Promo%ng collaborave problem solving through computaonal ...
Transcript of Promo%ng collaborave problem solving through computaonal ...
Promo%ngcollabora%veproblemsolvingthroughcomputa%onal
thinkingandcomputerprogrammingforK-8studentswithdisabili%es
MayaIsraelQuen%nMWherfel
UniversityofIllinoisatUrbana
Champaign
Roadmap
• Introduc%onsandOverview• Collabora%veCompu%ng
• StudentswithDisabili%es• NextSteps
First…thisisacollabora%veeffort
Whyfocusoncompu%ng?
• STEMPipelineArgument:– USDept.ofLaborSta%s%cssaysthatby2020,therewillbe1.4millioncompu%ngjobs,butonly30%willbefilledatthecurrentrate.
• BeyondtheSTEMpipelineargument:– Real-worldapplica%onofmathema%cs,opportuni%estoprac%ceproblemsolving,persistence,collabora%on
– Equity
ResearchStudyContext
Thereisawellestablishedra%onaleforcompu%ngin
K-12.
Fewstudieshaveexamined
compu%ngwithdiverselearners.
NoneatK-12withstudents
withdisabiliAes.
Ourmethodsareexploratory
becausethisisnewterritory…Wehavealottolearn.
OurApproaches
• FocusonUniversalDesignforLearning• Usedifferentcompu%ngpla\ormstoindividualizeforstudents– Example:Graphicallyintui%veblock-basedprogramming
• Teach,model,andreinforcecollabora%onusingaconsistentframework
• Balanceexplicitinstruc%onwithopeninquiry
OriginsoftheCollabora%ve-Compu%ngObserva%onInstrument(C-COI)
Israel, M., Pearson, J. N., Tapia, T., Wherfel, Q. M., & Reese, G. (2015). Supporting all learners in school-wide computational thinking: A cross-case qualitative analysis. Computers & Education, 82, 263-279.
Purpose
Thepurposeofthisstudywastoinves%gatehowelementaryschoolteacherswithlimitedcomputerscienceexperienceinahigh-needschoolintegratedcomputa%onalthinkingintotheirinstruc%on.
HelpSeeking
Collabora%ve&
IndividualProblem-Solving
Persistence
WhatcanbedocumentedfromtheC-COI?
QuesAonswewantedtoask: Constructs:
Howdoesthestudentrequesthelp?Whohelpedthestudent?
Adap%vevs.Nega%veHelpSeeking
Howdoesthestudentindividuallyproblemsolve?
Persistence
Whatkindsupport(s)didthestudentreceive? Collabora%veProblem-Solving
Didthecompu%ngexperienceresultinskill/conceptacquisi%on?
UnderstandingCSconcepts/vocab.
Collabora%veCompu%ngConceptualFramework
Israel,Wherfel,Shehab,Ramos,&Reese(underreview)
CompuAngFlowChart(ParAalScreenshot)
C-COIPaperVersion
Instrumentcita%on:Israel,Ramos,Wherfel,&Shehab(2015).Collabora%veCompu%ngObserva%onInstrument(C-COI).BoardofTrusteesoftheUniversityofIllinoisatUrbana-Champaign.Availableathhp://mste.illinois.edu/c-coi
C-COIOnlineVersion
MeasuringCollabora%veCompu%ng
• Collabora%veCompu%ngObserva%onInstrument(C-COI)– UseScreencas%fysoiwaretocaptureallcompu%ngac%vi%esandaudioofstudentcollabora%ons
– Dependentvariablesincludeamountof%mepersis%ngontasks,methodsofhelpseeking,collabora%veproblem-solving,andcompu%ngchallenges.
ValidityandReliability
Phase1:Recognizingtheoccurrenceofanevent
Phase2:Iden%fiedcri%calpathswithineachnodeandsub-nodes
C-COIInstrumentDirectedGraph:OneStudent’sPaths
DetailedDirectedgraph WeightedDirectedgraph
C-COIInstrumentDirectedGraph:Mul%pleStudents’Paths
DetailedDirectedgraph WeightedDirectedgraph
FindingsandTips1. Whenworkingindependently,somestudentsspendaLOT
of%meonasinglelevel,showpersistence,butdonotcollaborateanddonotsuccessfullycompletethelevel.
2. Mostcommoncollabora%veeventsendedwithproblemsnotsolved
a. Studentsarenoteffec%velyusingthecollabora%vescripttosolvetheproblem
b. Studentsarenotwatchingthevideohintsc. Studentslackunderstandingofthecomputerscienceconceptsthat
areassociatedwiththeproblem
3. Lotsofcompe%%on,especiallyinCode.orgascomparedtoScratch.
CaseStudiesofStudentswithDisabili%esduringCS/CT
• PartofongoingresearchexaminingequitableandaccessibleCS/CTinstruc%on
• Purposefulselec%onofstudentsdisengagedinCS/CT
• Classroomobserva%ons&interviewswithgeneralandspecialedteachers,andsupportstaff
CaseStudiesofStudentswithDisabili%esduringCS/CT
• RQ:TowhatextentareCT-specificsupportsneededforSWDtoengageinCTinstruc%on&ac%vi%es?
• Yin(2009)four-stepprocessforexplana%onbuildingwithinasinglecase:1) Makeatheore%calexplanatorystatementaboutthe
phenomenon(thestudent’sexperienceduringcompu%ng)2) Comparethisstatementtothedatafromasinglecase3) Revisethetheore%calstatementtobeherreflectthecase4) Reviewtherevisedstatementagainstthedatafromthe
case.
CrossCaseAnalysisHoraAo
• 4thgradestudent• Hasau%sm,intellectual
disability,limitedsocialcommunica%on
• Spendsthemajorityofthedayinthegeneraledclassroomwith1-on-1adultsupport
• Lovesplayingrepe%%vegamesonthecomputer
• Enjoyshavinghispeerschasehim,butdoesnotini%atesocialinterac%ons
Deacon• 5thgradestudent• Hasfetalalcoholsyndrome
andLDwithassociatedimpulsivity,behavioralandahen%onchallenges
• Spendsthemajorityofthedayinthegeneraledclassroom
• LovesMinecrai!• Enjoyshangingoutwith2
peersinclass
Ini%alExplanatoryStatement• Studentswithdisabili%eswhoaredisengagedduringCS/CTrequireCT-specificsupportstosuccessfullyengageinCTac%vi%es,andwhenthesesupportsarenotavailable,theycannotmeaningfullyengageinthoseac%vi%es.
• Teachers&researchersallhadthishypothesisini%ally.
Hora%o(4thgrade)Ini%alEngagementFinalEngagement
Aierconsistentdaysoflimitedaccessandengagement,wetried:(a)accesstomaterials,(b)verbaldirec%onsaboutwhattodoandhowtodoit,(c)modelsofproblem-solvingtechniques,and(d)modelsofhowtocompletetheassignedwhilethecomputerremainedinfrontofhim.
Snodgrass,Israel,&Reese(underreview)
TeacherInterviewsBeforeSupportsQuotes• Ifeltlastweeklikehehadactually
accomplishedsomethingonCode.org,but...whenIseethoselihlevictoriesandaccomplishments,I’mwondering,howmuchwasithimworkingindependently?Howmuchdoes[theparaeducator]comeintoplay?…I’mafraidit’smorethelaher.
GeneralEdTeacherTranscript,p.5
• Ihavetriedtousehand-over-handstrategiesforthecomputerandpeermentoringtokeephimontask.Thesehavenotbeentoosuccessful……Ithinkitmightbehelpfultohavesomeonecomeinandshowhisteachingassistantandmyselfwhatwecandotomakehimmoreindependentwithcoding.
SpecialEdTeacherResponse,p.1
ANerSupportsQuote
• Iwasjustflabbergasted,becausehe’sneverdonethat!…Henevertriedandit’slike[hesaid],‘Giveittome.I’mdoingittoday.’…Thatwasfun!”
ParaeducatorInterviewTranscript,p.9
Snodgrass,Israel,&Reese(underreview)
Deacon(5thgrade)
Snodgrass,Israel,&Reese(underreview)
Snodgrass,Israel,&Reese(underreview)
CTInstruc%onEvalua%onandRefinementFramework
Snodgrass,Israel,&Reese(underreview)
Planfornextcasestudy“IfastudentisstrugglinginCTthenFirstensurethattheirstudent-specificsupportsareinplaceduringCTinstruc9onandac9vi9es.Ifastudentcon9nuestostruggle,thenexploreaddi9onalCT-specificsupportstoincorporateintothepedagogy.”
NextSteps
• NSFSTEM+Cprojectisstar%nginJanuaryof2016tolookatintegratedcompu%ngandmathinstruc%on
• Lookatindividualandcontent-specificsupportsstudentswithdisabili%esacrosscontentareas(includingCS/CT)
• Con%nuedexplora%onofcollabora%vecompu%ng
• Integratedcompu%ngandscien%ficargumenta%on
ForMoreInforma%on:hhp://ctrlshii.mste.illinois.edu/