Embed algorithmic thinking lessons across content, standalone, SEL, problem-based, and review contexts¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The deck advises teachers on placement of algorithmic thinking lessons, listing that "Teachers might use algorithmic thinking lessons when" teaching their content, as a stand alone lesson, as a social emotional lesson, with problem-based strategies, or as a review/synthesis. It cautions that timing "depends upon your students, the grade level, the content, and the context", so placement is a professional judgment rather than a fixed sequence.

Design Implications¶

Context¶

Requirements¶

• Teachers must judge placement based on their students, grade level, content, and context

Constraints¶

• The deck states timing depends on students, grade level, content, and context rather than prescribing a fixed placement

Target Learners¶

• Students in grades 3-8 across subject areas

Target Learning Goals¶

• Developing algorithmic thinking within content instruction, problem-based work, and review

Related Strategies¶

• Social Emotional Learning Integration
• Integrate computational thinking into PreK-8 core subject matter rather than relying on stand-alone clubs and classes
• Embed computational thinking across existing K-12 subject areas using everyday and data-based activities

Examples¶

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Key Sources¶

• Computational Thinking Boosters: Algorithmic Thinking 3-8. (2021). Presentation dated Jan. 12, 2021, supported by NSF grant award #1923314. https://www.nsf.gov/awardsearch/showAward?AWD_ID=1923314