Technologies · Year 6

Active learning ideas

Algorithmic Thinking

Active learning works for algorithmic thinking because students must experience the gap between vague instructions and precise steps themselves. When they try to follow or debug instructions in real time, they quickly see why clarity and order matter. These moments of frustration turn into lasting understanding of how algorithms function in everyday tasks.

• ACARA Content Descriptions
• AC9TDI6P02
• AC9TDI6P03

• 25–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Problem-Based Learning
• 30 min · Pairs

Pairs: Direction Following Challenge

Pairs take turns giving verbal algorithms for a partner to draw simple shapes blindfolded, like a house or robot. Switch roles after 5 minutes, then discuss unclear steps. Refine algorithms based on feedback.

Explain the importance of clear and precise steps in an algorithm.

Facilitation Tip

During the Direction Following Challenge, circulate and listen for students using vague words like “around” or “close to” that will confuse their partners.

What to look for

Present students with a simple task, such as making a peanut butter and jelly sandwich. Ask them to write down the algorithm. Review their steps for clarity and completeness, looking for missing actions or ambiguous instructions.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Activity 02

• Problem-Based Learning
• 45 min · Small Groups

Small Groups: Sorting Algorithm Race

Provide groups with 20 mixed animal cards. Design and test two algorithms to sort by size: one sequential check, one pairwise swap. Time each, compare efficiency, and share winners.

Compare different algorithms for solving the same problem in terms of efficiency.

Facilitation Tip

During the Sorting Algorithm Race, time each group and post results publicly to emphasize that efficiency is measurable and objective.

What to look for

Students pair up and each writes an algorithm for a given task (e.g., drawing a smiley face). They then swap algorithms and try to follow their partner's instructions exactly. They provide feedback on which steps were unclear or inefficient.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Activity 03

• Problem-Based Learning
• 35 min · Whole Class

Whole Class: Human Algorithm Demo

Select student 'executors' to follow a class-devised algorithm for a task like packing a lunchbox. Class observes errors, votes on fixes, and iterates twice for precision.

Design an algorithm to sort a list of items in a specific order.

Facilitation Tip

During the Human Algorithm Demo, pause after each step to ask students what would happen if a step were missing or out of order.

What to look for

Provide students with two different algorithms for sorting a small list of three numbers. Ask them to write one sentence comparing the efficiency of the two algorithms and identify which one they think is better and why.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Activity 04

• Problem-Based Learning
• 25 min · Individual

Individual: Algorithm Flowchart

Students draw flowcharts for sorting laundry by color. Test by tracing with sample inputs, predict outputs, and note improvements for efficiency.

Explain the importance of clear and precise steps in an algorithm.

Facilitation Tip

For the Algorithm Flowchart, remind students to use shapes for clarity, such as rectangles for actions and diamonds for decisions.

What to look for

Present students with a simple task, such as making a peanut butter and jelly sandwich. Ask them to write down the algorithm. Review their steps for clarity and completeness, looking for missing actions or ambiguous instructions.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Teach algorithmic thinking by making the invisible visible. Have students act out algorithms first before writing them down, so they connect process to product. Avoid rushing to code or digital tools; unplugged activities build foundational clarity. Research shows that students who test their own algorithms with peers develop stronger debugging habits and deeper conceptual understanding.

Successful learning looks like students writing clear, testable algorithms that peers can follow without confusion. They should compare algorithms by speed and accuracy, and adjust their own work based on feedback. Clear explanations and logical flow in their designs show they grasp the core idea.

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Watch Out for These Misconceptions

• During the Direction Following Challenge, watch for students assuming their instructions are clear until a peer tries to follow them literally.

  After the Direction Following Challenge, ask each pair to share one instruction that caused confusion. Discuss how replacing vague terms with exact measurements or directions improves clarity.

• During the Sorting Algorithm Race, watch for students believing a longer list of steps always means a slower algorithm.

  During the Sorting Algorithm Race, have groups compare their timed results with a second group using a shorter but more repetitive algorithm. Use the data to show that logic, not length, determines efficiency.

• During the Human Algorithm Demo, watch for students linking algorithms only to computers or coding.

  After the Human Algorithm Demo, ask students to name one non-digital system (e.g., baking a cake) that uses algorithms and explain how the steps follow the same principles as their demos.

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Methods used in this brief

• Problem-Based Learning