Activity Categories
Different learning mechanism or activity categories exist to introduce computational thinking and engineering and design processes through coding. In this course we refer to them as stages of application.
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The four stages introduced in this course form a continuum for learning to code. It should be noted that it is not necessarily a linear process. Hence, teachers can plan activities focusing on coding related skills and computational thinking using any one or even a combination of all the stages of application.
Stage 1
Coding Unplugged
To demystify the concept of coding it is recommended that we are introduced to coding without the use of technology also referred to as Coding Unplugged. This would include pair and share work where learners practice to write logical instructions, decompose difficult tasks, and communicate their designs.
Activity 4.1 Pair work - Compare Monsters
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Each participant has a page and a pencil. You can also make use of the interactive whiteboard below. Follow the instructions below:
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Step 1: Each participant has 1 minute to draw a monster.
Step 2: Work in pairs and study your partner's monster.
Step 3: Identify characteristics that make it a monster.
Step 4: Identify elements that are similar.
Step 5: Identify elements that are different.
Step 6: Identify any patterns in the two monsters.
Step 7: Identify any shapes in the two monsters.
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Activity 4.2 Pair work - Follow instructions
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Each participant has a page and a pencil. You can also make use of the interactive whiteboard below. Follow the instructions below:
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Step 1: Participant 1 draws a picture without Participant 2 seeing. Be creative, do not choose a house or sun or easily recognizable object.
Step 2: Participant 1 provides instructions for Participant 2 to draw the exact same picture. The instructions should include directions, angles and position. Instructions may not include ie. shapes, object, etc.
Step 3: When done, compare the pictures.
Step 4: Share ideas on how one could provide better instructions
Step 5: Reflect on the activity. How does this relate to instructions given to computers?
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Now you have experienced the purpose of coding and the application of computational thinking. A computer needs a set of instructions to perform a specific task. If the instructions are communicated clearly with the necessary detail, and in a way the computer understands, the envisaged outcome would be achieved. The developer needs to run the programme (set of instructions or codes) and fix or debug it to improve the outcome.
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Additional Resources:
Coding Unplugged
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Bridging CS unplugged activity gap
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Remember what it is all about:
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Computational thinking is the main driver of the Digital Skills Curriculum. It includes a number of characteristics and concepts such as logical ordering and analysis, making judgement through evaluations to create solutions using a series of ordered steps known as algorithms. This requires the skills of pattern recognition and decomposition, breaking down complexity and removing unnecessary detail also referred to as abstraction.
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Stage 2
Device input, output and simulations
Using game-based learning educators can leverage on the power of incidental learning. Pattern making, Logic thinking, and Algorithms associated with computational thinking can be taught with games such as Bee-Bots. Bee-Bots make use of directional instructions and not block or line coding. However, theses computational skills are the foundation for successful coding. Long before block coding or line coding are introduced, learners should be challenged to give instructions verbally or to use a toy/game such a Bee-Bot to achieve an intended outcome.
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Activity 4.3 Group work: Bee-Bots (Devices/Unplugged)
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Each group has a Bee-Bot which need to be programmed depending on the available game mat. Listen to the instruction of the facilitator and design a path for the Bee-Bot to fly.
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The facilitator can increase the difficulty by adding a Mean Bee-Bot to the game. The group must design a path for their Bee-Bot to avoid collision with the Mean Bee-Bot. The facilitator could also limit the number of moves allowed.
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Tips and recommendations:
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Groups might want to use their bots or pen and paper to test their solution,
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Pause is a move
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Turn is a move
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One step is a move
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Wait is a move
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Instructions could be: You have 25 moves. Go around the farm and make 4 stops to collect certain produce. You should look at the mat to see where the gates are - you can not fly through a wall.
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Let's see which group can complete the challenge successfully first.
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Please note that a similar activity can be done with puzzle pieces or even learner
could navigate themselves around the class to complete tasks.
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Activity 4.4 Individual work: Bee-Bots (Online)
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Step 1: Use the Bee-Bots online tool below. Select the specific mat and do the instruction.
(Please note that activities are not fully compatible with all mobile devices.)
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Alphabet mat: Write your name. Let the bot pause on each letter of your name.
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Dice mat: Throw a dice. Who can get there first.
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CVC mat: Word and picture recognition (teacher show flashcard of s-u-n. Learner read and move.
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Step 2: See what other mats are also available.
Step 3: Discuss how one could use this tool in the classroom across the curriculum.
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Stage 3
Introduction to Block Based Coding
Before we officially start with block, pseudo and line coding Blocky games can be introduced. It is a series of challenges that teach learners various computer programming techniques through a self-pace interactive game. A phased approach is used to introduce elements of block coding and how it relates to line coding. During the game, learners learn the foundations of algorithm-based concepts such as functions, logic, loops and variables and many more.
Activity 4.5 Blocky Games: Learning individual blocks
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Step 1: Click on Puzzle and complete the first level
Step 2: Click on Blocky Games to return to the landing page
Step 3: Click on Maze and complete the first 3 levels
Step 4: Return to the landing page
Step 5: Explore the first three levels of the bird and the turtle
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Note that this game can be used as a start-up programme for your Coding Clubs or to host coding Competitions to expose as many learners as possible to coding.
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Don't wait any longer - host your first Hour of Code.
Source: https://blockly-games.appspot.com/
(Please note that activities are not fully compatible with all mobile devices.)
Stage 4
Learning different coding languages - Participate in an innovation hub
Innovation hubs work best when a scenario-based curriculum with a strong project-based methodology is implemented. This implies the context of a problem that needs solving. Innovation hubs can take the form of coding clubs, robotics clubs or virtual learning environments. Some hubs start out as a group of like-minded individuals that attend an event. Clubs are also encouraged to attend events to continue to enjoy that initial hype around coding.
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Activity 4.6 Reflecting on implementation
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Question 1: How can you start to implement elements of
computational thinking and coding in your classroom/subject/school?
Question 2 How would you start an afternoon coding club?
Question 3 Do you know of coding events in your area?
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Activity 4.7 Explore Hour of Code events
For the final part of this course you will participate in an hour of code activity.
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Step 1: Click on The Innovation Hub button. This button will take you to:
a) further information on coding events if available
b) the final hour of code activity in Scratch to be completed during this course
c) the resources to be explored in preparation for the follow-up course Innovation Hubs. Examples in the resource aim to illustrate the variety of coding programs and platforms available. Different coding languages and project themes can be selected. Some projects include topics which to be used within the formal school curriculum while others are suitable for use in extracurricular activities. This is merely examples, is by no means a complete solution and is not endorsed.
