The presentation introduces and disseminates the Computational Creativity Exercises (CCEs), research findings that investigate the impact of the exercises on student learning and performance, and logistics in adopting and administering these exercises in K-12 science and mathematics classrooms. These CCEs are modular and standalone. Each can be delivered in a one-hour class-time or over a 2-week period. They do not require the use of a computer for teachers to execute, making each accessible to a wide-range of schools and districts. Each can be adapted to be taught in K-12 classrooms as the exercises are framed with respect to problem solving and have “lightbulbs” that tie the topics to real-world considerations. These CCEs have been shown to improve student learning in post-secondary classes, be flexible and relatively easy to adopt, and be engaging and motivating. Underlying these CCEs are two core competencies which are essential for all students in learning and problem solving. Computational thinking involves skills of problem decomposition, pattern recognition, abstraction, generalization, algorithm design, and evaluation, while creative thinking involves skills of challenging, broadening, surrounding, and capturing. CCEs synergistically combine these two core competencies, so they can be delivered more efficiently, more effectively and with greater appeal to students.
