Hello Admin: Introducing computational thinking skills to all core subject areas

Outline

I. Introduction (5 minutes)
A. Welcome and presenter introduction
B. Brief overview of computational thinking, micro:bits, and their potential in education
C. Session objectives and outcomes

II. Strategic Implementation Overview (5 minutes)
A. District-wide integration potential
B. Emphasizing cross-curricular applications
C. Brief on cost-effectiveness and infrastructure considerations

III. Hands-on Activities: micro:bits Across Core Content (40 minutes, 10 minutes each)
A. Language Arts Activity
1. Introduction to the activity and relevant standard(s) (1 minute)
2. Hands-on demonstration and participant engagement (7 minutes)
3. Discussion of learning outcomes and assessment possibilities (1 minute)
4. Quick debrief on ease of implementation (1 minute)

B. Mathematics Activity
1. Introduction to the activity and relevant standard(s) (1 minute)
2. Hands-on demonstration and participant engagement (7 minutes)
3. Discussion of learning outcomes and assessment possibilities (1 minute)
4. Quick debrief on ease of implementation (1 minute)

C. Science Activity
1. Introduction to the activity and relevant standard(s) (1 minute)
2. Hands-on demonstration and participant engagement (7 minutes)
3. Discussion of learning outcomes and assessment possibilities (1 minute)
4. Quick debrief on ease of implementation (1 minute)

D. Social Studies Activity
1. Introduction to the activity and relevant standard(s) (1 minute)
2. Hands-on demonstration and participant engagement (7 minutes)
3. Discussion of learning outcomes and assessment possibilities (1 minute)
4. Quick debrief on ease of implementation (1 minute)

IV. Implementation Strategies and Support (7 minutes)
A. Teacher-friendly implementation plans
B. Efficient professional development approaches
C. Aligning with existing curriculum and standards
D. Ensuring equity and accessibility

V. Conclusion and Next Steps (3 minutes)
A. Recap of key points and cross-curricular potential
B. Resources for further exploration and support
C. Call to action for implementing computational thinking and micro:bits
D. Brief Q&A if time allows

Supporting research

Research to support the use of micro:bit can be found here: https://microbit.org/impact/research/

Research on Effective Computer Science Professional Development can be found here: https://drive.google.com/file/d/1rzOzScgaxZSUZ3-7_FDNtUUfQSw_OHiD/view?usp=drive_link

Inclusive Practices in Education (Assessment)
Ajjawi, R., Tai, J., Dawson, P., & Boud, D. (2022). Assessment for inclusion: rethinking contemporary strategies in assessment design. Higher Education Research & Development, 41(4), 1375-1389.
This article introduces the concept of "assessment for inclusion" and discusses strategies for making assessment more inclusive, such as authentic assessment and programmatic assessment.
Tai, J., Ajjawi, R., Bearman, M., Dargusch, J., Dracup, M., Harris, L., & Mahoney, P. (2022). How do students experience inclusive assessment? A critical review of contemporary literature. International Journal of Inclusive Education, 26(14), 1455-1474.
This critical review examines various inclusive assessment practices and their impact on diverse student groups.
Collaboration in Classrooms
Grütter, J., Meyer, B., & Glenz, A. (2015). Facilitating inclusive education: How shared learning environments benefit students with and without special educational needs. European Journal of Special Needs Education, 30(3), 362-383.
This study explores the benefits of inclusive education and collaborative learning environments for both students with and without special educational needs.
Mora-Ruano, J. G., Heine, J. H., & Gebhardt, M. (2019). Does teacher collaboration improve student achievement? Analysis of the German PISA 2012 sample. Frontiers in Education, 4, 85.
This research examines the relationship between teacher collaboration and student achievement, providing insights into the impact of collaborative practices in education.
Finkelstein, S., Sharma, U., & Furlonger, B. (2021). The inclusive practices of classroom teachers: a scoping review and thematic analysis. International Journal of Inclusive Education, 25(6), 735-762.