Computational Thinking  

Why should we integrate unplugged computational thinking activities into learning?

"Students are given challenges based on a few simple rules, and in the process of solving those challenges they uncover powerful ideas on their own.
Not only is this a more memorable way to learn, but it empowers them to realise that these are ideas within their grasp.
The activities are also very kinesthetic - the bigger the materials, the better." csunplugged

Today Te Kakano students and myself had the pleasure of Donna Golightly facilitating an unplugged lesson. 

Activity 1

Donna began by choosing a classroom stool and 1 student. The student was a robot and had to be told what to do and where to go because a robot has to be programmed. It cannot think on its own. The students had to give the robot instructions to get to the stool and sit down. It took a few attempts to direct the robot correctly with the students learning about the importance of exact instructions. The vocabulary included the words 'turn, right, left, forwards, backwards, straight.'  

Activity 2

Donna used a grid with animal body parts.

UTB | Unplugged coding | Animals

The students chose a head and body part.

They chose a blank starting square on the outside of the grid and then had turns at telling Donna where to go next. She recorded the instructions using arrows on the white board. The students got to name the creature i.e. a 'elesnail.'

Activity 3

The students repeated the above activity in pairs, recording their progress with arrows.

Activity 4

One student secretly chose 2 body parts and then plotted out the directions using arrows. the partner then followed the arrows. 

The students remained engaged throughout and I look forward to reinforcing todays learning with similar lessons. 

 My Learning Inquiry 2021

My inquiry question

Will increased time spent developing computational thinking skills and specific vocabulary lead to a better understanding of number knowledge and strategies for my learners?

Our school-wide Professional Development this year is the 'Digital Technology Curriculum' with a focus on mathematics. Donna Golightly from 'Using Technology Better' will support teachers to use the DTC and technology better to improve student learning in maths. I have taken this opportunity to improve my knowledge of developing computational thinking in the classroom and use this as a basis in my inquiry.

Digital Technology Curriculum

What is happening in your class at the moment for this group of students? Students do not have a clear understanding of the relationship between counting and 1 less/1more. They confuse ‘before/after’ and often take a guess at a number rather than use a strategy. JAM assessment results show that students are not transferring forwards/backwards counting knowledge to 10, to bigger double digit numbers.

What strategies have you used? What do you see as your next steps in your inquiry?

We use daily calendar maths, class number knowledge warm-up sessions, games and numeracy group sessions to discuss our knowledge and understanding. Independent activities are completed in workbooks and using Math Seeds on the iPads.  

Next steps:

• use EE - students take photos and record an explanation [practise using appropriate vocabulary to talk about their maths]. Recordings shared in maths groups.

• Introduce/practise using algorithms in an everyday context to develop computational thinking.

How have you/ will you involve whanau during your inquiry process?

• Share learning on our class blog

• New vocab added to our take home vocab lists - students have to explain to their whanau what the words mean and/or use the words in a sentence.