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Something that was really important to do when making the lego "obstacle course" was to make sure that we clearly wrote directions for each step. This relates to the algorithm part of the computational thinker, because an algorithm is just a step by step process on how to get to the end goal. I think the lego activity was a really good way to go through the steps of the computational process, because when I see computational I just think computers but I never think about all of the things a computer has to do to get to the answer. I like hands on activities so this was a really great way for me to learn and remember this.

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Making sure each step was clearly written was very important. It was also important to make sure each step was thought through and was precise. It is easy for humans to interpret things in different ways but when it comes to technology every little step needs to be explicitly stated. This relates to the algorithm part of computational thinker. Algorithm is a step by step process that ultimately leads to an end goal. I really enjoyed this lego activity, I felt like i was able to grasp onto the concept really well and it was good to see a real life example of how algorithm works. If you're not precise with your steps the end goal will not be reached.

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The "Don't Step on a Lego" activity cultivated computational thinking because it encouraged us to solve problems in a logical and systematic way. We needed to create a step by step algorithm that clearly and accurately described what we wanted the robots to do, which connected well with computational thinking. We also had to think ahead and plan accordingly in order to have the robot successfully make it through the course. By working on making our own algorithms, we learned how to create step by step instructions and how to appropriately code what we wanted to occur. I think this activity was very beneficial and a great hands-on way to learn this material!

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Something I found important in this activity is how well we wrote out the instructions and gave clear info to the person going through the course. This relates to the algorithm part of computational thinking because it is a step-by-step process to get to the end goal. I thought this activity was fun and it taught me a lot, it taught me to be precise because everyone interprets things differently and how I need to use my words and instructions. I think this is important for teachers to understand this and to focus on this for their students. Overall, I enjoyed this!

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With the step on the lego activity, since I was the robot my teamates had to clearly give me directions that were straight foward so that I was able to not step on a lego. this activity alllowed me to really be able to see computional thinking in action and showed the steps much clearer as we had to go by them for the activity. overall, this activity really gave me a better understanding of the concept of computional thinking.

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The "don't step on a Lego" activity was used as a method to reinforce the concepts of algorithms and step-by-step instruction. The activity started with creativity in the form of group work to create a maze of legos. The work that went into generating the code for our human robot classmate needed to be communal between all group members which showed how meticulous a algorithm could really be. I felt that the steps of generating the code for the human robot and for the robot on wheels were the most reflective of computational thinking. I felt that this form of hands on group work was a positive example of how teachers can take a simple instruction and break it fully down for their students in order to refine a topic.

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This activity cultivated computational thinking because it taught me the importance of being very specific when it comes to coding. Each step needs to be thoroughly thought through and must be very intentional if you want to get a specific results. By first doing it with a classmate, it made the each step feel a bit easier, which int urn made it easier to compute how to code it for the robot. The hands on aspect of the activity really cultivated this style of learning!

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The "Don't Step on a Lego" activity cultivated computational thinking by having us come up with specific directions to give to our "robots". This allowed us to be able to use our imagination and to use our critical thinking to come up with a course and then change our directions so that our "robot" is able to get through the maze.

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The "Don't Step on a Lego" activity was very engaging and a perfect example of computational thinking. This is because we had to create directions for our human-robot which was a way of creating an algorithm. We were then challenged to see if we could use the same algorithm to program a robot to go through the same maze we created for our group member.

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The "Don't Step on a Lego" activity cultivated Computational Thinking through having to record and display each step accurately and precisely to make sure that our teammate did not step on a lego. It is crucial to be very thorough in explanations so that our future students know what to do and when in terms that they will understand. The Dash Robot that we used for our lego maze truly allowed me to recognize the algorithms that computers have to understand and read in order to get to the ultimate goal, the intended purpose of its use. This activity allowed the class to explore how to solve issues in the perspective of a computational thinker in an interactive and hands-on way.

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The don't step on the lego activity was a perfect representation of conceptual thinking. This project made us consider problems that we could run into when trying to direct our classmate acting as the robot. We also used a program for coding. We were asked to write out our steps that we would use to direct our robot. I like that this was a fun activity that had us working together as a group and work through our problem solving skills.

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The "Don't Step on a Lego" activity was a little different from my perspective as the 'robot' but the end goal of effective comprehension of computational thinking was the same as the rest of my group. The problem solving aspect of how to get me to avoid all obstacles and my interpretations of what those instructions meant allowed for better problem solving and revisions. Getting me to avoid the legos was a collaborative effort that required us all to come up with ideas and theories to make this situation work.

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the "don't step on a lego" activity was a helpful method designed to reinforce the concepts of algorithms and step by step instructions. Our group worked together to build a maze using legos and we also added obstacles for our " robot" to navigate around. The group effort was highlighted when we worked together to develop a code for our human robot classmate to navigate the maze in the most simplistic/ efficient way possible. I found that the process of creating a code for both the human robot and the actual wheeled robot best demonstrated computational thinking. This physical/ hands on group work activity provided a great example of how teachers can change a simple instruction to break it down effectively to teach complex topic.