Scaffolding Through Multiple Entry Points to K–8 Computer Science Participation and Inclusion (Poster 6)

• In Event: Design Principles for Creating Accessible and Inclusive Introductory Computing Experiences

Abstract

This poster presents two approaches to scaffolded elementary CS developed as part of a U.S. Department of Education EIR project focused on introducing neurodiverse learning to computational thinking. These scaffolds were used in the context of Netsblox, a block-based programming environment. We showcase how design journals can be leveraged alongside multiple entry points to increase student independence. These scaffolds were implemented with 4th and 5th grade students in the spring of 2022.

Multiple Entry Points
The research team developed computational thinking (CT) lessons that included conditional logic instructional scaffolding designed for neurodiverse classrooms. We drew upon Universal Design for Learning (UDL) (Rose & Meyer, 2006) to move these activities into the Netsblox environment, keeping the multiple entry points. Students were given a project with the code completed and provided three options: 1) A partially-solved example requiring adding additional blocks, 2) a “buggy” program or code requiring locating errors and making corrections, and 3) an exploded/jumbled program (Parsons problem) requiring rearranging blocks in proper sequence (Blinded, 2020). These activities culminated in an open inquiry activity, counterbalancing free choice challenges and explicit instruction. To support learners, we provided activity sheets with “I can” statements (lesson goals), detailed instructions, and planning tools.

Project Planning Tool
The project planning tool is a metacognitive strategy to help students visually model the algorithmic ideas intended for programming execution. “Planning blocks” were provided as Netsblox block images that students could write within. Metavisual observation allowed learners to compare the block code proposed in the planner with actual programming environment block code to facilitate new ideas (Locatelli and Arroio, 2014). The visual planning blocks were stacked in the algorithm order salient to the conditional statement task, enabling students to plan their code with images modeled on the actual coding environment. Instructor scaffolding aligned with the planner to help build students’ awareness of their ideas by guiding them in making predictions, observing what happened in the coding environment, and re-examining their initial coding ideas. The planner’s design was inspired by Grover and colleagues’ (2019) constructivist approach for providing guided action and exploration to gain conceptual knowledge.

These activities were used across three 4th and 5th grade classrooms. Findings suggested students used a range of entry points, but only used the project planning tool when prompted to do so. This finding suggests the need to integrate project planning more explicitly into instruction to reinforce its benefits for learning.

Authors

• Maya Israel, University of Florida
  Presenting Author

• Alexis Cobo, University of Florida
  Non-Presenting Author

• LaToya Chandler, University of Florida
  Non-Presenting Author

• Andrea Ramirez-Salgado, University of Florida
  Non-Presenting Author

• Andrew Bennett, University of Florida
  Non-Presenting Author

• Lauren Weisberg, University of Florida
  Non-Presenting Author

• Shuchi Grover, Looking Glass Ventures
  Presenting Author