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The don't step on a Lego activity supports the use of computational thinking, as we get rid of the predetermined bias that an object (or future student) is automatically on the same page as yourself. We also used the process of decomposing the different steps to help allow the process of programming to be a bit easier and more manageable.

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The activity cultivated computational thinking because it required us to break down the problems we experienced into different categories (decomposition, pattern recognition, and abstraction) in order to tackle issues that we ran into along the way. Through this process, we could improve our model, leading to success.

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This activity cultivated Computational Thinking by making students find a problem and create an algorithm. Students create specific instructions to create an outcome they want. This involves a level of thinking that removes performance bias as well. This is a more concise activity that honed in on specifics to make it more understandable and engaging for the students.

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Computational Thinking - Anneliese Pfeifer

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Computational Thinking - Anneliese Pfeifer

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With doing this project it cultivates computational thinking because you are providing something with no knowledge with the knowledge you know. It shows how descriptive you have to be for others to fully grasp what they are learning.

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We used algorithmic thinking when we programmed our robot to go through our Lego maze. We also used decomposition by breaking the steps into smaller ones so it was easier for the robot to move through the maze.

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This activity cultivated computational thinking through decomposing the different reasons why our robot kept crashing into legos. Once we found the issues, we had to use abstraction to determine which step we wanted to solve first (the angle or the amount of space traveled). Once we went through this process we were able to create an algorithm for the robot to complete the maze.

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This activity cultivated computational thinking because we used algorithmic processes. We broke down the steps using decomposition.

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The "don't step on a lego" activity cultivated computational thinking because we had to program the robot and use lots of trial and error to get it to go smoothly.

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This activity supports computational thinking because it requires you to break down problems in specific and detailed steps. In order to complete the activity we have to use descriptive techniques to create a solution.

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This activity used the processes of decomposition, pattern recognition and abstraction. We were able to break down problems and go through programming and coding in order successfully solve a problem

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The Lego activity is connected with computational thinking because we followed step-by-step instructions to guide a robot, taking steps to break down the process and eliminate the unnecessary steps.

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The "Don't Step on a Lego" activity involves computational thinking, with our groups breaking the steps into smaller parts, extracting key information, and developing descriptive directions to understand and make a complex system of directions for our robots. We were also learning how automation works and using algorithmic thinking to develop a sequence of steps to create and test automated solutions.

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It demonstrated problem-solving strategies by using technological methods, such as robots. We processed these methods by using pattern recognition, abstraction, etc. Applying these, we were able to see what steps still needed work.

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"Don't Step on a Lego" cultivated Computational Thinking because it required slowing down to think through the individual steps for problem-solving, and reflection with room for editing. Breaking things down into individual parts can keep students from getting overwhelmed and focused on the task at hand.

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We wrote the steps and tested them one at a time rather than writing a full path all at once and seeing if it would result in an error.

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This activity cultivated computational thinking by having the students discover a way to get our robot to successfully get through our obstacle. We found issues in doing this and solved them. We were then able to create an algorithm to to successfully complete the obstacle.

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The "Don't Step on a Lego" activity cultivates Computational Thinking by creating an experience where students use problem-solving skills and the core four values applied to Computational Thinking. We used decomposition, pattern recognition, abstraction, and algorithmic thinking to solve our problem.

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The "Don't Step on a Lego" activity required us to follow the steps of the design process to try and move a robot through a maze. We had to identify a problem, brainstorm solutions, test the solutions, and then identify areas for improvement and improve the solution. Students doing this activity would be actively using rational thinking to solve a problem, and working on live feedback to continually optimize the solutions. This can help students understand the process of failure and revision, and communication for clarity with both other people and technology.

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The Don't Step on a Lego activity was a great way for us to use computational thinking, as we had to include detailed step by step instructions to help. This was. a great way for us to be more understanding that not everyone has the same background knowledge as us. This is a great way to practice this so we can learn to be more mindful when teaching

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I would say the activity made you think about how to use language that easily can be understand by other "people" ( robots). So that the you minimize possible bugs in your language. That may cause errors for your robot.