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Computational Thinking
HyperDoc
Does Computational Thinking Support Higher-
Level Learning?
Names: Emma Webster, Kaleigh Braverman, Christina Morris & Becky Brent

ET660 Loyola University Maryland Created By: Irene Bal 2018

HyperDoc Objectives
By the end of this Computational Thinking HyperDoc, you will be able to:
● Analyze computational thinking activities and describe how they support higher-level learning through Bloom’s
Taxonomy, Webb’s Depth of Knowledge, and TPACK (Course Objective 2)
● Analyze the integration of computational thinking in your classroom to support higher-level learning (Course
Objective 1 & 3)
● Apply the concepts of computational thinking through block coding (Course Objective 1, 2, 3)
● Critique if Computational Thinking supports Higher-Level Learning (Course Objective 2)
● Critique if Computational Thinking should be added as a 5th C (Course Objective 2)
● Apply Computational Thinking components to arguments for classroom integration (Course Objective 2 & 3)

ET660 Loyola University Maryland Created By: Irene Bal 2018

 Group Response - Directions: First, watch & read the information on the left. Then,
Engage as a group, create a meme reflecting your experience with computational
thinking/coding.

● Watch: What Most Schools Don’t Teach

(Code.org, 2013)
1. Create

As a group, create a meme reflecting your experience with

computational thinking/coding. You can use any platform to create
a meme. Below are some optional meme resources.

Optional Meme Resources:

● https://www.wikihow.com/Make-a-Meme
● https://www.howtogeek.com/356232/what-is-a-meme/
● https://www.canva.com/create/memes/

2. Submit

Link or insert your group’s meme to the

Computational Thinking Google Doc.
Include the name of the platform you used.

ET660 Loyola University Maryland Created By: Irene Bal 2018

 Individual Response - Directions: First, Read & Explore the information. Then
Explore p.1 individually respond on slides 5 & 6. Each person should respond in one of the boxes on
slides 5 or 6.

1. New Learning: Read the CT Overview section in

Exploring Computation from Google for Education (n.d.-
b).
2. Resource 1: Select one Resource to read:
a. Option A: The 5th ‘C’ of 21st Century Skills? Try
Computational Thinking (Not Coding) (Grover, 2018).
b. Option B: 4Cs, 5Cs...7Cs in Education (Schnurr, 2018).
3. Resource 2: Select one Resource from the lists below
a. PreK-6th:
i. Literacy & Computational Thinking (Observe
Le@rn Do, 2018-a)
ii. Using Picture Books to Teach Computational
Thinking (Observe Le@rn Do, 2018-b)
b. 2nd - 12th:
i. Classroom Ready Lesson Plans (Google for
Education, n.d.-a)

ET660 Loyola University Maryland Created By: Irene Bal 2018

 Individual Response - Directions: Individually respond by writing 1 thing you learned from the New

Explore p.2 Learning Resource, a 1-2 sentence summary of your selection from Resource 1 and write 1-3 sentence
summary of what you found for your classroom from Resource 2 (provide the links to both resources).
Also answer the Challenge question.

orris Name: Emma Webster

dents who learn CT across the curriculum can begin to see a relationship between
tween school and life outside of the classroom.” I did not think about how of an effect
g could have on students outside of the classroom. We are always wanting students to
I don’t know if we are giving them the skills to make those connections. CT skills give us
se connections.
resource Grover talks about the 4 C’s that have become a focus in education in order to
e and career ready. He says that the 5th C should be Computational thinking. Grover
can improve these skills by including “concepts like logic, algorithms, patterns,
ation, evaluation, and automation” (Grover, 2018). In addition, this quote really stuck out
re, it does not need to involve a computer” (Grover, 2018). This stuck out to me because
g makes me think of coding. This quote made me think about how the skills used for
without having a computer.
//www.edsurge.com/news/2018-02-25-the-5th-c-of-21st-century-skills-try-computational-thinking-not-
resource gave an activity that you could do with students that works with ozobots and
he students read through a story where the main character travels all around Australia.
gests three different activities depending on the grade level. This seems like a very
a great way to incorporate science into reading time!
ink: http://observelearndo.blogspot.com/2018/03/literacy-and-digital-technology.html
ou use Computational Thinking in your Classroom? If so, how?
the first article I think that I do actually use computational thinking a lot in my classroom.
s multi step problems where I do not tell them which operation they should use. They
tanding of the math operations, do I have my total, am I looking for my total? In order to
ET660 Loyola University Maryland
New Learning: After reading I realized just how closely related character and citizens
More specifically I realized that character is likely something that needs to be taught befor
in line with citizenship as one cannot possibly be taught without the foundation skills of the
students have these skills down they then can acquire the capacity needed to develop co
skills to solve even larger problems.
Resource 1: “4C’s, 5C’s…& C's In Education”
This cites and explains the 3 additional C’s that have recently been incorporated into educ
additional C’s include, Character, Citizenship and Computational Thinking. Character has
reinforce shared values, citizenship to “foster a spirit and tolerance and peace among all h
(Alludo)” and computational thinking to ensure that students are well-versed in skills nece
workforce.
Resource 1 Link: https://www.alludolearning.com/blog/2018/1/4/4cs-5cs7cs-in-edu
Resource 2: “Using picture books to teach computational thinki
After reviewing this resource I found two resources that I could see myself using and easi
current ELA curriculum. The “Journey’s” books would fit nicely into our Unit two topic of ho
person’s identity. Students could easily create a map or illustrate the story based on our m
Resource 2 Link: http://observelearndo.blogspot.com/2018/01/using-picture-books
Challenge: Do you use Computational Thinking in your Classroom?
I would say that I do actually use some computational thinking in my class, but that I didn
doing it. We frequently create maps to represent either our characters’ journeys and how
changed from beginning to end or have mapped their journey out through the use of word
After reading this resource I feel as though I can now implement more computational think
lessons.
Created By: Irene Bal 2018
 Individual Response - Directions: Individually respond by writing 1 thing you learned from the New

Explore p.3 Learning Resource, a 1-2 sentence summary of your selection from Resource 1 and write 1-3 sentence
summary of what you found for your classroom from Resource 2 (provide the links to both resources).
Also answer the Challenge question.

Braverman Name: Becky Brent

One thing that I learned from the New Learning Resource was that exploring
hinking in the classroom can help students build confidence, persistence, and tolerance
challenges.
e 4 C’s that we know have since grown to 5 C’s and now 7 C’s - collaboration,
creativity, critical thinking, character, citizenship, and computational thinking. Both
tizenship education bring us back to the roots of public education, to create well-
s prepared to participate in United States economy and politics. Computational thinking
o a whole other level, requiring us to acknowledge that the world we live in is changing
of technology and we need to better help prepare our students to participate in it.
rce 1 Link:
dolearning.com/blog/2018/1/4/4cs-5cs7cs-in-education
Resource 2, I found that picture books can be used to teach and practice computational
assroom. As an ELA teacher, I did not see as big of a connection between coding and
when originally learning about computational thinking. However, when it was explained
ks can address the four components of computational thinking through journeys,
es, and mysteries, I was able to see a connection to my own classroom.
rce 2 Link:
arndo.blogspot.com/2018/01/using-picture-books-to-teach_21.html
you use Computational Thinking in your Classroom? If so, how?
think that I used computational thinking in my classroom. However, in 4th grade ELA,
y on the concept of journeys in literature. For their unit 6 culminating event, students are
te a literary road map illustrating the events of the story by interpreting the story through
New Learning: One new thing I learned from reading this article is that computa
involve a computer or coding. There are so many other ways to teach and integr
the classroom. I enjoyed reading different ways these skills could be incorporate
areas.
Resource 1: The author of this article, Shuchi Grover, argues that computationa
4C’s, making it number 5. Computational thinking is quickly becoming a necessa
Computational thinking should become a core skill that is taught to children in ev
Resource 1 Link: https://www.edsurge.com/news/2018-02-25-the-5th-c
computational-thinking-not-coding
Resource 2: This article described different ways that picture books could be us
conceptual thinking. Coding is not the only way to teach conceptual thinking, it c
through many different ways. I think this is something that could be incorporated
Resource 2 Link:http://observelearndo.blogspot.com/2018/01/using-pic
Challenge: Do you use Computational Thinking in your Classroom? If so,
question was to say no. But, after some reflection I do think I use some computa
math, we are constantly decomposing (which is one of the 4 components of com
to help solve the problem. We also explore different steps to complete problems

ET660 Loyola University Maryland Created By: Irene Bal 2018

 Individual Response - Directions: First, watch & read the information on the
Explain left. Then, individually play Quizlet

● Watch What is Computational Thinking?

Individually, play the Match Game on Quizlet for words
(Google Open Online Education, 2015)
typically associated with Computational Thinking.

Record the time it took you to complete the Match Game

below.

Name: Emma Webster

Time to complete the Match Game: 9.5 seconds

Name: Christina Morris

Time to complete the Match Game: 38.5 seconds

Name: Kaleigh Braverman

● Read: How to develop computational thinkers Time to complete the Match Game: 17.6 seconds
(Valenzuela, 2018)
Name: Becky Brent
● View Computational Thinking Concepts Guide Time to complete the Match Game: 24.2 seconds
(Computational Thinking Concepts Guide, n.d.)
ET660 Loyola University Maryland Created By: Irene Bal 2018
 Group Work - Directions: As a group, you will have meet synchronously,
Experience access Tynker and code your drone. You have one (1) login as a group.

Coding is just one type of Computational Innovation Playground Group 1
Go to www.tynker.com and sign in as a student
Thinking activity you can integrate into your Username: etstudent110
classroom. This Experience is a group coding Your password: ET660
activity where you will code your drone. It is
Innovation Playground Group 2
recommended you meet synchronously,
Go to www.tynker.com and sign in as a student
collaborate, and use your computational thinking Username: etstudent310
to write this code. Your password: ET660
Innovation Playground Group 3
Go to www.tynker.com and sign in as a student
Username: etstudent210
Your password: ET660
Innovation Playground Group 4
Go to www.tynker.com and sign in as a student
Username: etstudent410
Your password: ET660

● Access Tynker Coding for Kids ● Save, Save, Save -

○ Each group should use the supplied Username and password for your group and sign in as a Please save your
student. project as your
● Watch the Video for Step 1 group name (ex:
○ Complete the Programming 100 < Introduction to Tynker (1) Module. Innovation
● Watch the Video for Step 2 Playground Group
○ Complete one of the other lessons in Programming 100 - or - a lesson in the Hour of Code. 1).
● Watch the Video for Step 3 ● I will fly your code
○ Code your drone to be able to Fly forwards for at least 5 seconds, fly backwards, turn at least 1 with our drone &
time, select something else it can do, and land. post the videos in
■ Want a challenge? Set up the Cannon or Grabber or do some tricks. Module 4 for
■ Please do not use the Take Picture or Fetch Picture, as it drains the batteries in the drone. viewing!
ET660 Loyola University Maryland Created By: Irene Bal 2018
 Take a break this week!
Share Our share will be showcasing the Drones flying our Code in Module 4!

(Giphy, n.d.)
ET660 Loyola University Maryland Created By: Irene Bal 2018
 Reflect Individual Response - Reflect on what you have learned about Computational Thinking, what you knew
about Coding, the 4Cs, and Higher-Level Thinking. Individually respond to the prompts below.

We are going to do an asynchronous Google Doc debate. There are

two (2) questions you need to respond to in this Reflection.

Individually post 1 response to the Computational Thinking Google

Doc for each question.

Question 1: Do you think Computational Thinking supports Higher-Level

Learning?
● Select a side: Yes or No
● Then, place your name next to a bullet.
● List why you do think or why you don’t think CT supports Higher-
Level.
Question 2: Do you think Computational Thinking should be added as a
5th C?
● Select a side: Yes or No
● Then, place your name next to a bullet.
● List why you do think or why you don’t think CT should be added as
http://www.quickmeme.com/meme/357evq/
a 5th C.

ET660 Loyola University Maryland Created By: Irene Bal 2018

 Optional Extend (Extra Credit) Option 1
Option 1: Innovation Playground Group
● As a group play the Computational Thinking Game With No
Instructions.
○ Materials:
■ Computational Thinking Kit
Submit Link to Product:
■ 1 Die per group
● It is suggested you use a digital die https://docs.google.com/document/d/1bcYoBJDJfE-7mJQFa-
○ Directions: abo3AOPaRE6QWxuwcc9NqzCbs/edit
■ This lesson is all about a "Game with No
Instructions." You are charged with figuring out
how to play the game as a small group.
■ You should use the steps of computational thinking
to discover the rules.
○ Submission:
■ Submit a Google Doc, Screencast Video, or other
product that explains the rules to the game.
■ Using the vocabulary from the Quizlet in Explain,
discuss the process you all completed to determine
the rules of the game.
● Submit your group product to the right.
(Code, n.d.)
ET660 Loyola University Maryland Created By: Irene Bal 2018
 Optional Extend (Extra Credit) Option 2
Option 2: Individually
● Individually, find a Computational Thinking activity to use in Name:
your classroom. Submit Link to Product:
○ Directions:
■ Find or create a Computational Activity for your
classroom.
■ Facilitate the activity with your students. Name:
■ Document the activity with pictures or student- Submit Link to Product:
created artifacts.
○ Submission:
■ Write a brief summary of the activity you facilitated,
the content, and the grade level. Name:
■ Submit a Google Doc, Video, or other product Submit Link to Product:
showcasing the documents you collected during
your Computational Thinking activity.
■ Using the vocabulary from the Quizlet in Explain,
discuss how this activity supported Computational Name:
Thinking. Submit Link to Product:
■ Reflect on how your students did with the problems
and solutions.
● Submit your individual product to the right.
ET660 Loyola University Maryland Created By: Irene Bal 2018
 Optional Suggested Resources:

● Equity in Coding Book:

○ Code Equity: <Keying Girls into Coding> by Tara Liney
● Coding Books:
○ No Fear Coding: Computational Thinking Across the K-5 Curriculum by Heidi Williams
○ Creative Coding: Lessons and Strategies to Integrate Computer Science Across the 6-8 Curriculum by Josh Caldwell
● Drone Book:
○ Drones in Education: Let Your Students’ Imaginations Soar by Chris Carnahan, Laura Zieger, Kimberly Crowley
● Twitter Hashtag:
○ #DronesinEDU
○ #EDUdrones

ET660 Loyola University Maryland Created By: Irene Bal 2018

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ucts-features.html

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Tynker For this technology tool, an accessibility https://www.tynker.com/privacy/

statement currently does not exist. 10/1/18

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 References
Code. (n.d.). Computational Thinking. Retrieved from https://code.org/curriculum/course3/1/Teacher
Code.org. (2013, February 26). What Most Schools Don’t Teach [Video file].
Retrieved from https://youtu.be/nKIu9yen5nc
Computational Thinking Concepts Guide. (n.d.). Retrieved from
https://docs.google.com/document/d/1i0wg-BMG3TdwsShAyH_0Z1xpFnpVcMvpYJceHGWex_c/edit?usp=sharing
Giphy. (n.d.). The Secret Life of Pets [gif]. Retrieved from
https://giphy.com/gifs/the-secret-life-of-pets-happy-relax-26hisjy85ML01lqH6/media
Google for Education. (n.d.-a). CT Materials. Retrieved from
https://edu.google.com/resources/programs/exploring-computational-thinking/#!ct-materials
Google for Education. (n.d.-b). CT Overview. Retrieved from
https://edu.google.com/resources/programs/exploring-computational-thinking/#!ct-overview
Google for Education. (n.d.-c). Resources. Retrieved from
https://edu.google.com/resources/programs/exploring-computational-thinking/#!resources
Google Open Online Education. (2015, June 18). What is Computational
Thinking? [Video file]. Retrieved from https://youtu.be/sxUJKn6TJOI
ET660 Loyola University Maryland Created By: Irene Bal 2018
 References
Grover, S. (2018, February 25). The 5th ‘C’ of 21st Century skills? Try computational thinking (not coding). EdSurge. Retrieved
from https://www.edsurge.com/news/2018-02-25-the-5th-c-of-21st-century-skills-try-computational-thinking-not-
coding
Valenzuela, J. (2018, February 22). How to develop computational thinkers. ISTE. Retrieved from
https://www.iste.org/explore/articleDetail?articleid=2137&category=Computational-Thinking&article=
Observe Le@rn Do. (2018, March 10-a). Literacy and Digital Technology. Retrieved from
http://observelearndo.blogspot.com/2018/03/literacy-and-digital-technology.html
Observe Le@rn Do. (2018, January 21-b). Using Picture Books to Teach Computational Thinking. Retrieved from
http://observelearndo.blogspot.com/2018/01/using-picture-books-to-teach_21.html
Schnurr, S. (2018, January 9). 4Cs, 5Cs...7Cs in education. Alludo. Retrieved from:
https://www.alludolearning.com/blog/2018/1/4/4cs-5cs7cs-in-education
Williams, H. (2017). No Fear Coding: Computational Thinking Across the K-5
Curriculum. Portland, OR: International Society for Technology Education

ET660 Loyola University Maryland Created By: Irene Bal 2018