Technologies · Foundation

Active learning ideas

Algorithm Design and Efficiency

Active learning turns abstract ideas like algorithm design into visible, testable steps. Students see right away whether their instructions work, which builds confidence and clarity. When students move, draw, or race through tasks, efficiency and precision become immediate goals, not distant abstractions.

• ACARA Content Descriptions
• AC9TDIK02
• AC9TDIP03

• 25–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Numbered Heads Together
• 30 min · Pairs

Pairs: Shoelace Algorithm Race

Pairs create a three-step algorithm for tying shoelaces using drawings and words. One partner follows the steps while the other times them. Switch roles, then compare and redraw for fewer steps. Discuss which version finishes fastest.

Design an efficient algorithm to solve a given computational problem.

Facilitation Tip

During Shoelace Algorithm Race, time each pair’s instructions out loud so students hear how small wording changes affect speed.

What to look for

Present students with two sets of instructions for a simple task, like making a sandwich. Ask them to point to or verbally identify which set of instructions is 'faster' or 'easier to follow' and explain why.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 02

• Numbered Heads Together
• 35 min · Small Groups

Small Groups: Toy Sort Flowchart

Groups draw flowcharts to sort coloured blocks by size then colour. Test by passing blocks along the chain, noting where confusion arises. Redesign the flowchart together for smoother flow.

Compare the efficiency of different algorithms for the same task.

Facilitation Tip

For Toy Sort Flowchart, ask groups to present their diagrams to another pair before finalizing, encouraging peer critique.

What to look for

Give each student a card with a simple task (e.g., 'Feed the class pet'). Ask them to write down three steps in pseudocode or draw one step as a simple flowchart symbol. Collect and review for clarity and sequence.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 03

• Numbered Heads Together
• 40 min · Whole Class

Whole Class: Morning Routine Relay

Class votes on a shared algorithm for morning routines, displayed as a large flowchart. Students line up to demonstrate steps in relay style. Pause to fix inefficient parts based on group feedback.

Explain how pseudocode and flowcharts are used to represent algorithms.

Facilitation Tip

In Morning Routine Relay, stand back and let students self-correct timing mistakes; the class will naturally identify missed or redundant steps.

What to look for

Show students a basic flowchart for a familiar task (e.g., 'Putting on shoes'). Ask: 'What does each box mean? What do the arrows show? What would happen if we changed the order of the boxes?'

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 04

• Numbered Heads Together
• 25 min · Individual

Individual: Snack Prep Pseudocode

Each student writes or draws pseudocode for making a fruit skewer. Test personally, then share one efficiency tweak with the class. Collect for a display wall.

Design an efficient algorithm to solve a given computational problem.

Facilitation Tip

When students write Snack Prep Pseudocode, circulate and ask, 'What could go wrong if someone skips this step?' to prompt precision.

What to look for

Present students with two sets of instructions for a simple task, like making a sandwich. Ask them to point to or verbally identify which set of instructions is 'faster' or 'easier to follow' and explain why.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

A few notes on teaching this unit

Start with physical tasks students can act out, because movement reveals ambiguities faster than abstract discussion. Avoid lengthy explanations; instead, model a short algorithm yourself, then let students revise it based on immediate results. Research shows that when students test their own instructions, they internalize efficiency and precision more deeply than through lecture alone.

By the end of these activities, students can break a task into clear, ordered steps and compare versions for speed and clarity. They explain why some instructions succeed while others fail, and revise based on feedback from peers or visual cues.

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Watch Out for These Misconceptions

• During Shoelace Algorithm Race, watch for students who believe longer lists of steps are always better.

  Pause the race midway and ask each pair to count their steps aloud, then time another round with half the steps. Students will notice speed improves when instructions are trimmed.

• During Toy Sort Flowchart, watch for students who think flowcharts only work for computers.

  Have students trace their flowchart with a finger while another student sorts toys. Ask, 'Could a child follow this without a computer?' to highlight real-world use.

• During Snack Prep Pseudocode, watch for students who leave steps vague, assuming others will 'just know'.

  Swap pseudocode sheets between partners who must follow the instructions exactly. Students will quickly notice where words like 'then' or 'next' are missing.

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Methods used in this brief

• Numbered Heads Together