Hello,

Our faculty team asks teachers to bring the main topics (e.g., units) that they teach during the year to the PD. Then we ask them to identify areas of strength and weakness. We showcase computer science (CS) and computational thinking (CT) in activities (such as using and coding for/in NetLogo, VR, Jupyter Notebooks, etc...). Then as a team, we brainstorm real-world CS and CT applications embedded in the "weakness topics/areas" identified by the teachers. Using created groups, with faculty and lead teacher support, the teachers create lessons utilizing the suggested real-world applications, CS, CT, and something other pieces. You can view some of our teachers (all grade levels and mostly STEM teachers) talking about their specific projects from RAMPED here: Flipgrid.com/3b7ec2. 

We define CS as more than coding and including a means to develop solutions that are optimal in storage and performance, given some constraints and parameters.

We define CT as utilizing forms of pattern matching, abstraction, algorithmic thinking, and/or organizing and analyzing data. These are often branched into other terms.

Overall, we assist while teachers integrate CS and CT into topics that they already teach.

Interesting! I like how you focus idea development in teachers' self-identified areas of weakness. That's a really nice way to position CT/CS to help teachers solve problems of practice!

Thank you.

If you try it, please let us know how it works for you and if you try anything that could make the approach even better.

Hello,

Our RAMPED PD is 120 hours (2 summer weeks and six follow up days = 16 total days). The teachers can experience all of the sessions (e.g., NetlLgo) in lesser or greater amounts depending on their preferences. The teachers are encouraged to design lessons in a collaborative manner every other day (for a total of about 10 hours of collaborative lesson creation during the summer). Let us know if you have other questions!

Just to follow up on this, I'm just wondering if there is a research/data collection aspect of this PD where you're trying to measure the impact that you're having on teachers who go through the program. 120 hours is a good amount of time, so I would wonder if there is a way to measure or even less formally assess changes to teacher practice, knowledge or beliefs before and after they take part in your program. I'm also curious about how you select the teachers that will participate, and the amount of interest you have gotten from teachers.

Hello,

Yes, we collect data on teacher perceptions (before and after the program) and then the K-12 teacher use of the PD presented/created materials. The teachers sign up for the PDs and we take them on a first-come-first-served basis (unless there is a district partner with partnerships/agreements with us and then we take teachers from those districts first).

There are several articles about what we have tried so far. I've included a few links here.

https://www.researchgate.net/publication/303720...

https://www.researchgate.net/publication/312213...

https://www.researchgate.net/publication/309399...

Thank you. 

Let us know if you have any more questions about our program.

Hello! So nice to hear from you. We are cheering you on as well!

Thank you, Debbie! Your video is wonderful to watch (and see familiar places and faces). I am interested in discussing the challenge based learning with you sometime. We would be glad to share our cybersecurity activities/curriculum with you. Let's chat. Take care!