Coding Education and the Democratic Classroom

Coding Education and the Democratic

Classroom

Madeleine DoughertyManager of STEM Programs

Girls Inc. of Chattanooga

Computer Science in Schools

A Note About Psychology

Boys Girls

Comp Sci = Comp Lit?

Code.org Launch

“They” want us to teach coding! Hurry!

Code.org (Blockly)● No syntax - visual

programming editor● Motivational videos● Code Studio

curriculum● Fundamental

programming concepts and algorithms

Great, I taught coding! Except...

● Instructional method not as appealing to girls as to boys

● Eliminates teachers from teaching● “Where did the maze come from?”● Attempts to frame value of coding

around money, start-up culture


Codecademy● Courses in many

languages● Short modules on

different topics within each course

● Learning per se● Single correct answers

to course sections● Offers “sandbox” for

advanced members

Great, I taught coding! Except...

● No context: “Why are we doing this?”

● Does not explicitly teach algorithmic thinking

● Instructional method alienates girls● Compartmentalized, linear learning● Eliminates teacher from teaching

Curriculum-In-A-Box

These are inauthentic coding experiences and ineffective teaching strategies.

Curriculum-In-A-Box

One Size Fits All curricula are bad for public schools.

A Better Way!

Authentic Instruction - What is it?

It looks like the actual work of programming!

What Computer Programming Looks Like


Problem-Based Learning● Contextualized within real, relevant topics● Open-ended - students determine what they need

to know in order to accomplish given goal● Culminates in an interdisciplinary

project and publication● Student-directed and completed in

cooperative teams● Appealing to multiple learning styles


Problem Based Learning● Greater than AND the sum of its parts*

o Students construct understanding of computer science concepts through hands-on exploration

o Teacher provides explicit instruction● Harder!

o Teacher must anticipate and troubleshoot unique bugs

o Classroom space feels chaotic

*Thanks and apologies to Lisa Welchman

Authentic Instruction - How Does It Help?● Students solve problems as a cooperative team● Students independently manage project

priorities and deadlines● All students given opportunity to act as leaders

and peer educators● Teacher is a co-learner and active participant,

not an arbitrary authority● Whole class actively participates and finds

authentic value in learning

Democracy Matters

We teachers have done our jobs if we have prepared our students to take initiative, resolve

problems effectively and independently, and respect others regardless of perceived status.

Coding is not the only way to do this. But it is one way.

If You Want to Know More...ISTE - International Society for Technology in EducationBIE - Buck Institute for Education and Project-Based LearningDiane Ravitch - Research Professor of Education at NYU and Education HistorianNCWIT - National Center for Women & Information TechnologyGeneration STEM - Study on girls and STEM by Girl Scouts of America

BibliographyGurian, M. & Stevens, K. “With Boys and Girls in Mind,” Educational Leadership, Nov. 2004.

Margolis, Jane, Allan Fischer, and Faye Miller. “Caring About Connections: Gender and Computing.” Carnegie Mellon University, n.d. Web. 20 April 2015.

Modi, Komal, Ph.D., Judy Schoenburg, Ed.M., and Kimberly Salmond, M.P.P. Generation STEM: What Girls Say about Science, Technology, Engineering, and Math. Rep. N.p.: Girl Scouts of America Research Institute, 2012. Print.

Ravitch, Diane. Left Back: A Century of Failed School Reforms. New York: Simon and Schuster, 2000. Print.

Ravitch, Diane. The Death and Life of the Great American School System: How Testing and Choice are Undermining Education. New York: Basic Books, 2010. Print.

Sax, Leanoard (2005). Why Gender Matters. New York: Broadway Books

Coding Education and the Democratic Classroom

Education

Transcript of Coding Education and the Democratic Classroom