Progress Outcome 1 for Year 1-2
Learning Outcomes for PO1
To be able to facilitate students' learning in PO1, you need to be able to do the following things yourself:
- Explain and illustrate relevant terminology for this progress outcome (e.g. What is an algorithm?).
- Identify authentic task contexts, with suitable end-users (e.g. students of a similar age or younger than your students).
- Provide simple, non computerised problems, which allow for students to break these problems down into precise, unambiguous, step-by-step instructions e.g. how to make a sandwich or describe the route from place to another. This is also known as algorithmic thinking.
- Give instructions in a range of contexts, identify errors in them as they are followed and correct them. This is know as debugging.
As you work through the tasks, take time to think about how they might be reproduced, adapted, or re-purposed for your own students.
To complete all tasks in this module should take about 2 hours and 20 minutes.
Task 1: Familiarise yourself with the terminology for PO1
To explain and illustrate the relevant terminology for PO1 to your students, you will first need to understand it yourself and then reformulate the explanations to suit the age and stage of your students.
- Watch the interactive video explaining PO1 terminology.
- Complete the tasks embedded in the video.
- Reflect on your learning so far and jot down a few notes to use in Task 3, where you will be starting your terminology video for your own students.
Click play and type in your name to begin. By clicking the "full-screen icon", you can see the full-size video.
Task 1 should take about 5 minutes to complete.
Task 2: Practise the terminology
To get the basic concepts of Computational Thinking across to your students, you will first need to understand them yourself and then reformulate the explanations to suit the age and stage of your learners.
- Follow the links below to learn and practise the terminology on Quizlet and in a crossword puzzle. These steps are optional if you are able to confidently convey the concepts behind the terminology in the video.
- Add to your notes for making the terminology video in Task 3.
Quizlet offers a range of modes to learn and practise new vocabulary.
Click on the logo above to review the terminology in PO1.
HTML 5 Crossword Generator is a really fast way of creating crosswords - which also allows imported text from other applications like Quizlet (just use a * to separate the definition from the terms when you export).
Click on the logo above to do the Crossword.
Task 2 should take about 20 minutes to complete.
Task 3: Create a terminology video
To get the basic concepts of Computational Thinking across to your students, you are going to make a terminology video in which you reformulate the explanations to suit the age and stage of your learners.
Use the terminology you have learnt so far in PO1 and start making your own terminology video to suit the age and stage of your students.
It may be that students start Computational Thinking well beyond Year 1 or 2, especially in the first few years of the implementation of these new parts of the NZ Curriculum.
This is a recurring task, in each module of this course. You can add whatever is relevant and appropriate to your students and their learning.
Click below to access the task-sheet
Image Source: forums.techsoup.org
Task 3 should take about 30 minutes to complete. If you are a complete beginner using Adobe Spark then you will need to allow more time.
Task 4: Compiling non-computerised tasks
Compile a range of every-day, non-computerised tasks or problems, appropriate for the level of your students. These tasks need to be appropriate for learners to break down into algorithms. This is known as decomposition.
We have added a few examples to the topic already just to get you started, but they are not a definitive list by any means. The Shibori tie-dye on the right is an example of a non-computerised algorithm. By twisting and binding fabric, the dye only gets to parts of the fabric, leaving a range of patterns.
Learners could experiment with different binding patterns and dying techniques, show the result and produce step-by-step instructions for reproducing their pattern.
Click below to access the Google+ Community
Task 4 will take a minimum of 20 minutes to complete.
Task 5: Follow step-by-step instructions
Learners will need to be able to break down simple, non-computerised tasks into precise, unambiguous, step-by-step instructions (algorithms).
To test the appropriateness of the collected algorithms for your learners, try a few ready-made algorithmic activities for yourself.
- You will need to come prepared with materials needed e.g. photo-copied sheets, origami paper, bread and fillings for making club-sandwiches etc. along with a set of instructions.
- Comment on any algorithmic instructions you have tried.
- Add appropriate algorithmic tasks to this collection on Google+
Click below for task-sheet
Task 5 will take a minimum of 30 minutes to complete.
Task 6: Find and fix bugs in algorithms
Learners will need to be able to test algorithms, identify bugs (errors in the instructions) and correct them.
To practise this process, you will be giving instructions for completing a task to a partner, who will identify and fix errors within the instructions. i.e. this practises the process of debugging.
Once complete, please upload your annotated, debugged algorithm to Google+.
Click below for task-sheet
Task 6 should take 30 minutes to complete.
PO1 Self-Assessment
Below is a cloze text to identify the missing concepts for what needs to be learned in PO1. Once you get 100%, note down the unused word that comes first alphabetically and type it into the Google Form below to receive your certificate for PO1.