Read and Watch
This module will focus on computational thinking, a 21st-century skill that is becoming fundamental in an increasingly technological society. Watch the two videos to learn a bit about what it is, how we use it in our everyday life, and how it relates to STEM programming.
Our goal in teaching students to use and program the BBC micro:bit is to transform students from consumers to creators of technology. Think about other transformative learning experiences-- building towers with wooden blocks, tinkering with an Erector set, Legos, or tinker toys, or growing a plant from a seed. All of these experiences are transformative because they empower learners to bring their own creations to life through creativity and care.
The sequence of learning activities presented in the Garden TOOLS lessons is not arbitrary or accidental. We designed the lessons in alignment with the research-based Use-Modify-Create learning progression. Read the brief, 2-page summary to learn more about the recommendations that underlie this approach. The summary lays out how Garden TOOLS uses an evidence-based approach to computational thinking skill development.
Think about the Use-Modify-Create learning progression that was presented in the summary. Can you think of a time when seeing someone else's work or project brought about a flood of creativity?
Make and Do
Take some time to think about a hobby or activity that doesn't involve a computer or coding. You might think about activities such as playing an instrument, cooking, creative writing, team sports, or physical fitness. How might you teach youth to practice each of the four steps of computational thinking skills (decomposition, pattern recognition, abstraction, and algorithm design) in an area that doesn't involve a computer or coding?
Reflect and Share
Now that you've learned a bit about what computational thinking is and how it might relate to daily problem solving, we’d love to hear your thoughts!
Reflect on one or more of the following questions and record a response to the Flipgrid group:
- How might you teach youth to practice the four steps of computational thinking in an area that does not involve computers or coding?
- Can you think of times in your daily life where you use computational thinking?
- Share an example and tell us a little about which of the four computational thinking steps you used.
- Which of the steps in computational thinking do you think is easiest to practice? Do any steps seem more difficult? Why do you think this is?