Problem: A student is absent 50% of the school year. When she is at school, there are definite ga...

Module 6 - LS 5233 assignment

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Problem: A student is absent 50% of the school year. When she is at school, there are definite gaps in all core subject abilities. What must be done to prevent the chronic absenteeism? by Mind Map: Problem: A student is absent 50% of the school year. When she is at school, there are definite gaps in all core subject abilities. What must be done to prevent the chronic absenteeism?

1. Decomposition (breaking down the data into smaller manageable parts): a. When is the student absent? b.Why is the students absent? c.What are the family circumstances? d. Does the student feel valued by teachers and peers when she is present? e. Is the instruction at her level so that she feels it is comprehensible? f. Could there be circumstances at school that causes her absenteeism?

1.1. Decomposition Rationale -According to Google for Education (2012) it is "important to take real-world problems that do not have black and white answers, but many right answers." This issue of absenteeism is becoming more prominent among students in our schools today because the curriculum is getting more difficult and students do not feel they are mastering content due to various factors. They decide to leave school altogether. The factors are parts of the bigger problem that we must address to come to a solution.

2. Pattern Recognition (observing patterns, trends, or regularities in data): The student's pattern of absenteeism occurs mostly the week prior to and week following holidays, school events, and planned assessments.

2.1. Pattern Recognition Rationale - According to Google for Education (2012) " there are patterns in the data that must be analyzed to fix a particular issue." Many students that are deciding to leave the school setting usually do so when they feel that they have to put forth the efforts on tasks that are hard for them; when they have gaps in learning. This particular student decided that she did not need to attend school during crucial times of the year to show comprehension of curriculum she missed.

3. Algorithm Design (developing step by step instructions for solving the pattern): 1. Have a meeting with the student to find out reasons for her chronic absenteeism 2. Request a meeting with the parent(s) to determine what factors may contribute to her absenteeism. 3. Come up with goals for the student to attend school each day. 4. Tailor instruction and activities to meet the student's needs. 5. Maintain a positive, non-threatening, and inquisitive learning environment. 6. Assign a reliable buddy student to shadow and communicate with as needed. 7. Keep in close contact with parent(s) to provide support when needed.

3.1. Algorithm Rationale - Google for Education (2012) states "Computational thinking is using the tools you have to create a road map." I designed this algorithm to show the step by step strategies, or interventions, that it would take for the student to be present at school each day.

4. Abstraction (identifying the general principals that generate the pattern): The student is absent at the most important time periods of the school year and due to the chronic absences she is falling farther behind in academics. If she follows the goals set forth to attend school on a regular basis, she will be successful in her core subjects.

4.1. Abstraction Rationale: According to Google's definition of abstraction, the student's absenteeism is problematic, but we have identified the patterns and solutions to solve the problem. If the algorithm design is successful, there will be positive outcomes.

5. Google for Education. (2012, June 22). Solving problems at Google using computational thinking [video file]. Retrieved from Solving Problems at Google Using Computational Thinking

6. Absenteeism: Solving This Problem Using the Computational Thinking Model

7. Google Computational Thinking for Educators. (n.d.). What is computational thinking? Retrieved from https://computationalthinkingcourse.withgoogle.com/unit

8. References: