Classroom Posters (Metacurriculum)
In your classes, no doubt, you teach many things. Your curriculum likely includes algorithms, and a programming language. It may also include program design, some data structures, debugging techniques, and more. Beyond your explicit curriculum, you may also want to help students understand the point of view, the mindset, the intellectual values and mindset of computer scientists and software developers. These are elements of what is sometimes called a metacurriculum (Perkins, 1992).
One great way to encourage kids to think about their own thinking, and to consider new perspectives on thinking, is through the use of posters. A thought provoking poster can turn a daydream into an insight, a moment of boredom into one of reflection. Engaging posters are a powerful way to express and share values.
CST&L offers a gallery of posters available as .pdf files. Many print shops and copy centers accept these files (via e-mail, CD, or pendrive), and print them on poster stock in various sizes at low cost. Browse the gallery and decide which posters support your metacurriculum. If you have ideas for additional posters please don't hesitate to e-mail a sketch, or just send a note describing your idea, and we'll see about adding it the gallery!
| Analysis/Design | Analysis and Design should not be confused |
| Balance | creating software is an endless balancing of competing interests |
| Clarity | Clarity is something that emerges |
| Confusion | Confusion is important. There is no shame in being confused. Once identified it directs focus. Once dispelled its residue is understanding |
| Connections | Recognizing connections underlies understanding |
| Explore | much of the fun of computing is exploring and investigating |
| Goals | one must choose a goal before one embarks on its achievement |
| Lexicon | learning the Lexicon of a new discipline is fundamental to its acquisition |
| Regular Effort | Learning to think algorithmically and express ones thoughts as programs takes consistent, repeated, and steady Effort. It cannot be crammed or rushed. |
| Testing | although counterintuitive, performing many tests (after each small step) is far faster than performing few tests (after large steps) |
| Understanding | Understanding is, in part, about distinguishing the important from the unimportant |
| Wonder | Wonder how, or wonder why, or wonder at, but don't forget to Wonder |