TECHNOLOGY
At STEMIE, we use the concept of computational thinking when we talk about the ‘T’ in STEM.
At STEMIE, we use the concept of computational thinking when we talk about the ‘T’ in STEM. Computational thinking is the method used to problem-solve by determining ‘what’, ‘how’, and ‘why’.
Computational thinking has 3 main ideas: Repetition & Looping, Sequencing, and Debugging. Each main idea is comprised of its own set of progression steps below with resources to help you navigate through the steps.
Debugging
The process of recognizing and removing errors.
Progression steps
Identifies a simple error in someone’s actions by recognizing that an intended outcome has not been reached.
Example: When adult puts on Mr. Potato Head glasses, then eyes, child says “No”, and points to eyes to indicate that they see an error.
Identifies a simple error in someone’s actions and makes a change – reorganizing two steps into correct order when out of order or fixing an error with adult help.
Example: When adult makes the error of putting the lid on a playdough bucket, and then putting the playdough on top of the lid, child says “Let me show you.” and puts the playdough inside the bucket and then puts on the lid.
Recognizes more complex errors in someone’s actions with help. Help may come from a variety of sources – an adult, comparing to a nearby example, or remembering experiences in the context of a familiar task.
Example: Someone points out errors in dressing a stuffed doll but not a flat felt doll.
Identifies errors in a representation of a sequence but may not be able to fix complex errors.
Example: Points to an error in a sequence representation (symbols of directions), saying that it would not take their friend to the treasure.
Identifies and fixes errors in directions through checking directions, comparing to an example, or observing unexpected results of executed directions.
Example: Lays out a set of arrows in a sequence to guide an adult through a maze. Adult follows sequence and doesn’t get to the maze’s end. Child fixes misplaced arrow in sequence.
Repetition & Looping
Repetition is doing an action over and over again. Looping is running a sequence of instructions over and over again until a condition is reached that tells the sequence to stop.
Progression steps
Intentionally does something more than once and attends to repetition in other’s actions.
Example: Child crashes block towers and signs “more” to get the adult to repeat the action.
Expects repetition after observation.
Example: Child pretends to drink tea, holds out cup for adult to fill repeatedly.
Complete a simple loop that has a natural end.
Example: Child picks up blocks and hands to teacher until all blocks are gone.
Completes a complex loop using a set of tasks with a natural end.
Example: Child explains what dance moves would be if the 3 blocks (representing dance moves) repeated.
Identifies that many loops lead to a cumulative effect.
Example: When filling a number of gift bags, counts down as each is completed – “I finished that one. Now there are two more to go… I finished another. Now there is one more to go.”
Sequencing
Sequencing is doing the steps of an activity or task in a particular order.
Progression steps
Completes two-step tasks, prompted or unprompted.
Example: Child washes hands then gets food for the baby without direction from an adult.
Recognizes that there are steps in a sequence.
Example: Child verbally or non-verbally (gestures/pointing) responds to “What’s next?” questions when using a visual schedule
Creates and completes an ordered sequence of steps using simple representation (pictorial, verbal, or with physical cues).
Note: Depending on the culture, will need experience with reading order (left to right, right to left, vertical).
Example: Child sequences a set of two arrows to give directions through a maze.
Creates and completes an ordered sequence of steps using complex representation (i.e., language, pictures, symbols).
Example: Child uses visual sequence strip (pictorial) to recall the steps to make a pie in an ordered way.
Plans steps to take to perform a sequence prior to creating or completing steps. May check steps for errors.
Example: Child plans steps to get to a treasure by narrating the way through a maze prior to laying arrows out to give directions.
Understands that there may be more than one sequence of steps that completes a task.
Example: Child initially said a 6-step path was the fastest, but when challenged to make a path with 4 steps they did.