Computational Thinking

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Computational Thinking by Mind Map: Computational Thinking

1. Evaluation

1.1. Analyzing a solution to determine if it was effective, efficient, or suited for the intended problem

1.1.1. Inside of the classroom

1.1.1.1. Evaluation is necessary for students to properly determine if their experiment produced statistically significant results or if their experimental design was best-suited for their hypothesis.

1.1.1.2. The Scientific Method (Experimental Design)

1.1.1.2.1. Students use evaluation to determine if their experimental design aligns with their hypothesis. Students can also use evaluation to determine if they can re-work aspects of their experiment.

1.1.2. Outside of the classroom

1.1.2.1. Social Media

1.1.2.1.1. Like many individuals, I spend a lot of time at night on social media. Through evaluation, I can continue to reflect on how this impacts my productivity as well as analyze if my current technology-free solutions are cutting down on screen time.

2. Organizing data

2.1. Categorizing and structuring data in a logical way

2.1.1. Inside of the classroom

2.1.1.1. Organizing data is essential for students to properly communicate their findings as well as make data-based decisions.

2.1.1.2. Working through Biological Phenomena

2.1.1.2.1. Through my STEELs curriculum, students work towards understanding course content through overarching biological phenomena. The use of data organization allows students to make comparisons with peers, build representative models, and further their understanding in the unit storyline.

2.1.2. Outside of the classroom

2.1.2.1. Home Appliances & Energy Usage

2.1.2.1.1. In my home, I am continuing to measure energy usage of my appliances. By organizing this data and making comparisons, I am able to make the decision to change my energy use to be more sustainable or better fit into my financial goals.

3. Decomposition

3.1. Identifying a problem and breaking it down

3.1.1. Inside of the classroom

3.1.1.1. Decomposition is necessary for students to be able to break down larger concepts into smaller parts to more effectively learn the information

3.1.1.2. Photosynthesis

3.1.1.2.1. Breaking down the process of photosynthesis into a series of inputs and ouputs.

3.1.2. Outside of the classroom

3.1.2.1. Finances

3.1.2.1.1. Breaking down bugeting into smaller categories that are easier to measure.

4. Identifying Patterns and generalizations

4.1. Recognizing similarities within a set of information to create a broad solution that can be applied to similar situations

4.1.1. Inside of the classroom

4.1.1.1. Identifying patterns and generalizations is necessary for students to determine trends and apply knowledge to new information.

4.1.1.2. Genetics

4.1.1.2.1. Identifying patterns of inheritance through observation to better understand Mendel's laws of inheritance.

4.1.2. Outside of the classroom

4.1.2.1. Fitness

4.1.2.1.1. Interpreting trends in caloric intake and excercise time throughout the week on my Apple Watch to help meet my fitness goals.

5. Abstraction

5.1. Simplifying a problem by removing unnecessary details

5.1.1. Inside of the classroom

5.1.1.1. Abstraction is necessary for students to be able to obtain a strong conceptual foundation in biology, before adding additional details as they learn biochemisty and advanced sciences.

5.1.1.2. DNA & Protein Synthesis

5.1.1.2.1. Simplyfing protein synthesis to be focused on transcription and translation without the emphasis on the role of enzymes makes the content a lot more easier to understand.

5.1.2. Outside of the classroom

5.1.2.1. Car Shopping

5.1.2.1.1. I need to buy a new car in the next few years. As I look into my options, I can simplify my search by excluding features that are not important to me and focus on things that I personally want from a vehicle.

6. Logical Thinking

6.1. Deducing as much new information as you can from what you know

6.1.1. Inside of the classroom

6.1.1.1. Logical Thinking is necessary for students to make connections as they go through curriculum throughout the year.

6.1.1.2. Evolution

6.1.1.2.1. As students are presented images and evidence for evolution, students may use logical thinking to interpret the evidence and make their conclusions.

6.1.2. Outside of the classroom

6.1.2.1. Planning Level II Teaching Certification

6.1.2.1.1. As I plan out what I need for my Level II teaching certification, I know that I need two more years of teaching to obtain my 6 formal observations and that I need to follow my 2-year Masters plan to get my credits in time for state approval.

7. Designing Algorithms

7.1. Designing step-by-step solutions that can be followed to solve a problem

7.1.1. Inside of the classroom

7.1.1.1. Designing algorithms is necessary for students to develop step-by-step sequences to solve problems.

7.1.1.2. Ecology

7.1.1.2.1. As students are learning about invasive species, they can use an algorithm to identify factors that increase invasive species spread in the environment and project how these factors change the current population dynamics.

7.1.2. Outside of the classroom

7.1.2.1. Time Management

7.1.2.1.1. By categorizing the different tasks needed for the day, I can measure how to complete tasks more efficiently and adjust my day based on what I most need to get completed.