Field Trip Opportunity for 2019 – New York and Boston

The first mandatory parent and student information meeting was on December 18th – If you missed this meeting, you can find the information shared at this meeting below:

You can still sign up for this trip on this form and you can review what we covered at the first meeting in this presentation.

If you have any other questions, please see Mr. Wachs or Mr. Rogowy in room B5 or B2.

An amazing opportunity has been approved for 2019. A chance to take a Computer Science and technology themed 5 day field trip to New York city and Boston. More information will follow on the “Field Trips” page on this website (under Students). A parent information night is being planned, but right now if you are interested in this field trip and are planning on coming to the parent information night, please fill out this information here. Some of the agenda items that could be on the trip include:

  • Waking up every morning in the Hotel in Times Square, and shopping in the evening
  • Famous meal locations around New York and Boston
  • Enjoy a Broadway show
  • View of New York from the top of the Empire State building (including a guided discussion of the city’s architecture)
  • Visit the Brooklyn bridge (including a guided activity of its engineering and building our own bridge)
  • Guided tour the New York financial district including the 911 memorial, Trinity chapel, Wall street, and more
  • Custom tour of Google Manhattan’s headquarters (by a former Sturgeon Heights student working there)
  • Visiting the New York Academy of Science (including activities building sensors and coding)
  • Visiting the New York’s central park
  • Visiting Boston’s Massachusetts Institute of Technology (MIT) state of the art research laboratory, including the MIT nuclear reactor lab, MIT Koch Cancer research institute, MIT/Harvard Ultracold atom research center, and the MIT museum (including a robot activity workshop)
  • Visiting Boston’s Mmmmaven school of music technology (including a guided tour of digital music creation)
  • A boat tour of Boston harbour

A draft of the presentation for the parent night can be found here. Please see Mr. Wachs if you have any questions!




Direct Instruction vs. Discovery Learning – How does this apply to Computer Science?

An interesting article on this debate follows. In my opinion, I lean more towards direct instruction, but agree this is not a “one or the other” approach and also agree is is more of a spectrum. The article follows:

I recently read a post by Mark Guzdial on the CACM blog entitled “Direct Instruction is Better than Discovery, but What Should We be Directly Instructing?”  (link).  This led me down the rabbit hole to:

  • Felienne Hermans’ blog post , “Programming and direct instruction” (link)
  • NY Times article “Why Are we Teaching Reading the Wrong Way.”  (link)
  • Kirschner, Sweller, Clark paper “Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching” (link) (I’ll call this the KSC paper)

Felienne’s post doesn’t seem to make as strong a claim as Mark’s headline, but does make the point that,

“Children need help with learning to program because they will get stuck otherwise, drop out and decide programming ‘is not for them’.”  She concludes with the idea that we have to “embrace direct instruction,” and to “rote memorize the ifs and loops, if we want all children to learn well.”

The NY Times article was a nice interlude, which made the following point:

“While learning to talk is a natural process that occurs when children are surrounded by spoken language, learning to read is not. To become readers, kids need [..] explicit, systematic phonics instruction.”

Okay, so kids need systematic instruction for basic building blocks that are not naturally learned.  I’ve seen this before, and I buy it. But does that mean, categorically, that, “Direct instruction is better than discovery”? Well, from the links above, we have a picture of direct instruction (DI): explicit systematic instruction; rote memorization.  What about the “other side.” The KSC paper wastes no time in painting this as a simple dichotomy:

“On one side of this argument are those advocating the hypothesis that people learn best in an unguided or minimally guided environment [and] must discover or construct essential information for themselves.”

“On the other side are those suggesting that novice learners should be provided with direct instructional guidance on the concepts and procedures [..]”

The paper goes on to lump together, “Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based” and consider them all to be equivalent to the most extreme version of a single ideology: students must figure everything out for themselves. Before I go on, I will say that I make no claims to any special expertise here.  I’m basing my points on: (A) my past experience as a HS math and CS teacher, and as a state STEM education director; and (B) my current studies of STEM education research at a university, in the department of education, where constructivism is the dominant theoretical perspective.  This is not a research paper – I’m not going to cite sources. I’m not going to rigorously argue my points. I also recognize that science, math, engineering, and CS are unique disciplines that require different pedagogical approaches.  That said, I will try to keep things general rather than referring to any particular discipline. Here are my points:

  1. DI vs. Discovery is a false dichotomy
  2. That “Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based” learning are not identical, and are not equal to “just figure it out.”
  3. Inquiry-based learning has benefits that go beyond mastery of basic skills
  4. Rote learning has risks

DI vs. Discovery is a false dichotomy.  If anything, it’s more like a spectrum, but this is probably oversimplifying it too.  Educators can and should use a variety of strategies. “Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based” learning may all share a constructivist foundation (or maybe not necessarily), but they emphasize different strategies, or aspects of teaching.  Constructivism might hold that we construct knowledge and meaning from experience, but that does not imply that we need to “just figure it out.” Benefits of constructivist learning include development of:

  • Autonomy / agency / critical thinking
  • Communication / collaboration
  • Creativity / divergent thinking

Although these benefits are more difficult to measure than basic skills, evidence has been described in a number of empirical studies.  These skills are generally useful, and highly valued by employers. Risks of rote learning include:

  • False impression of what “doing science / math / engineering / CS” is really about.
  • Students may not have opportunities to have a voice in the class, or may not feel like their prior experiences are valued.
  • Whole-class direct instruction assumes that all students require the same instruction at the same time.  This can lead to frustration (and disengagement) for students who are not ready, or boredom (and disengagement) for students who have already advanced beyond the skills being instructed.

In closing, I encourage the reader to consider the pros and cons of different pedagogical strategies and draw their own conclusions.  See the original source here

Computer Science Gender Gap Prevails in Education, Says Girls Who Code Founder

Reshma Saujani first saw the gender gap in computer science while visiting classrooms on the campaign trail in 2010 as the first female Indian-American candidate for Congress.

“I had seen dozens of boys clamoring to be the next Steve Jobs or Mark Zuckerburg and I thought to myself ‘Where are the girls?’ and this question, quite frankly, became quite an obsession because it just didn’t make sense,” Saujani said.

Women make up nearly half of America’s workforce, yet remain underwhelmingly represented in fields such as electrical engineering and computer coding, said Saujani, who spoke Sunday as part of the Purdue University Northwest Sinai Forum series. Unable to unseat an incumbent that year for Congress, Saujani said her life took vastly different turn two years later, in 2012, when she founded Girls Who Code, a national nonprofit organization working to close the gender gap in technology fields. To a packed room, Saujani admitted that she, herself, doesn’t know how to code. But she is on this stage because, as a daughter of Ugandan refugee parents who lives were “literally saved by this country,” she is deeply passionate about providing opportunities to young woman, especially those less fortunate. Just 10,000 girls graduated with computer science degrees in 2017, and only a fraction of that consisted of black or Latina women, Saujani said. Saujani said we live in a society where girls are taught from a young age to be perfect, rather than risk-takers willing to fail, and that math and science is not for them.

“For those of you who are coders in the room, you know that coding, it’s an integral process,” she said. “It’s frustrating. It’s imperfect. It is an act of failure and it turns out that when you teach girls to code, you actually them how to be brave.”

Six years in, Girls Who Code has reached nearly 90,000 girls of all backgrounds through after-school programs, summer immersion sessions, school clubs and shorter two-week sessions to expose middle and high school girls to computer coding. Her initiative of achieving gender parity in computer science by 2027 is not without its challenges, she said. Computer science courses are not mandatory in states like Indiana, but should be, Saujani said, while one-third of classrooms across the U.S. still do not have internet access. During a question-and-answer session, Purdue senior Melissa Fitzgerald pointed out the gender discrimination experienced as she seeks internships in computer technology, including at a big tech company in Chicago. The 23-year-old from Chesterton asked Saujani how girls can combat gender discrimination while hunting for jobs. Saujani answered by saying many “Girls Who Code” alumna surveyed about times they were passed over for internships and jobs, in favor of men, have unfortunate similar stories of rejection. “No one gives up power and nobody certainly gives up power easily,” she said, adding that male-led big tech companies have to realize they are part of the problem and that they must change hiring practices. After the Sinai Forum, Fitzgerald said Saujani’s words inspired her. Opportunities like “Girls Who Code” didn’t exist for her when she was in middle and high school, she said. Fitzgerald said she didn’t stay silent about the tech company’s discriminatory practices and emailed them — not to be reconsidered for the internship, but to withdraw her application to make them aware of their discriminatory hiring practices in hopes women of future generations do not have the same experience. “I had to say something because I imagine as they hire on new interns, there will be other girls applying for this same position one day,” she said. Saujani said as natural healers and caregivers, women need to be pioneers in the computer science field, become role models for the generations ahead and inspire politicians and policy. One “Girls Who Code” alumna designed an application called ReThink, to protect children and teens from cyberbullying, she said. Another student said obtained a patent, at age 17, for technology to combat gun violence.

“We need that type of leadership. Especially in a time when our leaders are acting like children and our children are acting like leaders,” she said.

She asked parents and teachers in the room to encourage young women into coding and other tech fields. “The last jobs left will be humans telling computers what to do,” she said. Saujani is a graduate of the University of Illinois, Harvard’s Kennedy School of Government, and Yale Law School. She is also the author of two books, “Girls Who Code: Learn to Code” and “Change the World,” the first in a 13-book series about girls and coding, and “Women Who Don’t Wait In Line,” in which she advocates for a new model of female leadership focused on embracing risk and failure, promoting mentorship and sponsorship, and boldly charting your own course — personally and professionally, according to Purdue. Upcoming forums: The Sinai forum will welcome Washington Post national political reporter Robert Costa on Nov. 11 presentation titled “Inside 2018: Understanding the Midterm Elections.” Costas covers White House, Congress and election campaigns. A graduate of the University of Notre Dame and holds a master’s degree in politics from the University of Cambridge, Cost is also a political analyst for NBC News and MSNBC. For its fifth and final speaker, the Sinai Forum will host Lou Holtz, a former Notre Dame football coach, on Dec. 2. Holtz is one of the most successfully football coaches of all-time and is now considered among the greatest speaking legends in the U.S. today, according to Purdue.

Read the original article here