Thanks to CodeBC, I learned more about computational thinking. I realized that computational thinking is a method of problem solving that I often use in my everyday life. This strategy can help with forward planning, cooking, and even getting from place to place. They use the big terms of thinking algorithmically, in terms of decomposition, in generalizations, and in abstractions, but it’s really just about breaking problems down into smaller bits so that they aren’t so daunting. It goes into more depth but that’s the gist. At some stage, I guess this was taught to me. Although, I don’t remember when. I do remember taking finite in high school and loving it. Working out all the possibilities has always been a strategy I’ve used before making a sound decision. Finite was up my alley. What I liked best about this session of learning were the videos that simplified the learning and made connections that helped me understand the content better. I also appreciated all the examples CodeBC provides for developing computational thinking in students from primary through to secondary.
Computational Thinking and Robotics
A search of the following “terms” in BC’s curriculum of all types and grades K-9 came up with the following results:
“Computational thinking” was found in:
- Big Ideas in Mathematics 4
- Content in Applied Design, Skills and Technologies 6, 7 and 8
“Robotics” was found in:
- Content in Applied Design, Skills and Technologies 6, 7, 8, and 9
It’s smart for computational thinking to be included first as a big idea to be covered in a lower grade. The fact that it is in the content of ADST for grades 6-8 is not surprising. Students are able to better grasp and apply concepts as they mature. The fact that robotics is included in content for grades 6-9 also makes sense. The students can explore robotics while learning about computational thinking, and further extend their robotics exploration in grade 9.
Having taken some lessons and watched videos presented by CodeBC, I can see that computational thinking is applicable to all parts of life and can be explored at any age. Starting earlier may set students up for greater success, especially with future problem solving. However, it can be included in your practice without it being explicitly included in the curriculum.
The big question that these results raise is “If robotics appear under content in the BC Curriculum, why is it that there are still schools without robotics kits and teachers with expertise?”
Patricia's Learnings 