Active learning ideas
Algorithms are the heart of computational thinking. This topic moves away from the computer screen to show students that they already use algorithms every day, from tying their shoes to making a cup of tea. We define an algorithm as a precise, step-by-step set of instructions to solve a problem or achieve a goal. This is a core requirement of NCCA Strand 2.
Activity 01
One student acts as a 'robot' who follows instructions literally. Others must write an algorithm for making a jam sandwich. If the instructions aren't precise (e.g., 'put jam on bread' without saying to use a knife), the robot fails hilariously.
What is an algorithm?
Activity 02
Groups pick a common task (e.g., using a vending machine or crossing the road). They break it down into the smallest possible steps and swap with another group to see if the 'code' can be followed exactly.
How do we use algorithms in everyday life?
Activity 03
Give pairs a set of unsorted playing cards. Ask them to come up with a 'rule' to sort them by number. They then share their rule with another pair to see whose method is faster or simpler.
Why is sequence important in problem-solving?
A few notes on teaching this unit
Watch Out for These Misconceptions
Algorithms are only for math or computers.
Students often think algorithms are 'magic' code. By having them write instructions for non-tech tasks like brushing teeth, they realize that an algorithm is just a logical plan that exists independently of a computer.
The order of steps doesn't always matter.
In coding, sequence is vital. Using a physical 'jumbled instruction' activity where students try to follow a recipe out of order quickly demonstrates why the sequence is the backbone of any solution.
Methods used in this brief