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Computational thinking is one of the core objectives that runs through the computing program of study in England from Key Stage 1 to Key Stage 4. Before computers can be used to solve a problem, computational thinking refers to understanding the problem itself and the ways in which it could be resolved. Software engineers and computer scientists for example, routinely engage in computational thinking. As a higher order thinking skill, computational thinking has applications both across and beyond the school curriculum.

There are four key techniques to computational thinking:

Abstraction – focusing on the important information only, ignoring irrelevant details
Algorithms – developing a step-by-step solution to the problem
Decomposition – breaking down the problem into smaller, more manageable parts
Logic – looking for similarities among and within problems

Learning to program is one of the best ways to develop computational thinking, as it uses each one of these techniques. My intention here is to show an example of a lesson in which computational thinking is taught at Key Stage 1 (5 to 7 years) through programming. I took the lesson plan (attached above) from The Barefoot Computing Project and I taught it to my 1st grade class last week.  It required the children to work in pairs to create step-by-step instructions through pictures.  The pairs then swapped each other’s instructions, which they used to draw the ‘crazy character’ that the other child had in mind.

This sort of lesson is ‘unplugged’ (no computer needed) and teaches children about algorithms. Although the children used instructions to make a ‘crazy character’, any set of instructions could be used to introduce algorithms.  Algorithms are a critical foundation for learning to program because without them no program would run. Since this lesson’s objective was just an introduction to algorithms, only the term ‘algorithm’ was discussed explicitly. The other techniques of computational thinking (abstraction, decomposition and logic) were not explicitly mentioned, but the ideas behind them were explained to the pupils using child-friendly language. I include here how the four key techniques to computational thinking are embedded into this lesson.

Abstraction

Abstraction captures only the most important features of the problem, filtering out the details that we do not need. The Tube map for the London Underground for instance, shows the order of the stations and the interchange between lines, typically ignoring physical distances and locations.

Algorithms

An algorithm is a set of step-by-step instructions to solve a problem. Pupils learn during this lesson that algorithms are the sets of instructions that others can follow to draw their characters.

Bugs are explained to the pupils as a mistake in the algorithm, something that does not work in the program as it was intended. Debugging then needs to be done in which pupils think what the algorithm should do, test it to find out (by showing their partner the drawing), work out where it goes wrong and then fix it. For example, when their partner draws the legs at the bottom of the body but they were supposed to be at the top, the algorithm has to be changed accordingly. In other words, debugging is likely to involve adding greater precision to the language used in one or more of the steps.

Decomposition

Decomposition is where pupils break down a problem into smaller parts. For example, pupils here are required to draw the body first, then the eyes, then the legs, and so on. This activity in particular, can help children to see the importance of looking at a problem in stages.

Logic

Logic requires pupils to look for patterns in problems. By using logic pupils are able to predict what will happen when their partner uses the algorithm to draw the character. They use previous knowledge about what has already happened for steps like this. By both creating and following more algorithms pupils will recognise that they use the same blocks of “code” (in this case, written instructions and pictures) time and time again.

To summarise, the focus on computational thinking in the new curriculum reflects a shift of emphasis from the skills of using ICT to developing an understanding of computer science. Computational thinking, which is the heart of computer science, is not only a useful skill to teach, but it’s also an important and interesting skill to learn. As I hope to have demonstrated here, the basics of computational thinking can be taught at a very young age (from 5 years) without even using a computer.  Since any set of instructions can be used to teach algorithms, the related ideas of abstraction, decomposition and logic can also be embedded into such a lesson to develop children’s computational thinking.

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As a computing coordinator, I am always looking for useful ideas to enhance the computing curriculum.  One of the best online resources I refer to is The Barefoot Computing project, which is an initiative in England to help teachers to teach the computer science elements of the new primary computing curriculum. Funded by the Department for Education and run by the British Computing Society, Barefoot Computing provides some excellent free teaching resources to help enhance computing lessons.

Ofsted’s National Lead Inspector for Computing, David Brown, delivered an extremely useful presentation at the launch event for the Barefoot Computing project last year.  Although I work internationally (and don’t need to worry about Ofsted), I feel that the information provided is relevant to anyone serious about computing education in schools.  David shared his advice about what Ofsted expects from schools delivering the computing curriculum, and this advice is divided across four areas:

pupils’ achievement

teaching

the computing curriculum

leadership

These are also the general areas evaluated during an Ofsted inspection to assess the overall effectiveness of a school.  I have paraphrased this advice in condensed form with my own reflections underneath.

Achievement in Computing:

– pupils demonstrate excellent understanding of important concepts in all three strands of the computing curriculum and can solve challenging problems

– pupils make highly effective use of a wide range of age appropriate hardware and software

– pupils show positive attitudes towards the subject and working constructively with others

– pupils show high levels of originality, imagination, creativity and innovation in their understanding and application of skills in computing

Seymour Papert developed the idea that the best way to construct knowledge and understanding, is through the construction of something shareable, outside of a student’s head.  In other words, when pupils are consciously engaged in making things for others, learning happens most effectively.  The collaborative and sharing functionality of the web certainly makes this very easy.  Pupils can now use software like Scratch or Google Apps for Education for example, to create their own programs and digital content, and then share this with the rest of the world.  This interaction made possible is probably the greatest benefit of the Web for educational use.  This is exciting because it increases the potential for students to achieve greater levels of success than would otherwise be the case.

Teaching in Computing:

– it is informed by excellent subject knowledge and understanding of developments in computing pedagogy

-teachers have a high level of specialist knowledge and facilitate active learning in computing, which ensures pupils’ achievement

– it is rooted in the development of pupils’ understanding of important concepts; it enables pupils to make connections between individual topics and to see the ‘big picture’

– lessons address pupils’ misconceptions very effectively; teachers’ responses to pupils’ questions are accurate and highly effective in stimulating further thought

– teachers communicate high expectations, enthusiasm and passion about computing to pupils; they challenge and inspire pupils to produce the best work they can

– teachers use a very wide range of innovative and imaginative resources and teaching strategies to stimulate pupils’ active participation in their learning

One of the most effective teaching interventions identified by the Education Endowment Foundation (EEF) is feedback.  Digital technologies certainly facilitate more opportunities for feedback.  Feedback given to pupils who post their work online for instance, provides scaffolding in which they can build on their knowledge base.  In this way, learners work within what Vygotsky (1978) would call their ‘zone of proximal development’.  (This dynamic, incidentally, is at the heart of a social constructivist approach to teaching and learning).  Computers of course, can also provide immediate feedback.  In programming, there is a very tight feedback loop – it’s usually obvious whether the code runs as it should do or not.  Encouraging learners to grapple with bugs in code (rather than solving the problem for them) can be a very effective way to help them develop their computational thinking.

The Computing Curriculum:

– an imaginative and stimulating curriculum is designed to ensure learning for all pupils

– the curriculum is broad and balanced with all three computing strands covered well

– the contexts in which computing is taught are relevant to pupils’ lives

– links with other subjects in the school are productive in strengthening pupils’ learning in computing

– pupils are expected to use their computing knowledge, skills and understanding in realistic and challenging situations

– pupils’ have comprehensive knowledge and understanding of how to stay safe when using new technologies

– rigorous curriculum planning ensures the subject makes an outstanding contribution to pupils’ spiritual, moral, social and cultural development.

Most of the old ICT curriculum is still present in the new computing curriculum.  One of the strengths of the former curriculum was the creative, practical projects that pupils could take on.  As highlighted in David’s advice, this is something that we can improve upon with the new curriculum, which includes a lot more rigour.

Leadership of Computing:

– leadership is informed by a high level of subject expertise and vision that has a clear impact on the performance of teachers and the learning outcomes for pupils

– there is a strong track record of innovation in computing

– subject leadership inspires confidence and whole-hearted commitment from pupils and colleagues

– continuing professional development is well-targeted and thoroughly evaluated for its impact; it includes up-to-date training for teaching staff

– computing has a very high profile in the life of the school and is at the cutting edge of initiatives to raise pupil progress

– access to computing equipment is outstanding, and the school is likely to have promoted the use of mobile technologies; the computing infrastructure enables pupils and staff to have very good access to their work and to the school’s learning resources at all times, and contributes to pupils’

– there is an age-appropriate e-safety curriculum that is flexible, relevant and engages pupils’ interest; that is used to promote e-safety through teaching pupils how to stay safe, how to protect themselves from harm and how to take responsibility for their own and others’ safety

– rigorous e-safety policies and procedures are in place, written in plain English, contributed to by the whole school and updated regularly.

The key here, I would say, is for leadership to provide professional development opportunities to improve the confidence and expertise of staff delivering computing lessons.  In doing so, computing can hold a very high profile in the school and be more likely to benefit from proper policies and procedures in place.