Think of a recent project your students programmed. Reflect on the planning involved.
Did their definition of the problem level include any of the following?
Program goal
Intended audience
Inputs (where appropriate)
Outputs (where appropriate)
If any of these were missing would it have improved their projects? Would it have helped some students that perhaps struggled?
Did their algorithm level include any of the following?
Clearly defined objects
Data (where appropriate)
An algorithm that uses appropriate concepts such as sequence, repetition, selection
Initialization
Structural design (Where needed)
If any of these were missing would their inclusion have improved their projects? Would it have helped some students that perhaps struggled?
After completing parts of the programming and program execution levels were students encouraged to reflect on their original design with a view to revision and adaptation? Would that have helped?
Did you use students planning to address any misconceptions, common errors or promote exemplary design?
Are there any aspects of the planning process that took too long? How could you maintain project fidelity and streamline the planning process?
A-Z Handbook #CSK8 Twitter Chat Moderated by Vicky Sedgwick
In chapter 2 of @a2zk12cs, the authors state that the first step in planning involves identifying the goal of the program, the audience, and the input and output of the program. What does (or could) this look like in CS classes for 5-14 year old students?
“Probably the most crucial and difficult element in planning before programming is turning an idea or problem statement into an algorithm.” How do (or could) your students turn their ideas into algorithms before they code?
In @a2zk12cs the authors say “Students are often averse to spending time thinking about and expressing a plan for their program. They’d much rather jump right into coding.” How do you, or how can we help our students to take a step back and appreciate the value of planning?
Extension questions used in the CSTeach Course, Colorado School of Mines (Dr. Christine Liebe)
What problem solving skills are needed to create an algorithm?
How could you scaffold learning problem identification?
What kind of targeted tasks would help students learn decomposition?
