According to the National Curriculum: computing programs of study (2013) we need to provide an outstanding level of computing education to all pupils in key stage 1 and 2. Computing plays an important role in keeping the children up to date with new technology, which will be beneficial in any future workplace.
In key stage 1, part of the learning is to investigate what an algorithm is and make the connection that computers work by following these. To demonstrate this, I decide to use Bee-Bots (small robots) for my computing sessions. In, Primary Computing and Digital Technology, (Turvey,2016) it mentions the Bee-Bot robot, as being an excellent starting point for young children to begin exploring with algorithms. Although these children were familiar with the Bee-Bot from early years, they had no experience with algorithms or knew what it meant. To get the children engaged, I had made the robots a little house and told them the robots were lost and needed help to help to find their way home.
We started off discussing what toys or other items the children had at home that needed instructions (algorithms) to work and what happened if you didn’t give them the right ones. I wanted them to start thinking about and understand that it’s not just computers that need programming but, also most items used at home. We then worked collaboratively making up verbally an algorithm to get the Bee-Bot from start to finish on a small map. Together we discussed any problems that we were experiencing (Bee-Bot went too far, in the wrong direction etc.) and what we could do to correct this, and what this was called in computing. I also let them direct me around the room, following only their instructions, to put extra emphasis on what happens if you don’t give clear instructions. (I would walk into the wall, out the room etc.) I was hoping this would make it clear the necessity of the algorithm to be followed to the precise.
The next task was to create an algorithm that would take the Bee-Bot home. At this part, they were to collaborate with their talk partners. I did this as I knew they had been put in their pairs with their different attainment in mind, which meant that everyone could take part.
To help I used visual cards on the table with keywords. Some children found this difficult as their writing was not at the same level as their peers, and where then encourage to draw parts of the algorithm out instead. In a few cases, the more able pupil would take over and I had to keep reminding them to work collaboratively and share.
On reflection, I can see it would have been helpful if I had written some of the key terminologies on the board for them to refer to and look back at. I felt they were slightly confused by the word ‘algorithm’ and ‘debugging’ and I should have put more emphasis on using these words.
Others struggled with figuring out how many steps needed before you could, for example, turn the Bee-Bot to the right. Part of this I believe was that they simply were very eager to start using the robots and was rushing. To solve this and make them realise the importance of this part being correct we would walk together the path the Bee-Bot was going to take, following their instructions so they could experience themselves what changes needed.
One problem that kept happening was that they in their excitement were using their hands to direct the Bee-Bot. I had not made it clear enough that this was not allowed. So, for my last group, I changed my approach slightly and made more emphasis on how important it was not to do it this. I also got them to write down any of the problems they experienced and talked more about debugging. I think this worked better than just expressing it verbally as it made them think a bit more carefully about what steps needed to take.
Overall I feel like they were enjoying the session and almost everyone was able to write and follow their own algorithm. It would be interesting to go back and try this session with another class, perhaps a year 1, and see if the outcome would have been any different.
In computing, the children get to work on their creative skills, problem-solving and see their ideas being brought to life. These are great resources to have and will prepare them for the future. (Berry, M. (2014)
References:
Turvey, K. Potter, J. Burton, J. (2016) Primary Computing and Digital Technologies; Knowledge, Understanding and Practice,London: Sage, Learning Matters.
National curriculum in England: computing programmes of study. (n.d.).[online]
(Accessed: 23rd October 2018) <https://www.gov.uk/government/publications/national-curriculum-in-england-computing-programmes-of-study>
Berry, M. (2014) Computing in the national curriculum; a guide for primary teachers [online] Available: < http://www.computingatschool.org.uk/data/uploads/CASPrimaryComputing.pdf > (Accessed: 24th October 2018)
