Icon for: Roxana Hadad

ROXANA HADAD

Northeastern Illinois University, University of Illinois at Chicago, Chicago Public Library
Public Discussion
  • Icon for: Roxana Hadad

    Roxana Hadad

    Presenter
    May 14, 2017 | 07:12 p.m.

    Thanks for visiting our video on the Assessing Computation Thinking in Making Activities (ACTMA) project. We are currently in our second year in our exploratory study, developing formative assessments for computational thinking that are embedded in maker activities that highlight physics learning and are culturally-responsive. While that sounds like a lot to keep track of, what we are discovering is that in order for computational thinking to happen, its vital that cultural responsiveness is woven into the activities thoughtfully, and that formative assessment serves to both guide and motivate. 

    We are currently observing high school physics classrooms using our activities and assessments now, and will be running two-week a summer program in June for high school students, for us to get more in-depth data and put our activities to the test. We then will take what we learn to polish what we have and share it with the community for more feedback. 

    We're looking forward to your comments and questions!

  • Icon for: Jennie Lyons

    Jennie Lyons

    Facilitator
    May 15, 2017 | 01:20 p.m.

    I'm interested to hear if there is any correlation to your activities and computer science, or was the focus on physics and engineering. 

     

  • Icon for: Roxana Hadad

    Roxana Hadad

    Presenter
    May 15, 2017 | 02:11 p.m.

    Great question, Jennie! What we are trying to do is make apparent to students as they do the physics/engineering tasks the problem solving skills they use in computational thinking (decomposition, abstraction, pattern recognition, algorithmic thinking, evaluation, debugging, communication, use-modify-create) and even some problem generating skills (like questioning given assumptions). Then, as they move from creating circuits on a breadboard to using an Arduino and programming it for their own project, we make sure we keep the metacognitive process going. The idea is to demonstrate the versatility of computational thinking and for students to become more aware of how computers can address the problems and ideas they have in their life.

  • Icon for: Amy Moreland

    Amy Moreland

    Higher Ed Administrator
    May 15, 2017 | 04:34 p.m.

    Great work! I think your project has a lot of the Broadening Participation spirit found in the CS Principles curricular world as well (K12 CSP Framework). 

  • Icon for: Roxana Hadad

    Roxana Hadad

    Presenter
    May 15, 2017 | 05:23 p.m.

    Thanks, Amy! Yes, we totally agree! We think that the computational thinking practices of the core practices could not happen without the communicating, collaborating, and inclusivity practices.

     
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    Amy Moreland
  • Icon for: Ben Sayler

    Ben Sayler

    Facilitator
    May 16, 2017 | 08:10 a.m.

    I'm intrigued about the data you're collecting! Could you say more about what you're measuring and how?

  • Icon for: Roxana Hadad

    Roxana Hadad

    Presenter
    May 16, 2017 | 05:29 p.m.

    Hi Ben! We are measuring affect and interest in physics and CS/CT through pre- and post-surveys. In the first summer academy, we measured physics (and some CT problem solving skills) through a pre- and post-test, which was taken both written and orally (to see if there was any difference between students abilities in writing out their problem solving and talking out their problem solving). We are looking at student notebooks and worksheets for instances of CT, and finally, we are observing the sessions to call out moments of CT (or moments missed). Needless to say, we are wading through lots of data, and are still getting through it all!

  • Icon for: Ben Sayler

    Ben Sayler

    Facilitator
    May 17, 2017 | 07:19 p.m.

    Good luck! Looking forward to your findings.

  • May 16, 2017 | 01:05 p.m.

    Good to see your project coming along, Roxana! It's so important to parse CT from other learning in making activities, and measure it! Is there somewhere we can access your formative assessments?

  • Icon for: Roxana Hadad

    Roxana Hadad

    Presenter
    May 16, 2017 | 05:40 p.m.

    Hi, Shuchi! No, our formative assessments are still in very preliminary stages, and I'm not sure how helpful they'd be in the state they're in now. Hoping to get them shaped up in the next few months! Because it was important for us to have them embedded, they are closely tied to the activities themselves, so there are lots of moving parts we have to get right. 

  • Icon for: Arthur Lopez

    Arthur Lopez

    Computer Science Teacher
    May 17, 2017 | 02:45 p.m.

    VERY cool Roxana! There is a massive Maker-Space movement in the state of California, but I always thought that Computer Science, computing and computational thinking should be a critical component in teaching students STEM with CS.

    What we have found challenging is having STEM teachers, specifically Math and Science, be open to embed Maker Space and CS within the current curriculum that they teach.

    Do you find that STEM teachers, specifically Math and Science, finding themselves more open and willing to embed Maker Space and CS in their curriculum based upon the work you are doing?

    Again, congratulations! This is very exciting work that you are doing!

  • Icon for: Roxana Hadad

    Roxana Hadad

    Presenter
    May 17, 2017 | 04:30 p.m.

    Great question, Art! It is, in fact, a great challenge to embed maker and CS stuff into the school day. Teachers have so much they already have to do! Fortunately, the CCSS and NGSS are really focusing teachers on process, and getting students to think critically about how they get to the final product. This is a big overlap with computational thinking and the CS K-12 framework! That said, there is still a big leap of faith on the teacher's part. One of our teachers, Julie, wrote a really great blog post the other day about her experience implementing our making and CT activities in her AP Physics class.

  • Icon for: Kip Glazer

    Kip Glazer

    Facilitator
    May 17, 2017 | 09:30 p.m.

    I absolutely love that you are focusing on the assessment! As a school administrator, I have had to respond to a certain negative or positive perception about my school based on inaccurate data. Often times I feel that the inaccuracy comes from the instrument being used to collect the data not what is actually happening. So kudos to you! I am curious to know how you plan to integrate the assessment tools into the existing school ecosystems once you develop them. Do you have any idea yet?

  • Icon for: Roxana Hadad

    Roxana Hadad

    Presenter
    May 18, 2017 | 03:16 p.m.

    Frankly, I think you deserve the kudos as a school admin for the reason you mention! As you know, assessment frequently gets misused, and I believe a lot of it comes from our perpetual desire to understand the complexity of what is happening with a student, classroom, or school from an easy to read score. Our take is highly contextualized, embedding formative assessment questions in activities, so that teachers and students can assess where they are in the problem solving process, and determine what tools might help them. So, it's building the assessment into the project, hopefully, not adding yet another thing for teachers and admins to structure into the day. Does that answer your question?

  • Icon for: Kathryn Penzkover

    Kathryn Penzkover

    Higher Ed Administrator
    May 19, 2017 | 12:28 a.m.

    We would love to chat with you about assessment in this setting. I'm glad there are projects focusing on this aspect which so often gets the back seat. Would you be willing to share you assessment tools? 

  • Icon for: Roxana Hadad

    Roxana Hadad

    Presenter
    May 19, 2017 | 03:03 p.m.

    Hi Kathryn! We'd love to talk about this. Our assessment tools are still in development, but I don't mind giving you an overview of what we have and how we're building them to see if they're of any use to you!

  • May 19, 2017 | 05:19 p.m.

    Super interesting! Add me to the list of people who would love to take a look at the assessment tools you are using when you are ready to share (and overview is great, too!). Also, I am wondering about the collaboration with CPL and how the libraries and librarians are involved in the assessment work and if that assessment work is ever at odds with the library as an OST environment. Sounds like much of the assessment is embedded so perhaps it does not feel like assessment? How is the assessment used and by whom? (i.e. is it just for research, or is it also used by the educators/practitioners working with youth). Really great to learn about this.

  • Icon for: Roxana Hadad

    Roxana Hadad

    Presenter
    May 19, 2017 | 06:02 p.m.

    Great, Caitlin! Let's chat when you have the chance. We had YouMedia staff involved in developing the activities and assessments, but as you correctly guessed, there is a tension between what is needed or wanted for the informal/maker setting and what is needed or wanted for the formal/classroom setting. These are the kinds of things we've been struggling with (do we make 2 sets of activities? Or one set with a choose-your-own-adventure format?). The point is for the assessment to be used by the educators, but obviously, we researchers are looking at it to see if it even works. Another struggle right now is how to effectively embed it so that it serves the activity. One way we're doing this is through notebooks, and identifying notebooks to students as tools engineers use for ideation. Please contact me! I'd love to talk more about it.

  • Icon for: Kimberly Sheridan

    Kimberly Sheridan

    Higher Ed Faculty
    May 22, 2017 | 02:10 p.m.

    Glad to see you pursuing this, Roxana! Thanks for the update on your work.

  • Icon for: Roxana Hadad

    Roxana Hadad

    Presenter
    May 22, 2017 | 02:13 p.m.

    Great to hear from you, Kim! Your work has been an inspiration to us throughout!

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