• **http://mvhs.shodor.org/CAST2008 /**
    It provides a lot of what we need, The directions are clear and concise and the information leads teachers to what they need. I am assuming that Shodor constructed the site for you and this one. It is beautiful stuff.

    http://mvhs.shodor.org/index .php

    We have instructors within the Shodor team who are great, I may not know all of them but I am sure that others do.

    The things I suggested as teacher self assessment were just to get at the heart of how.
    On evaluations sometimes people complain that they didn't expect what the workshops are.
    Well, the teacher technology evaluation and the subsequent lesson on technology, not computational science I think points a pathway

    This is just to the use of technology, not specifice to computational science

    This is a technology Intiegration module

    http://www.edutopia.org /teaching-module-technology -integration

    This is a project based learning module
    http://www.edutopia.org /teaching-module-pbl


    http://www.edutopia.org /teachingmodules/Assessment /index.php

    Rational for STEM and Computational Sciences

    http://www.concord.org/publicat ions/newsletter/2008-spring /perspective.html

    I noted in the Chicago meeting that there was some work going on between Concord and Shodor.

    So I don't know who would push this message. I don't remember the name of the Shodor teacher who works with them. The message and pathwayas are similar. what a pair...

    Concord Says...
    We are developing materials with these technologies that redefine STEM curriculum, how teaching is done, and what educational research can be undertaken. The materials created using this system will have the following features:

    Learning through guided inquiry. The primary learning strategy used in the materials will engage students in investigating real or simulated systems that require and invite student investigation. Proven instructional patterns such as predict-observe-explain (POE) will be used to structure student inquiry.

    Support for inquiry tools. Probeware is used extensively to increase the responsiveness, range, and number of lab investigations. For systems that cannot be studied directly, powerful computational models with dynamic graphics are used. Other materials engage students in explorations of online scientific data, such as found in both earthquake and protein databases.

    Collaborative development. The materials are fluid and easy to adapt to new developments, resources, and needs. Unlike texts and most software that is cast in stone and handed down to teachers as received wisdom, these materials are in a constant state of flux; using the expertise of a community, the materials are updated continually and improved based on inputs from scientists, teachers, data from student learning, new software from programmers, and new approaches from educational developers.

    Free and available online. The materials are available online at no cost for any educational use. This ensures that students, teachers, parents, informal educators, and volunteers can easily access, utilize, and improve the materials.

    Teacher feedback. The materials will soon include automatic detection of student actions and responses. When used by individuals or small groups, this provides students, teachers, and researchers with detailed data of where students are in an activity, their path through the material, help requested, time required for each task, and inquiry skills. Teachers will be able to use these data to modify instruction to increase learning.

    Universal Design for Learning. The materials will incorporate principles of UDL so that they are effective with the largest possible range of students. This requires providing alternative communication channels, incorporating different kinds of scaffolds, and giving the learner cognitive prompts and tools. One important Concord Consortium innovation in this area is smart tools that can communicate with learners about patterns of data and models.
    Our developments in computational models exemplify the kinds of innovations that the SAIL/OTrunk system will enable.
    BioLogica, the Molecular Workbench, and NetLogo are powerful modeling environments that need the underlying SAIL/OTrunk technology and demonstrate its importance. But educators want solutions to their educational problems, not models, tools, or architectures. The emerging Concord Consortium technology framework facilitates our work in solving current problems using our growing set of tools. As our technologies mature, we are increasingly able to produce materials economically that are innovative, educationally effective, and easily implemented.
    We are developing another class of technologies that provide access to student data generated by the technology. Teacher portals will give teachers unprecedented insights into how students are progressing and what problems they may be encountering. The portal will also give teachers controls that can be used to improve learning. Teachers will be able to create collaborative groups, make assignments, probe student understanding, and share student models, data, and reports. Researchers will have portals for fine-grained analysis of student actions and teacher use of the resources. This will permit a new kind of research based on detailed analysis of very large numbers of students.

    What I find missing and it probably that I don't know where it is, is the point toward teachers and student learning coding. I know that there are projects at MIT that some people use Net Logo, and that there are several easier languages around like Alice

    Do we want to take teachers into programming? I think so

    Alice is an innovative 3D programming environment that makes it easy to create an animation for telling a story, playing an interactive game, or a video to share on the web. Alice is a teaching tool for introductory computing. It uses 3D graphics and a drag-and-drop interface to facilitate a more engaging, less frustrating first programming experience.

    I think guided practice helps.
    You have it on your web site.
    http://ccl.northwestern.edu /netlogo/

    There is also Scratch. from MIT. Some of us as teachers just need to kmow where these are to learn.
    But some of us need guided practice.
    My concern about coding is that we need to form habits of mind.

    Visualization and Modeling, JEff Sale, but he has to have his notes and slow down a little bit.

    Who is more a champion of SuperComputing than Henry Neeman. He has references that teachers can download and is user friendly to teachers.