Activity Introduction
Students will be introduced to the notion of algorithms. Which simply put are a set of instructions.
The teacher will explain we use algorithms every day like when we play a game (the rules of the game, the objective of the game etc.), follow a recipe and even read a book.
The teacher will ask a student to give her an algorithm "instructions" to put a piece of paper in the rubbish to demonstrate a simple algorithm. This demonstration will involve ONLY doing as the instructions ask EXACTLY as the instructions ask (do not infer information) this will highlight how complex and exact algorithms must be to successfully carry out a task.
Students will then be given the teacher's example of a maze with the matching algorithm to solve it. They will be asked to follow the algorithm and solve the problem.
Note: Students might see that this is not the only way to solve this maze (this is deliberate).
If they do, collaborate as a class, on another algorithm that could be used to solve this maze and test the new algorithm.
The teacher will explain we use algorithms every day like when we play a game (the rules of the game, the objective of the game etc.), follow a recipe and even read a book.
The teacher will ask a student to give her an algorithm "instructions" to put a piece of paper in the rubbish to demonstrate a simple algorithm. This demonstration will involve ONLY doing as the instructions ask EXACTLY as the instructions ask (do not infer information) this will highlight how complex and exact algorithms must be to successfully carry out a task.
Students will then be given the teacher's example of a maze with the matching algorithm to solve it. They will be asked to follow the algorithm and solve the problem.
Note: Students might see that this is not the only way to solve this maze (this is deliberate).
If they do, collaborate as a class, on another algorithm that could be used to solve this maze and test the new algorithm.
Algorithm to solve this maze:
Students might like to use a figurine (such as a Lego man or a counter) to help them visualize navigating the maze.
- If you change direction, turn the page to match the direction, so you are always going straight ahead (this will help students to visualize and navigate successfully).
- Always choose the path straight ahead.
- If the path ahead is blocked always turn left.
- If the path ahead is blocked and you can’t turn left, turn right.
Students might like to use a figurine (such as a Lego man or a counter) to help them visualize navigating the maze.
When the students have completed the example maze, divide the class into small groups and give each group a grid of 10 by 10 squares to make their own maze and algorithm to solve it.
Then ask groups to swap and solve each others maze using the accompanying algorithm. They will reflect on how successful they were in creating an algorithm and if they were able to follow the other groups algorithm. For those students who wish to extend their knowledge they might like to see if they can create another algorithm to solve the mazes.
Then ask groups to swap and solve each others maze using the accompanying algorithm. They will reflect on how successful they were in creating an algorithm and if they were able to follow the other groups algorithm. For those students who wish to extend their knowledge they might like to see if they can create another algorithm to solve the mazes.
Reflection:
Supporting the development of
Student's algorithmic thinking
This activity aligns with the Australian curriculum's Digital Technologies Processes and Production Skills, and in particular the foundation to year 2 content description "Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004)" ACARA.
This activity incorporates a number a elements to support the development of student's algorithmic thinking:
It develops the foundational knowledge needed to understand that an algorithm is a sequence of steps for carrying out instructions through meaningful experience.
This activity develops the Australian curriculum's general capability of creative and critical thinking skills through students experience generating and navigating through a simple maze. Consequently there are many ways to do this, helping students understand that there can be more than one way to solve a problem. This activity also encourages students to take risks through experimentation further developing their creative and critical thinking skills.
It also caters for diversity of students skill levels by changing how large or small the grid is, making it easier or harder.
It also develops Bar & Stephenson's view of developing students
This activity incorporates a number a elements to support the development of student's algorithmic thinking:
- Uses computational vocabulary
- Example provides a model to begin algorithmic thinking
- Pedagogy that recognizes failure can lead to successful outcomes
It develops the foundational knowledge needed to understand that an algorithm is a sequence of steps for carrying out instructions through meaningful experience.
This activity develops the Australian curriculum's general capability of creative and critical thinking skills through students experience generating and navigating through a simple maze. Consequently there are many ways to do this, helping students understand that there can be more than one way to solve a problem. This activity also encourages students to take risks through experimentation further developing their creative and critical thinking skills.
It also caters for diversity of students skill levels by changing how large or small the grid is, making it easier or harder.
It also develops Bar & Stephenson's view of developing students
- Confidence in dealing with complexity
- Persistence in working with difficult problems
- The ability to handle ambiguity
- The ability to deal with open-ended problems
- Setting aside differences to work with others to achieve a common goal or solution and
- Knowing one's strengths and weaknesses when working with others.