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Drawing from both learningsciences research and feedback from educators, we developed this framework to support teachers in identifying where their students can leverage computational thinking. Integrating computational thinking is not just another add-on, but can be a true value-add for teachers in any subject area.
Through my work as director of MIT’s Teaching Systems Lab , I’ve asked the question to teachers, school leaders, coaches, researchers and experts of all stripes (think: learningscience, instruction, teacher education, culturally responsive teaching and so on), and it typically elicits more pauses and wonderings than answers.
The sessions received funding through a $25 million National Science Foundation grant to Columbia University. The teachers participating committed to creating lessonplans — like the shade simulation — that will be made available freely for others to use on platforms including the website SubjectToClimate.org.
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