18th October 2018

Implementation of
Computational Thinking and Computer Science
in the
English Language Classroom

A report for MDEC CT/CS Module

Prepared by Tan Cheng Hoe
Abstract

This report is a classroom investigation on how Computational Thinking and Computer Science

(CT/CS) is implemented in the English Language classroom. The objective is to observe the

suitability and implementation process of the CT/CS concepts in teaching the English language in a

primary school setting.

1. Introduction

The classroom investigation investigates the implementation of Computational Thinking and

Computer Science Concepts (CT/CS) and its incorporation into everyday classroom lessons. The

CT/CS skills are considered to be important in creating students who are adept problem solvers.

For primary schools in particular, the main implementation will be about the 4 core components of

Computational Thinking; Decomposition, Abstraction, Pattern Recognition and Algorithm design.

For this specific classroom investigation, the classroom targeted consists of 8 year old pupils, within

an English language (EL) classroom lesson. The concepts are taught implicitly, without explicitly

stating the terms of computational thinking the students are using.

The expected challenges are to streamline the implementation of computational thinking with the

current topics in the EL lessons based on the current Common European Framework of Reference

(CEFR). As some of the activities are created with higher order thinking skills (HOTS) in mind, the

The expected barriers are to adapt and introduce the concepts suitable for 8 year old children who

don’t use English as a first language. Concepts have to be visualised and multiple examples will need

to be shown before students can apply the skills to a different topic or subject.

The report will first detail how each concept is introduced in the lesson and its effect on the learning

outcomes and environment followed by conclusion and recommendations.

2. Implementation of CT/CS Concepts in the English Language Classroom

In my classroom investigation, I have chosen Unit 6 topic an old house. It will be sectioned into 4

main parts, with subtopics on introduction of the concept, the teaching of the concept, and the

evaluation of the concept.

2.1 Decomposition

Decomposition is the act of deconstructing something down to its separate parts, which then

can be studied, solved, developed or evaluated on their own. This teaches to break down

complex problems to make them easier to understand and solve, and larger systems easier to

design.

2.1.1 Introduction:

The students are taught to understand the concept of ‘house’ as comprising of ‘rooms’

and each room has their own specific purpose.

2.1.2 Activity

The main idea is to decompose the concept of house as consisting of rooms with a

specific purpose which they can study each one in detail.

rooms linked together and

House is
each has specific purpose

 =

Figure 1. Decomposition activity

2.1.3 Evaluation
 Evaluation is done visually, and students that are able to break down the house into its

proper rooms and specific purposes considered to have completed decomposition

successfully.

2.2 Abstraction

Abstraction is often used to simplify the scale and complexity of a problem or a subject.

Complexity is simplified by hiding complicated details behind a simple abstraction or a

model.

2.2.1 Introduction

The i-think mind maps are an example of how a model is constructed to simplify the

subject or problem. In the classroom investigation, activities are simplified to suit the

8 year old pupils. The students are asked to build mind maps, after given a few

examples.

2.2.2 Activity

Pupils are asked to abstract by identifying the centre word in a “circle on map”

worksheet. Adjectives identifying various features, or a category of words are put in

the circle, and the students will have to abstract from the words given, the main idea.

With familiarity of the concept of modelling, students will be tasked with more

difficult forms of abstraction in the future.

bedroom
cellar

hall
kitchen

dining room
living room

bathroom

figure 2. expected result

 2.2.3 Evaluation

Pupils are considered to have understood the concept of abstraction when they can

name the main idea in the center circle correctly

2.3 Pattern Recognition

Implementing pattern recognition in an EL classroom is essentially a requirement, as

language acquisition is highly dependent on pattern recognition. As language is not

numerical data, pattern recognition in the EL classroom is mostly based on classification of

data in a heuristic manner.

2.3.1 Introduction

In the investigation, students are tasked with identifying usage of “There is a” and

“There are” and the rules associated with. Students are asked to identify rules of its

usage, based on the examples given.

2.3.2. Activity

Students are shown examples of sentences with pictures.

They are then asked to determine and define the rules of how to use the following to

begin their sentences. Students match sentences to pictures until they have

familiarized themselves with it.

There is a There are

when talking about one object when talking about more than one object

Figure 3. identify singular/plural rules

2.3.2 Evaluation

Students are later shown other examples and asked to identify which to use depending

on the number of objects given.

2.4 Algorithm Design

Algorithm design is about breaking a task into a set of processes that can be ordered in

sequence. At is simpliest form, it is just a set of instructions to complete a task.

2.4.1 Introduction

In the investigation, based on the topic, pupils are shown a time lapse video of how a

house is built, and after discussion with the teacher, they are tasked to order a

sequence of how the house was built from a jumbled list.

2.4.2 Activity

Pupils are tasked to arrange the sequence of house construction from a jumbled list

into a flowchart similar to below.

Clear the area

Build a cellar

Lay out the floor

Put up walls

Put up the roof

Figure 4.expected flowcharting result

2.4.3 Evaluation

For evaluation, pupils are considered to have learnt the basis of algorithm design by

completing the task correctly. Further evaluation by implementing the same activity

for other topics is necessary for a better gauge of understanding of algorithm design.
3. Conclusion

Completing the classroom investigation has led the investigator into a few conclusions. It is

decided that this report shall present the conclusion based on the investigator’s impression,

pupils reaction and acceptance of the CT/CS concepts, and the time factor for introducing the

concepts

3.1 Impressions

Completing the classroom investigation has led the investigator into a few

conclusions. The computational thinking (CT/CS) modules certainly have similarities

to higher order thinking skills (HOTS) found in the Common European Framework of

Reference (CEFR) Supermind textbooks. However (CT/CS) is more computing

specific for the future digital work that the pupils may face. Introducing the concepts

early will help them adapt easier to the digital future.

3.2 Pupil’s response

Students reacted positively to the activities, but it can be noticed that they are

sometimes hesitant to use their own thinking to find the answers, resorting to wait for

a solution to appear from their peers. However, the active pupils have no issues and

in fact seemed to enjoy being challenged and feeling accomplished when they have

used computational thinking to solve the activities given.

3.3 Time Factor

The issues faced within the investigation is primarily the time factor. Schools now

have a lot of activities and teachers are constantly on duty to prepare for the activities.

To adapt and implement computational thinking concepts requires a lot of time and

preparation, and also the teacher needs to do their research to ensure that the concept

is implemented successfully.
4. Recommendations

As per the conclusions above, the classroom investigation has found an issue that need to be

address to better prepare teachers to implement CT/CS skills in schools. The only issue with

the implementation is the time taken to prepare for implementing the computational thinking

skills is not a short one. To brainstorm, adapt, create activities and materials is a gargantuan

task for one teacher with limited resources, given that teachers are also responsible for other

duties such as competitions, discipline and also their own classroom management and

subject. It is the investigator’s hope that a committee will be set up, and time allocated for the

committee to build some sample lesson plans to ease the transition and implementation of

CT/CS skills and for teachers to refer to as a starting point.