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Computer Science in K-12

An A to Z Handbook on
teaching programming
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Introduction Video

Discussion Questions (for Teacher PD)

Author Contributions
  • What are some ideas for mitigating the dangers inherent in taking a Creative Coding approach as outlined in the chapter? For example, how might you, as a teacher, ensure that your students develop a strong grasp key constructs and concepts and/or not developing misconceptions as they drive their own learning through creative coding?
  • There is a lot of interest in developing cultural competence in classrooms as well as designing curricular activities that promote cultural relevance (as described in the Chapter 12 on culturally relevant/responsive pedagogy, or ‘CRP’). How can you combine ideas of creative coding with those of ‘CRP’ to achieve the twin goals of student expression and relevance to learners’ cultural and community assets.
  •  How can we assess projects in a creative coding classroom?
    •  How can we operationalize the elements of creative coding in (teacher-facing) project evaluation rubrics?
    • What can we share with learners about what it means to engage in creative coding in (student-facing) project rubrics?
A-Z Handbook #CSK8 Twitter Chats Moderated by Vicky Sedgwick
  • In chapter 3, the author defines creative coding as “a pedagogy centered on the expression of a pupil’s own original ideas through the medium of code.”  Why is it important in K-8 CS that students be encouraged to express their own ideas through code?
  • “In teaching creative coding, teachers should encourage pupils to strive for their best possible work and emphasize an expectation of quality …” How do you emphasize an expectation of quality on student work without hampering creativity?
  •  There is a lot of discussion around improving creative coding through scaffolding and an emphasis on Culturally Relevant Pedagogy (CRP). Now it’s time to see this in action. Please share your students’ creative projects and your scaffolded lessons.

Assessment Ideas

Ideas for formative assessment in a project-based classroom

Formative Classroom Assessment for Teachers is a “PD-in-a-Box” created by Dr. Shuchi Grover and Bryan “BT” Twarek. Session 4 on Programming Project-Based Formative Assessment shares ideas on how to ensure students are learning in creative coding / project-based CS classrooms.

Additional Resources

PyTamaro: Creative Coding and Visual Problem Decomposition

PyTamaro is a Python graphics library with a twist. Plus it is a web site with a collection of short, engaging, visual, and theoretically well-founded programming activities. While it’s already being used by teachers in Switzerland, it still is under development.

It is a wonderful resource for Python programming courses, developed for high school computer science teaching in Switzerland by Dr. Matthias Hauswirth’s Lugano Computing Education Research Lab.