Quantum Leap: Unlocking the Future of Quantum Computing for High School Innovators

Outline

Part 1: Introduction to The Coding School and Presenters (10 min)
a. Introduce the workshop facilitator's role, background, and educational and professional experience
b. Introduce The Coding School. This is a very brief intro to the organization, the work we do, and what makes us qualified to run a quantum computing workshop.
c. Warm-up. Participants are led through a warm-up question to get them discussing their current understanding of quantum computing.

Part 2: Quantum Computing in the Classroom (15 min)
a. What is quantum computing? Define quantum computing and mechanics, and provide examples of quantum mechanics in everyday life. This will include analogies with which we breakdown the components of quantum theory to make the topic approachable for teachers without previous experience.
b. Why teach quantum computing? Explain the importance of teaching quantum computing to middle and high school students.
c. Classical computing vs. quantum computing. Explain the difference between classical and quantum computing. Present participants with computing problems and facilitate partner/small group thinking time to brainstorm which version is the most useful in solving the problems and why.
d. The challenges of teaching quantum computing. Work with participants to identify the challenges we have seen in getting quantum computing into the classroom and share ideas for potential solutions. Work collaboratively as a group to brainstorm ways to work around those challenges.

Part 3: Trying Quantum Lessons + Activities (25 min)
a. Designing quantum computing lessons. Facilitators walk participants through our process of using design thinking principles and backwards design to build lesson plans. Participants share their own processes.
b. Hands-on activities. Facilitator shows one of our group-based introduction to quantum computing activities and guides participants through it as if they were the students. Participants then get back into groups and answer provided thinking questions about how their students would react to the lesson.
c. Evaluation and revision. Based on the previous activity, participant groups will lay out revisions they would make to the lesson to make it more relatable and exciting in their classrooms.

Part 4: Designing Quantum Computing Lessons (30 min)
a. Facilitator provides a variety of topics that could be related to quantum computing as well as templates for the lesson design/brainstorming process.
b. Participant groups work together to fill out the templates with their own lesson brainstorming. Groups can use one of the provided topics or choose one of their own.
c. Groups come back together with the whole class and are given the opportunity to share the work they did.

Part 5: Wrap Up (10 min)
a. Facilitator leads a short reflection session to share everyone's feelings about the design process.
b. Facilitator shows some of the high quality quantum computing educational resources that currently exist.
c. Participants can opt in to sharing contact information and organizing follow up meetings with their groups or others.
d. Participants share their brainstorming documents in a shared folder that anyone can access to use as lessons starters. They leave with a variety of lessons/activities they can use in the classrooms.

Supporting research

Scientific American: https://www.scientificamerican.com/article/quantum-computing-is-the-future-and-schools-need-to-catch-up/

Fast Company: https://www.fastcompany.com/90925065/heres-what-quantum-computing-is-and-how-its-going-to-impact-the-future-of-work-according-to-a-software-engineer