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Classroom Investigation Proposal

This document proposes a classroom investigation to study whether unplugged activities help students build an understanding of algorithms. The investigation will involve teaching 20 twelve-year-old students algorithms using an unplugged alphabet chessboard activity. Students will be tasked with writing symbol instructions to spell words. The goal is for students to understand algorithms represented by symbols. Groups will present their instructions while others check their accuracy. The investigation aims to help the teacher understand how to effectively teach computational thinking to young learners.

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emramyunus
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35 views2 pages

Classroom Investigation Proposal

This document proposes a classroom investigation to study whether unplugged activities help students build an understanding of algorithms. The investigation will involve teaching 20 twelve-year-old students algorithms using an unplugged alphabet chessboard activity. Students will be tasked with writing symbol instructions to spell words. The goal is for students to understand algorithms represented by symbols. Groups will present their instructions while others check their accuracy. The investigation aims to help the teacher understand how to effectively teach computational thinking to young learners.

Uploaded by

emramyunus
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Classroom investigation proposal

Do unplugged activities for teaching algorithm help to build understanding?

by Zulfadli Ab Rahim

In this classroom investigation session that will be held at SK Taman Desa, Kuala
Lumpur (Taman Desa National Primary School), I would like to know how unplugged
activities can help students to build their understanding of algorithm, since they have
not been exposed to any of the six computational thinking concepts before. The
classroom investigation session will be done to twenty (20) Year Six (twelve years
old) students who are living in the city of Kuala Lumpur.

The main goal of the classroom investigation session is to write simple


algorithm using symbols as the representation of instructions, while the objective of
the lesson is students will be able to write a set of symbol instructions to spell a five-
letter word using alphabet chessboard.

I would like to try the forty-five-minute session out using an unplugged activity
that I developed. The unplugged activity will be integrated with English subject,
specifically on spelling. To start the investigation, I will introduce what algorithm is
using snake-and-ladder board game. This is important as I want to let students
understand algorithm in a simple way, using something they are familiar with. First, I
will display the board game on the screen, roll the dice and ask them to give simple
instructions on how to move the token according to the number indicated by the dice
roll. At the same time, I will write the instructions given by the students using
symbols. Then, I will explain to the students that the set of symbols is an example of
algorithm.

Then, I will divide the students into four (4) groups of five (5). I will distribute
an alphabet chessboard (refer Diagram 1) and a token to each group. Students
need to put the token on the star symbol. I will explain the rules (must start and end
on star symbol) and instructions of the game, followed by the symbols (refer
Diagram 2) that will be used and then I will try out with the instructions of word
CAMEL.

 A B C D E

F G H I J

K L M N O

P Q R S T

U V W Y Z
Diagram 1: Alphabet chessboard
Symbols Instructions
 Go right
 Go left
 Go up
 Go down
 Take alphabet
Diagram 2: Symbols and instructions

Next, students have to come out with a set of instruction on how to spell out
APPLE. Students will be asked to develop a set of algorithm using minimal symbols.
Each group will be asked to present the set of instructions while other groups listen
and follow the instructions to check whether the algorithm is workable or not.

Finally, each group will have to come out with a five-letter English word and
develop a set of instructions for the word. Each group will be asked to present the
instruction while the other three groups write the letters on a piece of paper to check
the accuracy of the algorithm. If all groups get the correct word, I will explain that the
presenting group has developed the correct algorithm. However, if any of the groups
cannot get the correct word, I will explain to the presenting group that the algorithm
has to be accurate.

I have tried the similar-but-simpler unplugged activity during my five-day face-


to-face training to adults acting like 8 year-old children. It was quite a successful
micro-teaching session with some rooms for improvements. Thus, I improvised the
micro-teaching plan for the classroom investigation. However, I have not done this to
real children and this might be a challenge for me, as they have no exposure in
computational thinking concepts. My report will be reflective, and I will reflect on the
strengths and weaknesses of the classroom investigation. I will also include what
should be done to overcome the weaknesses, so that I know what works best for
children in order to learn computational thinking effectively.

Regarding ethical considerations, I have asked permission from the school


headmaster and he gave green light. No questionnaire or survey will be used before,
during and after the classroom investigation. Students were well informed
beforehand. Students’ identity will be anonymous in my final report.

Last but not least, I hope that this classroom investigation will be a good
opportunity and exposure for me to understand what is best for young learners to
learn computational thinking skills. It will be my initial experience that will be shared
to other teachers during the trainings that I will conduct after the master trainer
certification.

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