Innovative Strategies for Elementary School Computer Science Classes
As a new subject, computer science poses unique challenges for teachers. In addition to needing to learn new subject knowledge, they must also master pedagogies for teaching a new topic.
A number of strategies have been proposed to increase student interest in CS and encourage them to pursue careers in the field. These include encouraging students and using unplugged-type activities that leverage constructivist principles.
1. Make It Personal
With their high-tech classrooms and specialized teachers, many elementary schools are well-positioned to bring computer science classes to their students. But there are several key issues to overcome. For one, teachers need a curriculum that is both engaging and rigorous. Educators also need access to basic professional learning that introduces them to the discipline and helps them develop the skills needed to lead a computer science curriculum.
In addition, it’s important to ensure that students can access the technology and resources that they will need to participate in the class. This includes input devices such as Lenovo Chromebooks, Microsoft Surface tablets, or even smartphones. It also requires robust internet connectivity, as well as wireless network access. Finally, it’s crucial to ensure that students have access to various instructional materials, including coding games and activities.
Fortunately, there are a growing number of options available. Most of these curricula are built to engage young learners while still challenging them with critical thinking and computational skills. Many are based on hands-on, creative projects that make connections between abstract concepts and the real world. They also feature learning progressions to build student confidence and support teacher growth and retention.
It’s also important to remember that teaching computer science is a constantly evolving field, with new languages and applications constantly popping up. As such, it’s more important to focus on building student problem-solving skills and digital literacy than on teaching specific programming languages that will likely be obsolete by the time they graduate from high school. These skills will be invaluable to their career paths, whether they pursue a degree in computer science or work in a field that doesn’t require hardcore coding.
2. Make It Relevant
The goal is to engage students and create a desire to learn computer science rather than force them to take it because of a mandate or because they have a parent who wants them to. The key to that is to make the subject relatable to students’ lives. For example, a new program, CodeScty, uses hip-hop to help students develop core computational thinking and coding competencies while using music that appeals to their taste.
Another approach is to introduce students to CS through a “living classroom” that brings coding into the daily activities of school life. This is often done through robotics. Rather than learning how to code on paper, students get the opportunity to do it through real-world projects that address issues in their schools and communities. This helps build a sense of community and ownership in the subject and allows teachers to practice their skills with students while providing feedback on student work.
For example, students at one school created a robot that was programmed to play soccer on hallway “fields” made from painter’s tape and shower curtains. It was a fun way to get students to think about the basic principles of computer science while having a blast at the same time.
Advocates also stress that introducing CS in elementary grades can cultivate interest in the subject early. Research shows that students who express interest in STEM subjects in elementary school are likelier to continue their interest in middle and high school when many schools drop CS classes.
Some curricula go even further by integrating CS into other subjects. Bootstrap designs curricular modules that align CS with algebra, history and social studies, business, and physics lessons, while Project GUTS helps students create scientific models online. Developing these cross-curricular connections can help to make CS more relatable to all learners.
3. Decode the Code
A key challenge in implementing the computer science master plan is how to build participation and engagement. This includes ensuring that all teachers committed to integrating computer science into their classrooms have high-quality professional learning opportunities. This is especially important for elementary school teachers, who are the most critical audience to reach.
One of the most effective approaches is to demystify computer science by introducing its core principles in kindergarten and elementary grades. Research has shown that students who are exposed to CS early on develop positive attitudes toward STEM subjects in general, including computing (Lambert & Guiffre, 2009).
Teaching coding in elementary schools also helps children learn how to think computationally. Coding isn’t about writing lines of code; it’s about understanding the problem, breaking it down into its constituent parts, and then solving those individual issues – a skill that’s incredibly helpful in scientific pursuits (think hypothesis testing) and mathematical endeavors (think problem-solving).
For example, when kids program BlueBots, they have to think about how to give them directions to move and navigate their way around an environment. Children use their pattern and sequencing skills to make the robots follow their code. They even utilize color and maps to aid their logical thinking. Some kids used map images as a mnemonic device to help them remember at which landmarks their Bot should turn or move forward.
Another way to promote a more welcoming attitude to CS is by leveraging cross-disciplinary problem-based modules that introduce the core concepts of CS without the need for a computer. These modules are designed to align with K–8 content standards in science, social studies, and math while applying English Language Arts (ELA) standards for research, reading, writing, and presentation.
4. Leverage Peer-to-Peer Support
CS can be challenging for students to learn, but they do not need to do it alone. Having peers to work with can make the learning experience more enjoyable for them and help students build problem-solving skills. This also allows students to express themselves in a way that is not inhibited by fear of judgment from their teacher or other adults.
Incorporating coding into other subject areas can help make it relevant to students in their everyday lives. For example, students can practice computer science fundamentals through projects in other subjects such as math, language arts, and history. This will reinforce the importance of these skills for all students and make them more appealing to young learners.
Research has shown that peer learning can be an effective strategy for increasing student engagement and understanding. One study found that students using a platform called SolveItNow performed significantly better than students who did not use the tool, even when they were given the same instruction. Students used the tool to ask each other questions, receive smart hints, and discuss their work with other students. This helped them decode complex code, understand their mistakes, learn from them, and build confidence in their own answers.
Successful implementation of Utah’s CS plan requires equitable access to a high-quality CS curriculum for all students. To achieve this, we must develop strategies for recruiting and retaining a qualified teacher workforce, providing professional development opportunities, and expanding CS offerings. Additionally, we must invest in a system of accountability that includes reporting teacher and student outcomes by school district semi-annually and establishing a process for resolving issues of equity. We must also create resources to support LEA implementation of the CS curriculum and create local leadership to serve as champions for CS.
5. Collaborate and Share
While some students profess that they work better alone, the fact is that computer science, like engineering, is a social pursuit. Difficult problems are less intimidating with a friend, and students can learn from each other’s strengths and struggles. In addition, students with varying communication and collaboration strengths and challenges benefit from classroom strategies that are explicitly taught and modeled.
In the interviews, teachers cited a variety of opportunities and risks associated with collaborative work. Twenty-one of the statements described the use of collaborative forms of learning (see Figure 7). Most of these collaborative tasks included students working in pairs or groups to solve a problem or answer a multiple-choice quiz.
For example, in the EiE grade 4 module Invasive Species, students assume the role of an ecology expert to investigate and develop solutions to the real-world threat of the Burmese python in Florida’s ecosystem. Each student pair works on a different aspect of the project and then collaborates to present their solution to their class. This type of assignment is a good way to check understanding, reinforce concepts and allow students to practice skills.
The use of collaborative strategies can be supported by a wide range of classroom supports, from seating arrangements that allow movement to support group collaboration to anchor charts with prompts and prominently displayed helper language. Teachers should also consider how to build individual accountability and rewards for student success, particularly for students with varying communication and collaboration strengths and needs. Finally, the teacher should carefully monitor student progress and identify any barriers to collaboration that require further intervention.
With a solid foundation in technology, backed by a BIT degree, Lucas Noah has carved a niche for himself in the world of content creation and digital storytelling. Currently lending his expertise to Creative Outrank LLC and Oceana Express LLC, Lucas has become a... Read more