Slide Animation for Computational Thinking

Computational Thinking (CT) is a problem solving process that includes a number of characteristics and dispositions. CT is essential to the development of computer applications, but it can also be used to support problem solving across all disciplines, including the humanities, math, and science. Students who learn CT across the curriculum can begin to see a relationship between academic subjects, as well as between life inside and outside of the classroom. 

From the Google Computational Thinking for Educators Course 

When I think of computational thinking, I lean towards this definition. Nowhere in this definition does it talk about coding. While I think coding is an important skill, it is not for everyone. However, being able to problem solve is a skill for everyone.

Last year I was teaching the third-grade different aspects of Google Slides. I brought them through many aspects of how to use Slides and finally got to animation.

Google Slides, and I am sure PowerPoint has this function as well, allows you to choose to animate on click, after previous, or with previous object. It is a good way to introduce or practice, if ... then ... thinking.

Animations within Slides can get very complex, but they can also be simple enough for any student to do. Animations in Google Slides is a practical way to integrate computational thinking into any subject.

Characteristics of Effective Professional Development

The following are this course's Characteristics of Effective PD:

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I had a few of these down in my own reflection, but I did not think of a few.

On the job or job-embedded

The GLT Center has a long definition in this report, but in summary (p. 2):

• grounded in day-to-day practice
• deals with authentic and immediate problems
• part of a continuous cycle
• aligned to standards and school goals

Looking through these, even the most influential PD I say I have had cannot be described as this. But a few I can think of have been adoptions of initiatives such as the PYP, MYP, Singapore Math, and different reading and writing programs. 

I think coaching also falls into this category.

Connected to classroom practice, pedagogy, and content

Most all of the PD I have taken has, thankfully, been directly related to what I am doing in the classroom. 

Shaped by data

This is something I do not know whether the PD I have taken (as well as the PD chosen for me).

Intensive, ongoing, and long-term

Again, the initiatives are those ongoing PDs I have experienced. By being long-term and embedded, or intensive, they were always on my mind while planning and teaching.

Connects peers with purpose, focuses on innovation

I think this is the most important of all the characteristics listed. In my experience, the connections with my peers has helped me think differently about what I do, and has helped me think more deeply about what I do. 

I originally started using Twitter professionally about 5 years ago based on a recommendation from a colleague. The colleague was transformational for me, but left the school soon after he arrived, but the connections I made on Twitter never leave (and now we are connected on Twitter).

Collaborative and structured to offer educators chances to learn from others

I have had limited exposure to this type of PD, but it increased with a change of schools. It is this type of PD that we began last year on a small scale using our tech ambassadors program. Twice a month we meet for 20 minutes, take turns sharing what we are doing in class, and give feedback to each other.

For further thought:

How can I better incorporate these characteristics into the PD we deliver at school?

Is 3D Printing a 21st Century Skill?

In an online community which I belong, someone raised an interesting question:

Is 3D Printing a 21st Century Skill?

I appreciate the question being asked.

I wonder why this question was asked. With my answer, I mean no offense, but 3D printing is no more a skill than printing documents.

There are sites where you can go and simply download designs, load them in the printer, and hit the print button. That is not displaying any kind of skill.

When I think about using the 3D printer, the biggest part of the learning is using the design cycle.

When you create a design to be 3D printed, it is rarely right the first time. Chances are that you will have to go back and tweak your design once or twice (or more!) before getting it right. When you add a client to what you are doing (as in MYP Design), you add empathy by having to consider someone else's needs.

The design cycle is something that we use regularly but rarely think about. Since I began teaching MYP design, I have caught myself thinking more about what I am doing. I have begun to realize when I am in the middle of a design cycle. But most importantly, I have become more reflective about what I do.

Reflection and empathy are two crucial components of the design cycle. These are not only 21st Century skills, but are life skills.

Using Find and Replace in Google Docs

In this animated GIF, you can see how to access the find and replace feature in Google Docs.

Use Command+F to access tbe find tool. Then click on the three dots (a symbol of more) to access the find and replace tool.

Effective Professional Learning-1

What professional learning is going to best prepare teachers to meet their students’ needs?
Part A: Typical Professional Development
Take a moment and jot down some notes on what typical professional development in your school looks like.

• Sit and get 
• Sometimes not needed -- could be unrelated to what I do, or I could already know it and be ready for the next step 
• Forced 

What is emphasized in this typical model?

• This model is a top-down approach. The choices come from the top with little or no input from teachers. What is emphasized? Whatever is determined as important is emphasized.
• From my own past experience, this can lead to disengagement or cynicism towards school-offered PD. 

Part B: Discuss Characteristics of Effective Professional Learning
Think of a time that you learned something from a professional development experience that changed your practice as a teacher.

A few PD days stand out to me:

1. Teacher workshop in Yokohama -- my first experience at a "real" PD event
2. Making the PYP Happen
3. Google Summit

What made the experience so effective?
In these PD experiences, I was able to take a few things back to school with me to use right away. I was given a "menu" of choices and decide which was best for me (except MTPYPH).


Take notes on the characteristics of this professional development experience.

• vibrant -- lots of energy
• community
• models what should be done in the classroom

People there wanted to be there, and were interested in learning and improving.