CTDT: Progress Outcome 2
Computational Thinking and Digital Technologies - Progress Outcome 2 (CTDT PO2)
In authentic contexts and taking account of end-users, students give, follow and debug simple algorithms in computerised and non-computerised contexts. They use these algorithms to create simple programs involving outputs and sequencing (putting instructions one after the other) in age-appropriate programming environments.
CTDT PO2 in Action
One of the key progressions in CTDT PO2 is 'create simple programs involving outputs and sequencing.' Below is a video a snippet from Kia Takatū ā - Matihiko (CTDT PO2: Programming with Sequence and Output (EMP06).
The 3 Questions:
Three questions you can use when a student comes to you asking for help and saying 'it's not working,' 'something is wrong with my Bee-Bot,' 'Scratch isn't working.'
What did your program do?
What did you want it to do?
What did you tell it to do? Talk me through it.
CTDT PO2 in Action @ Rāwhiti School
Beebot to flowers.mp4Programme a Beebot
Students work in pairs. One student uses cards to write a programme for a Beebot and the other buddy programs the Beebot.
Students then swap roles. The programmer changes the sequence of the cards or adds more cards. If errors are made (for example the Beebot travels in the wrong direction) students work out where they went wrong (debug the problem), they then clear the memory and re-program the Beebot.
Beebot Maps
The aim is to get a Beebot to a certain place on the map. It could be a treasure chest for the pirate map or a flower. Students can also use the Beebot arrow cards for this activity. You can let junior students explore how they would write instructions to get the Beebot to the flower/treasure.
Depending on their age students will record their algorithm using lines, some arrows and some more of a pictorial representation of the map and flower. Students then test their steps and debug any mistakes.
Bee-Bot App
This activity builds on from the previous task and is similar to Exemplar 3.
Students write an algorithm to get the Beebot to the flower. They need to break the steps down (decomposition) when the task gets more difficult.
Students use symbols like F=forward, B=backwards or 'turn right,' 'move forward 3 spaces...
Once they've written their algorithm students use an iPad - Bee-Bot app to test if their algorithm worked. If not they need to debug their code.
Screen shots from the Bee-Bot app. There are 24, stages that start from very simple to more complex.
Technology Online Exemplars
'Exemplars show the breadth of students' expertise at that point on the learning progression.
Each exemplar has four parts: annotation, background to the learning task, the learning task, and the student's response.
The annotation highlights how the student draws on their digital technological knowledge and skills in order to respond to the task.
The student response comprise work samples and/or transcripts of the interactions between the student and the teacher or between the student and their peers.
The exemplars also highlight links to the key competencies and literacy and numeracy.' from TKI Technology online
CTDT PO2 Exemplars:
Exemplar 3: Getting to the Hive
Exemplar 4: How Maui Slowed the Sun
Exemplar 5: Catching Chickens
