Coding Without Computers & Computational Thinking

Cheryl Antoniazzi from Science World, presented on coding without the use of computers and instead, using computational thinking.  When we first used the term ‘computational thinking’ I had no idea what that meant.  Cheryl broke it down for us:

• Six steps
  • Involves logical reasoning
  • Developing algorithms
  • Breaking down problems into discrete steps
  • Find patterns and generalizing
  • Use abstractions
  • Involves evaluation

A lot of these skills are used in several different subject areas during the day to day school process.  Coding just breaks it down to learning the skills and process.

Other components we discussed in coding included:

• Decomposition in coding
  • Breaking down complex data, problems, or processes into smaller tasks/steps
• Abstraction
  • Taking away the details we don’t need to solve a problem
• Algorithm Thinking
  • A way of getting to a solution through the clear definition of the steps needed
• Computational Thinking
  • A critical thinking process
    • Involves logical reasoning
    • Develop algorithms
    • Break down problems into discrete steps
    • Find patterns and generalize
    • Use abstractions
    • Involves evaluation
  • Design thinking process
    • Empathize
    • Define
    • Ideate
    • Prototype
    • Test
  • Assessment
    • Establish clear criteria
      • Directions and expectations need to be communicated to students
    • Single point rubric
      • Are students meeting expectations or not?

We completed several different activities that showed us how to teach coding without computers.  One of these was directing each other to complete certain activities/motions through a series of commands.  Working in groups of two, one individual was the robot and the other was the commander.  The commander was allowed to use arrow symbols in 4 different orientations (up, down, left, right) as well as a lightning bolt and a star.  The commander communicated these actions on a slip of paper and the robot had to interpret these commands and complete an activity without interference of the commander.  Some groups activities were successful, and others learned how the communication gaps created blockages for their robot.  Another activity included solving puzzles and then discussing the process which built on students’ communication skills.

I found this presentation to be a great learning experience for myself because it gave me several educational teaching activities that you can use as supplementary activities during the day.  As someone who has taught on call in classrooms, sometimes you are put on the spot with very little time to plan and need same day activities that can be started and finished during the same day.  The resources we were given during this presentation can be adapted to several different grade levels and quickly prepped in less than a minute.  Not only are they quick, but they are intentional lessons that students will find interactive and engaging.