from a professional development project (United States National Science Foundation #2219418) focusing on integrating computational thinking and literacy in classrooms of students ages 6 to 11 years. Our purpose is to engage classroom teachers in these activities, consider student thinking in the design of instruction, and discuss ways that cultural practices can inform the selection, design, and adaptation of instructional activities that support computational thinking.

Computational thinking is often described as one of the foundational components of building understanding and competencies in computer science. We will share two project activities that draw on culturally responsive pedagogy (CRP), which has been defined as the previous experiences, cultural knowledge, and interactional approaches that make learning situations more productive for diverse students. We focus on the design and teaching of activities that draw on community practices, for example, quilting and storytelling, to support students’ connections with and understanding of computational thinking.

During this workshop, teachers will participate in the activities and examine examples of student work to discuss and consider the activities in light of their students, local contexts, relevant supports, and decision-making during instruction. Participating teachers will also discuss practices that they can leverage in teaching computational thinking and mathematics topics from a culturally responsive perspective and the nudges to support effective engagement and learning through discourse.