The CBM Teaching Platform

The computational thinking approach pioneered by Conrad Wolfram and his team is now available as a ready-to-use, integrated student and teacher platform covering a sample curriculum.

The CBM teaching platform includes:

Real-world, problem-based teaching modules for all abilities

See example page below »

Teacher and student support at the point of need—now with AI assistant CAIT

See teacher example page below »

Open-ended projects and further enrichment opportunities

See more at the Project Repository »

Questioning and class collaboration tools

See example page below »

Assessment and certification opportunities

See more at Wolfram U »

A unique computational-thinking environment

See more at Wolfram Notebooks »
CURRICULUM OVERVIEW
Resource coverage:

A starter set of Data Science, Modelling, Geometry, Information Processing and Architecture of Computation problems

Pedagogical approach:

Modules: "Directed learning"—instructor-led, predetermined narrative to a solution

Projects: "Guided learning"—instructor-assisted, open-ended exploration

Target level:

From learners with only basic literacy and computer skills to advanced learners seeking to solve complex problems (dependent upon module or project)

For more details, see the CBM Teaching Platform flier PDF »

Contact us to get started »

Module Summary

The learning is delivered within the context of a realistic problem narrative split into chapters and activities, leading the learner through the problem-solving process with helpful checkpoints and opportunities to discuss progress at regular intervals.

Student View Teacher View
Sample module about cycling Stage 7 of the An Post Ras. Student view shows module introduction, how to access primers and modules, how students can edit account information, a contents menu, chapter contents, an outline of the module's content, questions to be answered in each chapter.
Sample module about cycling Stage 7 of the An Post Ras. Teacher view shows module introduction, how to access primers and modules, where to edit account information, a contents menu, how to print the module, chapter contents, an outline of the module's content.
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Chapter Introduction

Learners experience in-context, real-life, messy problems and learn the skills required to make progress by constructing a precise question to tackle.

Student View Teacher View
Sample module about modelling speeds during a cycling race. Student view shows text introducing the module topic, activities, learning objectives and outcomes.
Sample module about modelling speeds during a cycling race. Teacher view shows text introducing the module topic, activities, learning objectives and outcomes.
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Activity (Define)

Rather than being given narrow calculation questions to complete by hand, students are given problems to discuss, define, scope and make assumptions around, in preparation for abstraction.

Student View Teacher View
Sample module activity about starting to build a model of a cycling racing stage. Student view shows a description of the activity, how to define the problem to be solved, questions to confirm understanding.
Sample module activity about starting to build a model of a cycling racing stage. Teacher view shows a description of the activity, content to help educators guide students through the activity, questions to confirm student understanding.
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Activity (Translate)

As learners use the computer to do the calculating, previously out-of-reach concepts (due to their calculation complexity) become accessible at an earlier stage. Learners have a full set of cutting-edge tools available to them and are guided toward stable choices in the narrative, often through the use of primers.

Student View Teacher View
Sample module activity on modelling drag due to air resistance. Student view shows available resources, needed formulas or equations space to write Wolfram Language code or query Wolfram|Alpha.
Sample module activity on modelling drag due to air resistance. Teacher view shows available resources, needed formulas or equations. Classroom dashboard shows which students have answered as well as their responses.
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Activity (Compute)

Learners have access to industry-standard computation tools and are not restricted to the templates given in the materials—the learner can enter and run Wolfram Language code at any point within the resource.

Student View Teacher View
Sample module activity on predicting times in a cycling race. Student view shows how to compute the answer, including coding with the Wolfram Language. Students can verify their models and use interactive content.
Sample module activity on predicting times in a cycling race. Teacher view shows how students can compute the answer, including coding with the Wolfram Language. Classroom dashboard shows which students have answered as well as their responses.
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Activity (Interpret)

Learners validate their solutions by comparing to real results and critique their solution, allowing them to reflect upon their approach. Most importantly, they learn to iterate and refine their solution using the CBM solution helix as a guide.

Student View Teacher View
Sample module activity helps students review and understand their mathematical model. Questions are posed to confirm understanding.
Sample module activity helps students review and understand their mathematical model. The teacher view provides extra content, such as probing questions, and guidance on acceptable student submissions.
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Chapter Review

The reflection on learning is structured around the fundamental four-step process, rather than the progressive steps of a calculation.

Student View Teacher View
Sample module chapter review about modelling a cycling race. Student view shows a summary of the original activity, questions to reinforce the four-step problem-solving process and a final assessment.
Sample module chapter review about modelling a cycling race. Teacher view shows a summary of the original activity, questions to reinforce the four-step problem-solving process and results from a final student assessment
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Project

Consolidation of learning is done within a new context so that learners experience how to adapt their newfound knowledge to new contexts. There are no new concepts or tools that are required in a project.

Student View Teacher View
Sample post-activity project about finding terminal velocity. Student view shows the new problem to be solved, questions to guide through the problem-solving process and a submission area for the student's final report.
Sample post-activity project about finding terminal velocity. Teacher view shows the new problem to be solved, problem-solving questions, code hints and the student's final report.
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Primer

Primers are out-of-context descriptions of concepts that are useful within a module, similar to current curricular resources. Different problem-solving narratives may link to the same primer as necessary.

Sample module primer about forces, work, energy and power. Primers provide students background knowledge to solve module activities.
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