Coding Without Computers: Teaching Algorithmic Thinking

Learning Outcomes

By the end of these activities, students will be able to:

• Understand that algorithms are step-by-step instructions
• Create and follow simple sequences of instructions
• Identify patterns and repetition in everyday activities
• Debug simple problems by finding and fixing errors
• Work collaboratively to solve problems

Australian Curriculum Connections

• Digital Technologies (ACTDIK001): Recognise and explore patterns in data and represent data as pictures, symbols and diagrams
• Digital Technologies (ACTDIP004): Follow, describe and represent a sequence of steps and decisions needed to solve simple problems

Understanding Algorithmic Thinking

At its core, algorithmic thinking is about breaking down problems into smaller, manageable steps. For Years 1-2 students, this translates to understanding that complex tasks can be accomplished through clear, ordered instructions. Think about teaching a friend to tie their shoelaces or make a sandwich – these everyday activities are actually algorithms in disguise.

Outdoor Coding Activities

1. The Human Robot Game

Setup: Create a simple obstacle course in the playground using everyday objects.

How to Play:

1. Divide students into pairs – one ‘programmer’ and one ‘robot’
2. The programmer must guide their robot through the course using only these commands:
   • “Step forward”
   • “Turn left”
   • “Turn right”
   • “Stop”
3. The robot must follow instructions exactly as given

Extension: Add new commands like “hop,” “skip,” or “sidestep” to increase complexity.

2. Arrow Adventure Path

Setup: Using chalk, create a path with arrows and simple symbols on the ground.

Materials needed:

• Coloured chalk
• Open space (basketball court or playground)
• Symbol cards for reference

Instructions:

1. Draw a start point and endpoint
2. Create paths using arrows and symbols like:
   • → (move forward)
   • ↺ (turn left)
   • ↻ (turn right)
     • (jump)
   • ◊ (spin)
3. Students follow the path, translating symbols into actions

3. Pattern Dance Programming

Setup: Create simple dance moves that correspond to symbols.

How to Play:

1. Assign movements to symbols (e.g., ○ = clap, □ = stomp, △ = twirl)
2. Create a sequence using the symbols
3. Students “run the program” by performing the dance
4. Introduce loops by adding repeat symbols

Assessment Strategies

Formative Assessment

• Observation checklists focusing on:
  • Following instructions accurately
  • Creating clear sequences
  • Problem-solving approaches
  • Collaboration skills

Summative Assessment

• Students create their own simple algorithm for a daily task
• Peer assessment of instruction clarity
• Photo journal of algorithm creation and execution

Differentiation Strategies

Supporting Struggling Students

• Use physical markers (like hoops) to make paths clearer
• Provide visual cue cards
• Pair with supportive peers
• Break activities into smaller steps

Extending Advanced Students

• Add conditional statements (If/Then)
• Create multiple valid paths to the goal
• Design challenges for classmates
• Introduce simple loops and repetitions

Common Challenges and Solutions

Challenge 1: Maintaining Focus

Solution: Keep activities brief (10-15 minutes) and rotate frequently between different types of exercises.

Challenge 2: Abstract Concept Understanding

Solution: Connect algorithms to familiar daily routines like morning preparation or packing school bags.

Challenge 3: Group Management

Solution: Use clear signal systems and establish “debug zones” where students can work through problems.

Additional Resources and References

Australian Educational Resources

• CSER Digital Technologies Education
• Cool Australia Digital Technologies Resources

International Resources

• CS Unplugged
• Code.org’s Unplugged Activities
• Computing At School

Teaching coding without computers not only makes computational thinking accessible but also engages students through physical activity and play. These foundational skills in algorithmic thinking will serve students well as they progress to more complex coding concepts. Remember, the goal isn’t just to teach coding – it’s to develop logical thinking, problem-solving abilities, and creativity.