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Part 1
Computational Thinking Activity
Stimulus Prompt: Carla’s Sandwich by Debbie Herman
Lesson Objective: Outline the instructions needed to make Robo Teacher’s favourite sandwich; Peanut Butter and Jelly Sandwich /Banana and sugar sandwich etc
This is an unplugged computational thinking activity suitable for a 2nd class mainstream group or similar. The group of nine children in a special education setting are divided into three groups of three are asked to write out the sequence of instructions needed to make the sandwich after listening to a stimulus story outlining the creative sandwich endeavours made by Carla. Pupils will be asked to record and/or type out the sequence of steps involved in making this sandwich.
The students will be guided to using a set of skills to create the exact instructions for making a simple sandwich as outlined. These include sequencing, critical thinking skills, collaboration and problem-solving skills.
Objective: The importance of exact and precise instructions needed to carry out a series of steps to arrive at a desired outcome will be reinforced. The consequences of literal interpretation are highlighted after the teacher carries follows their instructions literally, as a computer or robot would. The concept of debugging through repeated attempts to make a peanut butter and jam sandwich according to instructions will be embedded.
Materials
• Loaf of Sliced Bread
• Knives
• 1 Jar of unopened Peanut Butter
• 1 pot of unopened Jam
• Greaseproof Paper
• Chromebooks for typing instructions or Tablet for recording instructions
Steps
Begin by instructing the class to collaboratively write down instructions for making a peanut butter and jam sandwich
Teacher carries out instructions by executing them in as literal a manner as possible.
For the subsequent attempt, students work in a group of three. Each group will provide a set of instructions. A time limit of approximately 5 minutes is enough for each attempt. Inform students that, as a Robo teacher, you are going to follow their instructions exactly.
Example
1. Take a slice of bread
2. Put peanut butter on the slice
3. Take a second slice of bread
4. Put jam on that slice
5. Press the slices of bread together
The outcome might result in you taking a slice of bread, putting the jar of peanut butter on top of the slice, taking a second slice of bread, putting the pot of jam on top of that slice, then picking up both slices of bread and pushing them together. Ask for a new set of instructions. Repeat this process until you receive a list similar to this one.
1. Take a slice of bread
2. Open the jar of peanut butter by turning the lid anti- clockwise
3. Pick up a knife by the handle
4. Insert the knife into the jar of peanut butter
5. Withdraw the knife from the jar of peanut butter and run it across the slice of bread
6. Take a second slice of bread
7. Repeat steps 2-5 with the second slice of bread and the pot of jam.
8. Press the two slices of bread together such that the peanut butter and jam meet
Additional ways to be frustratingly literal include grasping the knife by the blade or pushing the sides of bread without peanut butter and jam together then complaining good-humouredly about the mess. If a step in the students’ instructions seems impossible e.g. ‘Open the jar of peanut butter or insert the knife into the jar of peanut butter’ before the jar has been opened, teacher should complete the instruction in a ridiculous manner, such as turning the jar upside down and shaking, or trying to the knife through the side of the jar.
Post Activity Prompt: Exact Instructions Challenge Video https://youtu.be/Ct-lOOUqmyY
Students can be shown this video to reinforce the concept of sequential instruction-giving
Part 2
Reflective Piece
“The State of the Field of Computational Thinking in Early Childhood Education” by Bers, Strawhacker, and Sullivan (2022) highlights the importance of teaching and learning particularly in the early years to embed critical skills of computational thinking. Looking at this article we can see a strong rationale for the New Curriculum Framework for schools where ‘Being a Digital Learner’, ‘ Being Mathematical’ ‘Being Creative’ and ‘Being an Active Learner’ and ‘Being a communicator’ among others are the Key competencies promoted. Promoting these competencies are integral to computational thinking (CT) skills.
Early childhood is ripe for nurturing CT skills through inquiry-based learning and creative play. International studies reveal that diverse children can grasp CT concepts, connecting them to traditional domains of learning and supporting cognitive and social development. Exposure from a young age to CT is vital for life-long learning and to thrive in the working world we live in. For people less technologically minded, the unplugged activities offers them an opportunity to promote CT skills in a low tech manner. The new curriculum framework provides us with an opportunity to create cross-curricular, multidisciplinary and collaborative learning environments as promoted in the article for best learning outcomes in primary aged children.
Summary of Article
The benefit of computational thinking skills seems to be far reaching. Among others, it involves using our critical thought processes of recognising pattern, forming concept, sequencing, planning, debugging and problem-solving. Latest research has investigated how CT affects cognitive and social-emotional skills during the important early childhood years. Using programmes such as Scratch Jr has Scratch Jr has been shown to enhance CT, problem solving strategies and debugging skills in young children and especially when children were encouraged to explore their surroundings and engage freely in playing activities and that this positively impacted their growing self-confidence.
It is during the early development year that social skills are embedded through peer interaction and roleplay. For young children. ICT has been shown to promote social and emotional development particularly where technological activities involve pre-school and young school children working together collaboratively on a project or activity that involves use of digital tools.
Studies have shown that young children are much more likely to confer and engage collaboratively together where there is a computer-based activity in hand. Furthermore, six positive behaviours have been identified as a result of using educational programmes that have incorporate a technological component to embed new learning. These include content creation, creativity, communication, collaboration, community building, and choices of conduct.
Research confirms that an integrated cross-curricular approach to STEM education is very beneficial in early years education. STEAM, which incorporates all the creative arts and language extends the possibilities of STEM education by promoting project, explorative and collaborative-type learning.
The components involved in teaching computer science to young children has been likened to the cognitive processes involved in teaching literacy. Computer science has also been likened to learning mathematics in the areas of abstract reasoning. CT concepts that form part of early maths teaching could be developed into the study of computer science for the older age groups incorporating these four areas; data practices, modelling and simulation practices, computational problem-solving practices, and systems thinking practices.
Inquiry based and exploration learning that young children practise in early childhood are integral to CT and scientific reasoning. Educational coding tools such as Scratch Jr, BeeBots and Code-a-Pillar, aim to introduce those concepts to preschool children. An integral part of these tools is allowing children to play, explore, be creative and make choices. A number of digital games and software apps are designed to support and embed the concepts of computer science and CT in the early years, e.g lightbot and Kodable.
Many other popular television programmes have emerged in recent years, particularly in the USA, to teach concepts about computers, computer science, programming, and CT, such as Blaze and the Monster Machines and Storybots, and more. Many of these shows followed the earlier initiative by the BBC after the first computing curriculum was launched. Programmable robotics kits such as Code-a-pillar have allowed young children to explore the elements of computer science in a practical way.
The WHO has been promoting unplugged CT activities to reduce the reliance on technology to promote CT. The Computer Science Unplugged Website provides a range of activities to promote this initiative. National curricula worldwide are adapting to include and promote CT initiatives more.
Part 1
Computational Thinking Activity
Stimulus Prompt: Carla’s Sandwich by Debbie Herman
Lesson Objective: Outline the instructions needed to make Robo Teacher’s favourite sandwich; Peanut Butter and Jelly Sandwich /Banana and sugar sandwich etc
This is an unplugged computational thinking activity suitable for a 2nd class mainstream group or similar. The group of nine children in a special education setting are divided into three groups of three are asked to write out the sequence of instructions needed to make the sandwich after listening to a stimulus story outlining the creative sandwich endeavours made by Carla. Pupils will be asked to record and/or type out the sequence of steps involved in making this sandwich.
The students will be guided to using a set of skills to create the exact instructions for making a simple sandwich as outlined. These include sequencing, critical thinking skills, collaboration and problem-solving skills.
Objective: The importance of exact and precise instructions needed to carry out a series of steps to arrive at a desired outcome will be reinforced. The consequences of literal interpretation are highlighted after the teacher carries follows their instructions literally, as a computer or robot would. The concept of debugging through repeated attempts to make a peanut butter and jam sandwich according to instructions will be embedded.
Materials
• Loaf of Sliced Bread
• Knives
• 1 Jar of unopened Peanut Butter
• 1 pot of unopened Jam
• Greaseproof Paper
• Chromebooks for typing instructions or Tablet for recording instructions
Steps
Begin by instructing the class to collaboratively write down instructions for making a peanut butter and jam sandwich
Teacher carries out instructions by executing them in as literal a manner as possible.
For the subsequent attempt, students work in a group of three. Each group will provide a set of instructions. A time limit of approximately 5 minutes is enough for each attempt. Inform students that, as a Robo teacher, you are going to follow their instructions exactly.
Example
1. Take a slice of bread
2. Put peanut butter on the slice
3. Take a second slice of bread
4. Put jam on that slice
5. Press the slices of bread together
The outcome might result in you taking a slice of bread, putting the jar of peanut butter on top of the slice, taking a second slice of bread, putting the pot of jam on top of that slice, then picking up both slices of bread and pushing them together. Ask for a new set of instructions. Repeat this process until you receive a list similar to this one.
1. Take a slice of bread
2. Open the jar of peanut butter by turning the lid anti- clockwise
3. Pick up a knife by the handle
4. Insert the knife into the jar of peanut butter
5. Withdraw the knife from the jar of peanut butter and run it across the slice of bread
6. Take a second slice of bread
7. Repeat steps 2-5 with the second slice of bread and the pot of jam.
8. Press the two slices of bread together such that the peanut butter and jam meet
Additional ways to be frustratingly literal include grasping the knife by the blade or pushing the sides of bread without peanut butter and jam together then complaining good-humouredly about the mess. If a step in the students’ instructions seems impossible e.g. ‘Open the jar of peanut butter or insert the knife into the jar of peanut butter’ before the jar has been opened, teacher should complete the instruction in a ridiculous manner, such as turning the jar upside down and shaking, or trying to the knife through the side of the jar.
Post Activity Prompt: Exact Instructions Challenge Video https://youtu.be/Ct-lOOUqmyY
Students can be shown this video to reinforce the concept of sequential instruction-giving
Part 2
Reflective Piece
“The State of the Field of Computational Thinking in Early Childhood Education” by Bers, Strawhacker, and Sullivan (2022) highlights the importance of teaching and learning particularly in the early years to embed critical skills of computational thinking. Looking at this article we can see a strong rationale for the New Curriculum Framework for schools where ‘Being a Digital Learner’, ‘ Being Mathematical’ ‘Being Creative’ and ‘Being an Active Learner’ and ‘Being a communicator’ among others are the Key competencies promoted. Promoting these competencies are integral to computational thinking (CT) skills.
Early childhood is ripe for nurturing CT skills through inquiry-based learning and creative play. International studies reveal that diverse children can grasp CT concepts, connecting them to traditional domains of learning and supporting cognitive and social development. Exposure from a young age to CT is vital for life-long learning and to thrive in the working world we live in. For people less technologically minded, the unplugged activities offers them an opportunity to promote CT skills in a low tech manner. The new curriculum framework provides us with an opportunity to create cross-curricular, multidisciplinary and collaborative learning environments as promoted in the article for best learning outcomes in primary aged children.
Summary of Article
The benefit of computational thinking skills seems to be far reaching. Among others, it involves using our critical thought processes of recognising pattern, forming concept, sequencing, planning, debugging and problem-solving. Latest research has investigated how CT affects cognitive and social-emotional skills during the important early childhood years. Using programmes such as Scratch Jr has Scratch Jr has been shown to enhance CT, problem solving strategies and debugging skills in young children and especially when children were encouraged to explore their surroundings and engage freely in playing activities and that this positively impacted their growing self-confidence.
It is during the early development year that social skills are embedded through peer interaction and roleplay. For young children. ICT has been shown to promote social and emotional development particularly where technological activities involve pre-school and young school children working together collaboratively on a project or activity that involves use of digital tools.
Studies have shown that young children are much more likely to confer and engage collaboratively together where there is a computer-based activity in hand. Furthermore, six positive behaviours have been identified as a result of using educational programmes that have incorporate a technological component to embed new learning. These include content creation, creativity, communication, collaboration, community building, and choices of conduct.
Research confirms that an integrated cross-curricular approach to STEM education is very beneficial in early years education. STEAM, which incorporates all the creative arts and language extends the possibilities of STEM education by promoting project, explorative and collaborative-type learning.
The components involved in teaching computer science to young children has been likened to the cognitive processes involved in teaching literacy. Computer science has also been likened to learning mathematics in the areas of abstract reasoning. CT concepts that form part of early maths teaching could be developed into the study of computer science for the older age groups incorporating these four areas; data practices, modelling and simulation practices, computational problem-solving practices, and systems thinking practices.
Inquiry based and exploration learning that young children practise in early childhood are integral to CT and scientific reasoning. Educational coding tools such as Scratch Jr, BeeBots and Code-a-Pillar, aim to introduce those concepts to preschool children. An integral part of these tools is allowing children to play, explore, be creative and make choices. A number of digital games and software apps are designed to support and embed the concepts of computer science and CT in the early years, e.g lightbot and Kodable.
Many other popular television programmes have emerged in recent years, particularly in the USA, to teach concepts about computers, computer science, programming, and CT, such as Blaze and the Monster Machines and Storybots, and more. Many of these shows followed the earlier initiative by the BBC after the first computing curriculum was launched. Programmable robotics kits such as Code-a-pillar have allowed young children to explore the elements of computer science in a practical way.
The WHO has been promoting unplugged CT activities to reduce the reliance on technology to promote CT. The Computer Science Unplugged Website provides a range of activities to promote this initiative. National curricula worldwide are adapting to include and promote CT initiatives more.
The lesson focus in designing this STEM learning experience is to make it relevant to pupils’ life experiences, to address a real-world problem and to shed light on interconnectedness within STEM disciplines.
By constructing a problem around the Covid-19 safety measures that have been part of students’ lives is an innovative way for pupils to construct a rationale for hygiene practices that need to be adopted in times of Covid outbreak.
The class of nine mainstream pupils, aged 9 – 12, in a special education setting are divided into three groups of three. The students are asked to think about and investigate how effective hygiene measures in school are in safeguarding against the spread of Covid-19.
There are two parts to the experimental investigation; how effective is soap for handwashing and how beneficial is it to wear a mask when Covid infection rates are high. Paint on hands is used to test effectiveness of handwashing at various time intervals. How viruses react to soap is tested using two simulated virus protein types (tinfoil balls and sprinkles in water; butter layer for enveloped Covid-19 type virus only). The distance that a sneeze travels and the effectiveness of using a) a tissue and b) a face mask in reducing the risk of virus transfer is measured using a spray gun filled with coloured water on a paper runway to simulate a sneeze.
These experimental activities embed key learning skills promoted within STEM Pedagogy, such as skills of inquiry, problem-solving, decision-making, team-focus, technology and reflective practices. Overlapping with these are the 21st Century learning skills of critical and computational thinking in addition to creativity, communication and collaboration skills.
https://docs.google.com/document/d/1PO2hOeZAUrVHYvv560UKhKEtjHx5sHeHkp7M7JrRzBk/edit?usp=sharing
The Primary Curriculum Framework promotes diverse, interactive and interdisciplinary STEM learning experiences, using a variety of digital tools to engage students while the Digital Learning Framework provides guidelines for schools in how to maximise effective use of digital technology to enhance teaching and learning experiences. Both documents will guide teachers in best age-appropriate practices in effective use of digital tools.
Using digital tools in classrooms helps to foster critical thinking and problem-solving skills while promoting those vital 21st century life-long skills of collaboration and communication. Equipping students with the correct digital skills and competencies from a young age ensures that they can thrive in the working world as adults. It is incumbent upon us as educators to promote inquiry based learning so that students using 21st century skills for learning will be second nature to them as adults.
Using ICT effectively in schools promotes both differentiation and inclusion as it caters for personalised learning experiences and diverse student needs. There is a direct correlation between teachers becoming skilful in using digital tools and resources with improved instructional methods and heightened student engagement.
Developing digital technology within our school has the potential to make a huge difference to our cohort of pupils. Every child in our school has a professional diagnosis of dyslexia. It is expected that all will qualify for ICT accommodations at Leaving Cert level. Many qualify for assistive technology so it is incumbent on the teachers at our school to given our pupils the skills to maximise their learning opportunities.
The Digital Strategy for Schools dovetails with STEM education and ICT integration. We can use the Digital Strategy to inform our planning and to implement STEM education by employing appropriate digital tools, resources, and platforms to heighten our students’ engagement and their learning outcomes. Being a digital learner means enhancing their curiosity, creativity, collaboration, communication and competencies through the effective use of digital tools.
SSE guidelines gives us a structured framework to evaluate and build our practices, including the integration of ICT. It allows us to identify the specific area that will be the focus of the SSE process and how we can incorporate critical and computational thinking into our chosen focus area going forward. Student voice is critical to this process.
