Computational Thinking and Robotics

BC Curriculum excerpt for Computational thinking:

ADST 6:

Computational Thinking

• simple algorithms that reflect computational thinking
• visual representations of problems and data
• evolution of programming languages
• visual programming

ADST 7: 

Computational Thinking

• simple algorithms that reflect computational thinking
• visual representations of problems and data
• evolution of programming languages
• visual programming

ADST 8:

Computational Thinking

• software programs as specific and sequential instructions with algorithms that can be reliably repeated by others
• debugging algorithms and programs by breaking problems down into a series of sub-problems
• binary number system (1s and 0s) to represent data
• programming languages, including visual programming in relation to text-based programming and programming modular components

BC Curriculum excerpt for ROBOTICS: Many courses at the secondary level that focus specifically on robotics and technology. 

Since I support FRIMM classes from K-12, I wanted to get a senses of where and when computational thinking is introduced and explicitly taught in the curriculum, so I selected grades 4 through 11.

From this basic search, I learned that many aspects of computational thinking are introduced from grades 6 onwards through the ADST curriculum. Interestingly, it was only explicitly mentioned in middle school grades in the ADST curriculum, and then covered in more detail in computer science 10. 

As for robotics, this term was not specifically mentioned until specialty secondary school classes such as Technology Explorations and Robotics.

From the perspective of someone who has never explicitly learned or taught computational thinking or robotics, I am noticing a few things:

1. Computational thinking and robotics seem very connected to Math. The approaches to problem solving we teach in Math, breaking down a larger problem, noticing patterns, developing algorithms, are all what we focus on in middle school Math. I for one love studying and teaching Math and can picture students of mine who may have struggled with our Math curriculum but who would flourish with this hands-on curriuclum. 
2. Computational thinking and robotics use real problems to solve. What I like about both these curricula is that students develop skills by attacking real problems, rather than by solving written problems or using manipulatives as is the case with Math. Physically taking apart a model or a robot might really help students learn decomposition, whereas breaking a large word problem down into smaller steps still is abstract for many of our Math students. Manipulatives help some students, but they are still a step away from a real problem.
3. Both computational thinking and robotics combine so many important core competencies. Solving complex problems as a group requires communication skills, critical thinking skills, and creativity. These skills need to be scaffolded and require time and practice to develop. I can see the value of student reflection on the process being useful in helping students to develop the required interpersonal skills to effectively work as a team in these courses. 

Interestingly, the Code BC Illustrated example identifies grades from primary upwards for introducing computational thinking. Given the varied core competencies developed through computational thinking and robotics, as well as the connection with problem solving in Math, in my view middle school seems like a good age to start explicitly teaching this curriculum. Students are learning to work together as a group, they are developing more understanding of how to solve problems in Math. That said, I can imagine some teachers with a more diverse knowledge of computational thinking may see the benefit of weaving it into their program at the elementary level. 

Reading about computational thinking and robotics reminds me once again that our curriculum is moving in the right direction. Curricula that integrate so many important skills that will help students to work collaboratively and constructively to face real world problems seem essential for the world we are living in today. What’s more, they offer an alternative to the traditional academic learning that so many of us grew up with, thereby creating a more inclusive learning environment that reach a greater diversity of learners. 

British Columbia Ministry of Education (n.d.) Curriculum Search Tool. Retrieved by https://curriculum.gov.bc.ca/curriculum/search

Code BC (n.d.) CT Illustrated. Retrieved from https://codebc.ca/wp-content/uploads/2017/04/computational-thinking-illustrated.pdf