Algorithms. Decomposition. Two words we may have heard before, but what do they really mean? In computational thinking (CT), these are two very important terms. We can make them very complicated or we can make them very simple; I prefer the latter. Algorithms are a set of steps that, if always followed correctly, will always lead to the correct answer. Decomposition is as the word itself suggests - breaking down a large problem into smaller, more manageable bits.
As I study computational thinking in my graduate school course, I shared some of my learning with another educator (who also happens to be my sister and, in my opinion, one of the best high school English and history teachers there is!). My brain tends to live in the math/science/elementary space, so it is fascinating to talk "teacher things" with her and I always learn something new. Today's conversation was no different. I spent some time teaching her about algorithms and decomposition and then it was her turn to teach me. Naturally, computational thinking lends itself to math and science, or STEM fields. I was glad to take on the challenge of finding connections to humanities disciplines, although this came with some hurdles. Algorithms and decomposition are not something that an English and history teacher thinks about each day, whether or not she and her students are using such thinking processes. I had to find the key ideas that I wanted to communicate about CT and then explain these in a succinct, clear manner. But what great practice for working with children! Isn't that the same way I want to convey my ideas to them? She found a few examples in her practice that aligned with her understanding of algorithms and decomposition. Her English students write often, and without knowing it, use an algorithm for doing so. Following the traditional writing process of brainstorming, drafting, revising, editing, and publishing is supposed to give them the most polished piece of writing they can produce. The traditional essay itself is also an algorithm: write an introductory paragraph to hook your readers, three body paragraphs of evidence supporting your thesis, and a conclusion to hammer in your point. Five paragraphs to perfection. An as for decomposition, a jigsaw is on the plans for next week. Students will each read a primary document from history and then share out with a group about their findings to identify the six major reformations of the United States' Progressive Era. A daunting task for one is broken down into more manageable pieces by a group of students. In my own teaching, I constantly introduce algorithms... For multiplication and division, for the scientific method, for lining up at the door and for rotating through our math workshop stations. One thing I would like to work on and I would share with sister and teacher friend is how powerful it can be to make these thinking processes visible to students. Perhaps they could even come up with the algorithm on their own! An impactful writing lesson could include reading some well-written essays and asking students to come pu with a "formula" for a good piece of writing. The teacher could guide them toward the traditional five paragraph essay format without even introducing the concept to them! How empowering for a high schooler. Or perhaps when introducing a jigsaw to her students, she could explain that they're decomposing this large task and explain her reasoning for doing the assignment that way. A small, yet meaningful change to introduce more CT to more students. Exploring these concepts and having a chance to talk with my sister was such a great way to examine algorithms and decomposition as I include CT in my own classroom, as well as share these ideas with others.
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Hi there!I'm Sarah! I have a passion for powerful teaching and lifelong learning. I am a 4th grade teacher turned instructional designer, and this is my blog documenting the journey. Click here to get in touch with me. Archives
February 2021
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