Computational Thinking Skill

Training Module
for
Continuous Professional Development
2017

Organized by:

Conducted by:

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Contents
Agenda .............................................................................................................................. vi
Welcome .......................................................................................................................... viii
Introduction ........................................................................................................ viii
Objectives .......................................................................................................... viii
Our Expectation of You ..................................................................................... viii
Questions for You.............................................................................................. viii
Confidentiality .................................................................................................... viii
MODULE 1: INTRODUCING COMPUTATIONAL THINKING.................................. 2
SECTION 1: WHAT IS COMPUTATIONAL THINKING (CT) ................................... 2
Overview ................................................................................................................ 2
Outcome ................................................................................................................ 2
What is CT? ........................................................................................................... 2
Four main concepts............................................................................................. 3
1. Decompose ................................................................................................................. 3
2. Pattern ......................................................................................................................... 3
3. Abstraction .................................................................................................................. 3
4. Algorithm ..................................................................................................................... 3
Other concepts ..................................................................................................... 4
Application ............................................................................................................ 5
Question for you ................................................................................................... 7
What is unplugged activity? ................................................................................ 7
Why use unplugged activities? ........................................................................... 7
Conclusion ............................................................................................................ 8
Further exploration ............................................................................................... 8
SECTION 2 : DECOMPOSE ............................................................................................ 9
Overview ................................................................................................................ 9
Outcome ................................................................................................................ 9
Decompose: Activity 1- Video ............................................................................. 9
Decompose: Unplugged Activity - Hand Jive................................................... 10
Discussion .......................................................................................................... 11
Conclusion .......................................................................................................... 11
SECTION 3: PATTERN ................................................................................................. 13
 Overview .............................................................................................................. 13
Outcome .............................................................................................................. 13
Patterns: Activity 1- Video ................................................................................. 13
Patterns: Unplugged Activity 1- Elephants ...................................................... 13
Patterns – Unplugged Activity 2: Pattern Decoding ........................................ 15
Discussion: ......................................................................................................... 19
Conclusion .......................................................................................................... 19
SECTION 4 : ABSTRACTION ...................................................................................... 20
Overview .............................................................................................................. 20
Outcome .............................................................................................................. 20
Abstraction: Activity 1- Video ............................................................................ 20
Abstraction: Unplugged Activity 1- Making Sentences ................................... 20
Abstraction: Unplugged Activity 2 - Guessing Game...................................... 21
Discussion .......................................................................................................... 22
Conclusion .......................................................................................................... 22
SECTION 5 : EXPLORING ALGORITHMS ................................................................ 24
Overview .............................................................................................................. 24
Outcome .............................................................................................................. 24
Algorithm: Activity 1 - Video .............................................................................. 24
Algorithm: Unplugged Activity 1 - Monster Face ............................................. 25
Algorithm: Unplugged Activity 2 - Graph Paper Programming ...................... 28
Algorithm: Unplugged Activity 3 - Algorithms In Daily Life ............................ 30
Conclusion .......................................................................................................... 31
SUMMARY ....................................................................................................................... 32
Further Exploration ............................................................................................ 32
MODULE 2 : EXPLORING COMPUTATIONAL THINKING SKILLS USING
SCRATCH PROGRAMMING ......................................................................................... 34
Overview .............................................................................................................. 34
Outcome: ............................................................................................................. 34
SECTION 1: GETTING STARTED............................................................................... 34
About Scratch ..................................................................................................... 34
Activity 1. Showcase examples of Scratch Programming Projects ............... 35
Installation........................................................................................................... 36
SECTION 2: INTRODUCTION TO SCRATCH 2.0 ................................................... 37

Computational Thinking Skill Training Module

 Step 1 : Introduction to Scratch interface .................................................... 37
Step 2: Introduction to the Script blocks.......................................................... 38
Hands-on session ............................................................................................... 39
SECTION 3 : DEVELOPING A SCRATCH PROJECT ............................................. 43
Overview .............................................................................................................. 43
Scenario .............................................................................................................. 43
Developing an algorithm .................................................................................... 44
Tutorial : Starting A New Project : Maze Game ................................................ 45
Challenge 1 ......................................................................................................... 71
Reflection ............................................................................................................ 71
MODULE 3 - INTEGRATING COMPUTATIONAL THINKING (CT) SKILLS IN
TEACHING AND LEARNING ....................................................................................... 73
Overview .............................................................................................................. 73
SECTION 1: TEACHING STRUCTURE: BRAIN-BASED ........................................ 73
Activation ............................................................................................................ 74
Develop ................................................................................................................ 74
Learn-By-Doing ................................................................................................... 75
Integration ........................................................................................................... 75
Review ................................................................................................................. 75
Preview ................................................................................................................ 76
SECTION 2: INQUIRY BASED APPROACH ............................................................. 77
Building a Culture of Inquiry.............................................................................. 77
What is Inquiry-Based Learning (IBL)? ............................................................. 77
What Does The Research Say? ......................................................................... 78
Why Inquiry-Based Learning? ........................................................................... 78
Tips for Teachers ................................................................................................ 79
Suggestion for Practise ..................................................................................... 79
Inquiry Process ................................................................................................... 80
Questioning Technique ...................................................................................... 81
Summary ............................................................................................................. 82
CT Rubrics .......................................................................................................... 83
Conclusion .......................................................................................................... 85
SECTION 3 - INTEGRATING CT IN TEACHING LEARNING ACTIVITIES ........ 86
UNPLUGGED ACTIVITIES ........................................................................................... 86

Computational Thinking Skill Training Module

 Subject : Mathematics ................................................................................. 86
Activity 1 : Figuring it Out ............................................................................................. 86
Subject : Science ........................................................................................ 88
Activity 2 : Move it, Move it ....................................................................................... 88
Subject : Reka Bentuk Teknologi .............................................................. 90
Activity 3 : Weaving Mat ............................................................................................. 90
Subject : Pendidikan Seni Visual ............................................................... 92
Activity 4 : Fun with papier-mache ............................................................................. 92
Subject : Bahasa Melayu ............................................................................ 93
Activity 5 : Smart Writer ............................................................................................... 93
Subject : English Language ........................................................................ 95
Activity 6 : Tour Guide .................................................................................................. 95
Subject : History ........................................................................................... 98
Activity 7 : The Melaka Malay Sultanate Timeline ................................................... 98
Subject : Moral Studies ................................................................................... 101
Activity 8 : What kind of a bullyist are you? ............................................................ 101
Subject : Islamic Studies ........................................................................... 102
Activity 9 : “My Haj” flow chart................................................................................... 102
Subject : Pendidikan Jasmani dan Kesihatan ......................................... 103
Activity 10 : I am a designer too. ............................................................................... 103
Subject : Bimbingan dan Kaunseling Kelompok ..................................... 104
Activity 11 : I need someone to talk to ...................................................................... 104
Subject : Dyslexia, Dyscalculia and Dysgraphia in Remedial Education105
Activity 12 : Insights - Dyslexia ................................................................................... 105
Subject : Music ........................................................................................... 107
Activity 13 : Sing Along ................................................................................................ 107
Subject : Bahasa Khadazan Dusun ......................................................... 109
Activity 14 : Smart Writer ............................................................................................ 109
Subject : Bahasa Iban ............................................................................... 111
Activity 15 : Smart Writer ............................................................................................ 111
Subject : Bahasa Tamil ............................................................................. 113
Activity 16 : Smart Writer ............................................................................................ 113
Subject : Bahasa Arab .............................................................................. 115
Activity 17 : Smart Writer ............................................................................................ 115

Computational Thinking Skill Training Module

 Subject: Music and Creativity in Early Childhood Learning (Muzik dan
Kreativiti dalam PAKK) ..................................................................................... 117
Activity 18 : Smart Song Writer ................................................................................. 117
Subject : Chinese Language, Literature and Culture (BCN1064 Bahasa,
Sastera dan Budaya Sosial) 语文、文学和社会文化 ........................................ 118
Activity 19 : Mind map/Thinking Maps 思路图......................................................... 118
Conclusion ........................................................................................................ 123
After class assignment .................................................................................... 123
Bibliography ...................................................................................................... 124

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Agenda

Day 1: Module 1 - Introducing Computational Thinking

Time Details Module

8:00 am Welcome and Ice Breaking Activity
8.30 am – 10.30 am Introduction Module 1: Section 1
 What is CT
 Overview of CT concepts
Unplugged Activities: Module 1: Section 2
 Concept 1: Decompose
 Explain + unplugged activity
 Discussion
10.30 am – 11.00 am Tea Break
11.00 am – 1.00 pm Concept 2: Pattern: Module 1: Section 3
 Explain + unplugged activity
 Discussion
Concept 3: Abstraction Module 1: Section 4
 Explain + unplugged activity
 Discussion
1.00 pm – 2.00 pm Lunch Break
2.00 pm – 4.00 pm Concept 4: Algorithm Module 1: Section 5
 Explain + unplugged activity
 Discussion

Day 2: Module 2 - Exploring Scratch

Time Details Module

8:00 am Welcome
8.30 am – 10.30 am Scratch : Module 2: Section 1
Getting to know Scratch Interface
 Getting Started
10.30 am – 11.00 am Tea Break
11.00 am – 1.00 pm Hands on with Scratch Module 2: Section 2
1.00 pm – 2.00 pm Lunch Break
2.00 pm – 4.00 pm Hands on with Scratch Module 2: Section 3
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Day 3: Module 3 - CT Skills Integration in Teaching and Learning

Time Details Module

8:00 am Welcome
8.30 am – 10.30 am Integrating CT into the Module 3: Section 1
classroom Module 3: Section 2
 Unplugged Activity – Module 3: Section 3
subject focused
10.30 am – 11.00 Tea Break
am
11.00 am – 1.00 pm Group work: Module 3: Section 3
 Plan an unplugged
activity to integrate CT
into the classroom
1.00 pm – 2.00 pm Lunch Break
2.00 pm – 4.00 pm Group work: Module 3: Section 3
 Plan an unplugged
activity to integrate CT
into the classroom

Day 4: Module 3 - Integrating CT Skills in Teaching

Time Details Module

8:00 am Welcome
8.30 am – 10.30 am Presentation of group work
10.30 am – 11.00 Tea Break
am
11.00 am – 1.00 pm Presentation of group work
Reflection and Q&A
1.00 pm – 2.00 pm Lunch Break

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Welcome

Introduction

This course aims to help educators learn about Computational Thinking (CT), how computer
science materializes this thinking skills and how it can be integrated into a variety of subject
areas. It increases educators’ awareness of CT, allows educators to explore examples of CT
that can be integrated into their subject areas, experiment with examples of CT-integrated
activities for their subject areas, and create a plan to integrate CT into their own curricula.

It also emphasizes problem solving that utilizes participants’ prior knowledge in their subject
area together with computational thinking skills to help them understand the nature and scope of
problem. The training also equip educators with hands-on experience to ensure that the CT
skills can be effectively delivered and transferred to them.

Objectives

After the training, participants are able to:

 Synthesis CT into teaching.
 Transfer CT skills to students.
 Have the technical skills (programming) and problem solving ability to teach the software
within the curriculum.

Our Expectation of You

Participant is
 willing to learn
 flexible and adaptable
 very organized
 comfortable facilitating / guiding learning, rather than giving answers
 comfortable using technology
 able to think creatively, innovatively, likes to problem solve
 comfortable to facilitate students who are tech-savvy
 able to guide fast learning students to scaffold their peers

Questions for You

1. Are you enthusiastic about participation?

2. Do you have adequate status among your peers to withstand criticism and lead cooperative
collaboration among the majority of the faculty?
3. Are you experienced and mature enough to collaborate with the trainer to generate the
most advantageous customizations?

Confidentiality
Materials distributed for this training purpose are strictly private and confidential and should not
be copied, distributed, reproduced or shared in whole or in part, nor passed to any third party.

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MODULE 1
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MODULE 1: INTRODUCING COMPUTATIONAL THINKING

SECTION 1: WHAT IS COMPUTATIONAL THINKING (CT)

Overview

This module introduces participants to computational thinking, explores together with

participants where does it occur, why should educators care, and how it is being applied.

Outcome

After completing this module, you should be able to:

 Describe what CT is.

 Understand Decompose and its application.

 Understand Pattern and its application.

 Understand Abstraction and its application.

 Understand Algorithm and its application.

 Understand Other Computational Thinking Concepts and its application.

What is CT?

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Four main concepts

1. Decompose
Breaking down data, processes, or problems into smaller, manageable parts.

2. Pattern
Observing patterns, trends, and regularities in data.

3. Abstraction
Identifying and extracting relevant information to define main idea(s).

4. Algorithm
Creating an ordered series of instructions for solving similar problems or for doing a task.

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Other concepts

Logical Reasoning
Enables pupils to make sense of things by analysing and checking facts through thinking
clearly and precisely.

Evaluation
The process of ensuring that a solution, whether an algorithm, system, or process, is a
good one: that it is fit for purpose.

Parallelization
Threading, pipelining, dividing data or task in such a way to be processed in parallel
solution.
Simultaneous processing of smaller tasks from a larger task to more efficiently reach a
common goal

Simulation
Developing a model to imitate real-world processes using algorithm, animation, parameter
sweeping.

Data Representation
Use data structures such as array, linked list, stack, queue, graph, hash table, etc

Data Analysis
Write a program to do basic statistical calculations on a set of data

Data Collection
Gathering Information

Automation
Having computers or machines do repetitive tasks

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Application

Daily-life example:
Some examples are given here. Can you think of other examples?

CT Concepts Example

Decompose When we taste an unfamiliar dish and identify several

ingredients based on the flavor, we are decomposing that dish
into its individual ingredients;

Patterns People look for patterns in stock prices to decide when to buy
and sell;

Abstraction A daily planner uses abstraction to represent a week in terms

of days and hours, helping us to organize our time;

When a chef writes a recipe for a dish, they are creating an

Algorithm algorithm that others can follow to replicate the dish.

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In your day-to-day teaching experience:

Credits to https://creativecommons.org/licenses/by/4.0/

CT Concepts Subject Example

Decompose Mathematics We can decompose a number such as 256.37 as
follows: 2*102+5*101+6*100+3*10-1+7*10-2
In science we decompose a projectile’s velocity into its
components along the x- and y-axis.

Pattern Mathematics We write generalized formulas in terms of variables

instead of numbers so that we can use them to solve
problems involving different values
Eg: The slope of any straight line can be described
as a function of y = mx + b.

Abstraction English Find the main idea (thesis) of a short story or article to
help students understand the important information.

Algorithm Mathematics When we add and subtract fractions with different

denominators, we follow an algorithm.

Parallelization Biology An example of parallelization in computing is when a

single task (such as the analysis of a DNA sequence) is
broken into smaller tasks and simultaneously analyzed
by different computers so that the analysis can be
processed more efficiently.

Parallelization General Define the common goal at the outset, and then have
your students work in groups. Assign different tasks to
each group to work toward the common goal.

Show how automation can be used to perform tasks that

Automation Geography would take a very long time to complete using a manual
process, such as identifying the migration patterns of a
specific demographic based on census data.

Have students engage in the process of collecting data

by having them gather the birthday and gender of their
Data collection Mathematics peers and record it in a spreadsheet.

Ask students to formulate their own questions that can

be addressed with data collection; work through data
Data Analysis General together to answer them.
Using data sets with anonymized personal data, such as
height, shoe size, favourite colour, etc., show how data
analysis can be used to highlight information that is
meaningful and relevant to your students

Simulation Science Have your students illustrate the movement of a solar

system by modelling the gravitationally curved path of an
object around a point in space

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Question for you

Discuss and share your thoughts on the difference between CT and:

 Problem Solving Skills

 Mathematic Skills

 Critical Thinking Skills

What is unplugged activity?

• ‘Unplugged’ refers to activities which don’t require the use of any electronic technology.
• The activities introduce students to Computational Thinking through concepts such as binary
numbers, algorithms and data compression, separated from the distractions and technical
details of having to use computers. Importantly, no programming is required to engage with
these ideas
• Activities may be paper based, use drama or other practical hands-on tasks to teach CS
• Activities often require pupils to take on the role of the computer - kinesthetic experiential
learning

Why use unplugged activities?

• Computing curriculum aims to develop pupils’ computational thinking skills, this includes:
•
- Algorithmic thinking
• Sequencing tasks into steps
• Understanding the importance of the order of the steps
• Thinking through the outcome of algorithms
• Including repetition and selection within algorithms (Ks2)

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• Evaluating the effectiveness of algorithms and improving as required

(debugging)

- Decomposition – ability to break down problems into sub-problems to help solve

• We can develop these skills without technology

- Powerful kinesthetic learning experiences
- Technology may be barrier to developing CT skill

Conclusion

Barr, D, Harrison, J, Conery, L. in their write-up says that:

The application of computer technology to virtually every field of study has changed the way
work is done today. While the human mind is by far the most powerful problem-solving tool we
have, the ability to extend the power of human thought with computers and other digital tools
has become an essential part of our everyday lives and work.

We all need to understand how, when, and where computers and other digital tools can help us
solve problems, and we all need to know how to communicate with others who can assist us
with computer-supported solutions.

Students already learn many elements of the set of computational thinking skills in a variety of
disciplines, but we need to ensure that all students have the opportunity to learn the complete
set of skills so their combined power is available to them.

Further exploration

 Explore the attached unplugged activities.

 Read up the case study by Yadav. A. et al.
 Read up the article on Computational Thinking by Jeannette Wing.

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SECTION 2: DECOMPOSE

Overview

In this module, we will explore the process of decomposition and develop participants’ own
processes for approaching a problem through decomposition. Sometimes the problem is so big
or complex that we don’t know where to start. Decomposition is when we break a problem down
into smaller manageable parts to make it easier to tackle. Decomposition is the ability to break
down a task into minute details so that we can clearly explain a process to another person or to
a computer, or even to just write notes for ourselves. As we decompose something we learn
more about it. If we decompose a problem it becomes more manageable as we can deal with
the parts separately and more easily. This approach has many advantages. It makes the
process a manageable and achievable one – large problems are daunting, but a set of smaller,
related tasks are much easier to take on. It also means that the task can be tackled by a team
working together, each bringing their own insights, experience and skills to the task.
A real-world analogy of decomposition might work something like this: When we taste an
unfamiliar dish and identify several ingredients based on the flavor, we are decomposing that
dish into its individual ingredients.

Decomposition is everywhere in primary practice. We are always asking pupils to find out more,
tell us more. If pupils undertake any kind of project or task, such as: putting on a school play,
organizing a cake sale, creating a news report, working out how to solve a non- routine
mathematics problem, making a sandwich or getting dressed for Physical Education, they will
need to break the task up into manageable tasks or parts. That is decomposition.

Outcome

After completing this module, participants will be able to:

 Break down a problem into smaller manageable parts

 Decompose a problem into sub-problems
 Design solutions to problems that depends on solving smaller sub-problems.

Decompose: Activity 1- Video

Watch and discuss the following video: M1.1_Decompose-Act1-Video OR

https://www.youtube.com/watch?v=yQVTijX437c

Duration : 10 minutes

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Decompose: Unplugged Activity - Hand Jive

Credits to http://barefootcas.org.uk/wpcontent/uploads/2015/02/DecompositionDesignSheet.pdf

Duration : 50 minutes

Introduction

This is an unplugged activity in which participants are shown hand jive sequences of
movements. Participants break the sequence of actions down into parts and in so doing are
decomposing. Participants link this idea to breaking problems down when creating computer
programs such as animations or games.

Objectives

 Participants will be able to break down(decompose) a sequence of moves into its parts
and in so doing are decomposing.
 Participants solve problems by decomposing them into smaller parts

Materials: One decomposition design sheet for each pair (D01)

Procedure

1. Show participants the sequence of hand movements, hand jive, as given below (Act it
out). The sequence needs to be relatively complex or long so that participants will find it
difficult to remember the parts without it being broken down into parts.

HAND JIVE

a. Pat your hands on your knees or thighs 2 times.

b. Clap your hands two times.
c. Crisscross your hands right hand above.
d. Crisscross your hands right hand below.
e. Making 2 fists, hit your hands together twice with the right
hand on top.
f. Making 2 fists, hit your hands together twice with the left
hand on top.
g. Make a thumbs-up sign with your right hand and point
backwards over right shoulder twice, as if you were hitchhiking
h. Make a thumbs-up sign with your left hand and point
backwards over left shoulder twice, as if you were hitchhiking.
i. Repeat steps a – h 3 times

2. Ask participants now to recreate the sequence without showing it to them again, or
explaining the parts.
3. Group participants in pairs. Give each pair the decomposition design sheet on which to
record their sequence.
4. Lead a discussion around how you could teach them it in a more effective way, leading
to the idea of breaking the sequence down into parts.
5. Explain that breaking something down into parts is called decomposition.

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6. Model how to break the sequence into parts (decompose it). Model how to number
and/or name each part and draw an image of each part. (Perhaps model just breaking
down the first 2 or 3 parts.)
7. Give pairs time to work out their sequence of movements and record their
decomposition. Participants should work collaboratively discussing moves, recording
each part, testing it out and debugging it.
8. As participants are working: circulate around the pairs to ensure participants are
breaking down their sequence into parts.
9. Stop the whole class on a couple of occasions and ask selected pairs to demonstrate
their sequence so far.
10. Ask pairs of participants to swap their designs and try them out – to debug them.
11. Ask a selection of pairs to teach the class their finished sequence, using their
decomposition to help them. If possible show their design at the same time, per- haps
using a visualizer.

Discussion

1. What is decomposition?
2. Why is it useful?
3. How is it used when creating computer animations or games?

Conclusion

Decomposition is a fundamental skill when working with computers as it helps us break down
complicated problems, focus on one part at a time and share the work with others.
Lead a class discussion about how breaking down the sequence into parts helped their design
process and sharing of the sequence. Points for discussion might include, being able to see the
overall sequence of parts, being able to spot repetition, being able to focus on one part at a
time.
Ask pupils in pairs to think how computer programs are created by computer scientists, for
example if they were creating a new computer game, say one like Angry Birds. Some designers
might work on the first level of the game others on the next. Some programmers might work on
the backgrounds, some on the sound and others on the action.

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D01
Date: Names:

Decomposing our sequence (breaking it down into parts)

How do you start? Have you got all the parts? How does it end? Do you repeat any parts?

Decomposition Design Sheet

Part Drawing Notes

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SECTION 3: PATTERN

Overview

In this module, we will explore examples of patterns and develop participants’ own processes
for approaching a problem through pattern recognition.

From pattern recognition, we will then abstract the important information we want.

Outcome

After completing this module, participants will be able to:

 Identify similarities and differences in situations and can use these to solve problems.

 Recognizes that some problems share the same characteristics and use the same
algorithm to solve both.

 Designs a solution to a problem that depends on solutions to smaller instances of the same
problem (recursion).

Patterns: Activity 1- Video

Watch and discuss the following video: M1.2a_Pattern-Act1-Video OR

https://www.youtube.com/watch?v=SixLnIDV1yY

Duration : 10 minutes

Patterns: Unplugged Activity 1- Elephants

Credits to:
http://barefootcas.org.uk/barefoot-primary-computing-resources/concepts/patterns/

Duration: 20 minutes

Introduction

Once we have decomposed a complex problem, it helps to examine the small problems for
similarities or “patterns”. These can help us to solve complex problems more efficiently. The
patterns are similarities or characteristics that some of the problems share. Pattern recognition
is one of the four cornerstones of Computer Science. Participants will recognize why patterns
are important while decomposing problems that can help us solve more complex problems more
efficiently.

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Objectives

After completing this module, participants will be able to:

 understand what patterns are and be able to examine small problems for similarities.

 find similarities or patterns among small decomposed problems that can help
them solve more complex problems more efficiently

 recognize that same solutions exist for different or similar problem.

Materials

Power point presentation

Blank pieces of paper
Markers, pens, or pencils

Procedure

1. Show power point presentation – Give each pair of participants a copy of the patterns
challenge sheet ask participants to look at the power point presentation and give them a
few minutes to discuss what is the same, what is different and what we can generally say
about the images of elephants.

2. Lead a class discussion about what is the same e.g. they all have big ears, a trunk etc.
Discuss what is different e.g. some have tusks, others do not. Agree on a general
‘statement’ about elephants e.g. all elephants have big leathery ears, a long wrinkled trunk,
are big and usually live somewhere hot.

3. Explain that today participants are spotting patterns.

Discussion

Ask a selection of participants to describe what patterns they found and what general
statements they thought of or jotted down. Lead a class discussion to discover if all participants
thought the same. Explain that in computer science we often look for patterns. This helps us find
general ways of looking at things. This helps us to reuse ideas. If we wrote a computer game
program with elephants in it, we could write codes to draw a basic body, and change the colour
and size of each elephant reusing the basic elephant body code.

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Patterns – Unplugged Activity 2: Pattern Decoding

Duration : 30 minutes

Overview:

With nothing but paper and markers, participants will learn how to recognize patterns.
Participants will have to write letter for others and they will then switch patterns with another and
write letter or number based on what that patterns indicates.

Objectives:

After completing this activity, participants will be able to:

 understand what patterns are and be able to examine small problems for similarities.

 find similarities or patterns among small decomposed problems that can help
them solve more complex problems more efficiently

 identify patterns to can make predictions, create rules and solve more general problems.

 recognize that same solutions exist for different or similar problem.

Materials:
 Pattern Decoder Key (D02: M1.2b_Pattern-Act2-BinaryDecodeKey)
 Pattern strips (D03: M1.2c_Pattern-Act2-BinaryStrips)
 Plain paper
 Grid paper
 Markers, pens, or pencils

Procedure:

1. Distribute Pattern Decoder Key to all participants.

2. Display Pattern Decoder Key randomly without alphabets and ask participants to study
the patterning to identify the alphabets shown.
3. Give each group the treasure hunt activity sheet.
4. Groups work together to decode the sentence given using the binary decoder key.
5. Groups that manage to crack the code can proceed to find the treasure.

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Activity Sheet:

1. Decode the following and go find your treasure.

If you want to check the answer, Answer_sheet_Module1

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Pattern Decoder Key (M1.2b_Pattern-Act2-BinaryDecodeKey) D02

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Pattern Strips (M1.2c_Pattern-Act2-BinaryStrips) D03

Pattern Letter

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Discussion:

1. Ask them to write their own codes or secret messages using the binary strips. Then
switch codes with others and decipher the codes using the binary decoder key.
2. Discuss the importance of recognizing patterns in teaching and learning.

Conclusion

Pattern Recognition is important because it is a need that appears in many practical problems.
Patterns are everywhere, for example, we use weather patterns to create weather forecasts;
children might notice patterns in how teachers react to their behaviour to work out how to
behave next time. By identifying patterns we can make predictions, create rules and solve more
general problems. In this module, participants spot patterns through unplugged activities to
decoding patterns to reveal treasure.

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SECTION 4: ABSTRACTION

Overview

Abstraction is the process of taking away or removing characteristics from something in order to
reduce it to a set of essential characteristics. Once we have recognised patterns in our
problems, we use abstraction to gather the general characteristics and to filter out of the details
we do not need in order to solve our problem. Through the process of abstraction, we can hide
all but the relevant data about an object in order to reduce complexity and increase efficiency.

A real-world analogy of abstraction might work like this: You are meeting a new customer and
are deciding what to tell him so that he can recognize you in the restaurant. What information
would you tell the customer?

Outcome

After completing this module, participants will be able to:

 Recognise that same solutions exist for the different problem.

Abstraction: Activity 1- Video

Watch and discuss the video on abstraction M1.3_Abstraction-Act1-Video OR

https://www.youtube.com/watch?v=jV-7Hy-PF2Q

Duration : 10 minutes

Abstraction: Unplugged Activity 1- Making Sentences

Duration : 20 minutes

Introduction:

In this activity participants learn how to abstract words from sentences to make a general
sentence that can be used

Objective: to identify words that can be exchanged with a blank to form a general sentence

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Procedure:

1. Identify words that can be abstracted from the sentences below to form a general
sentence.
The cow has 4 legs
The cat has 4 legs
The duck has 2 legs

The ____________ has 4 legs

The _____________has 4 legs
The ____________has 2 legs

2. Look for other words that can be abstracted

The ____________ has ___ legs

The _____________ has ___ legs
The _____________ has ___ legs
3. Combine the sentences into one general sentence

The ____________ has ___ legs

4. This sentence can be used to describe any animal with legs

Discussion

1. How did abstraction work in this activity?

2. Discuss how to create more examples as shown above.

Abstraction: Unplugged Activity 2 - Guessing Game

Credits to:http://csunplugged.org/wp-content/uploads/2014/12/unplugged-05-
information_theory.pdf

Duration: 60 minutes

Introduction

This is an unplugged activity in which the participant creates ‘decision tree’ for guessing what
their partner is thinking. In doing so they learn that they are ignoring unimportant details and are
only including that which is most important, and in so doing are abstracting.

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Objectives

At the end of this activity participants can say

 what is important and must be included

 what is unimportant and can be ignored
 how a computer program (for example, a computer simulation or game) includes what is
important and excludes what is unimportant

Materials : Paper and Pen

Procedure

1. Invite one participant to the front of the class to play a short ‘guess what’ game.
2. Ask the participant to select and remember a number from 0 to 7.
3. Start with a number, x for guessing (for example x=4)
4. Ask “Is the number more or equal to 4?”
5. Then, sketch a ‘decision tree’ as in Figure 1 for guessing a number from 0 to 7 as
follows:

Figure 1: Decision tree for guessing number from 0 to 7

6. Participants play in pairs: Player A and Player B.

7. Player A will ask Player B to select and remember a number from 0 to 15.
8. Then, player A will guess the number by sketching a decision three.

Discussion

1. How did abstraction work in this activity?

2. Lead a discussion to consider what enabled the guesser to work out what item was
being guessed. Lead to the idea that the maker had to work out what was most
important about the item, and what could be ignored, which helped the guesser work out
what the item was.

Conclusion
Abstraction allows us to create a general idea of what the problem is and how to solve it. The
process instructs us to remove all specific detail, and any patterns that will not help us solve our
problem. This helps us to form our idea of the problem. This idea is known as a ‘model’.

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If we don’t abstract we may end up with the wrong solution to the problem we are trying to
solve. Abstraction makes problems simpler and clearer to be solved. The skill in abstraction is in
choosing the right detail to hide without losing anything that is important.

Computer program that plays chess is an abstraction. It is a finite and precise set of rules
carried out each time that it is the computer’s turn. It is far removed from the analogue,
emotional, biased and distracted mental processes undertaken by a human player of chess. It is
an abstraction because the unnecessary detail of those processes is removed.

The benefits of using abstraction are not unique to computer science; they occur in many
disciplines and across disciplines. For example:

Chemistry is an abstraction of physics: The purpose of chemistry is to understand molecular

interactions without resorting to particle physics to explain every phenomenon.

Biology is an abstraction of chemistry: The purpose of biology is to understand the growth and
behaviour of living things without resorting to molecular explanations for every aspect.
And the list can go on and on.

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SECTION 5: EXPLORING ALGORITHMS

Overview

An algorithm is a precisely defined sequence of instruction or a set of rules for performing a

specific task.
We will walk through examples of algorithms in the following activities. Participants will
recognize why algorithms are powerful tools to increase what they can do and that technology
can be useful for implementing and automating algorithms.

Outcome

After completing this module, participants will be able to:

 Understand what an algorithm is.

 Use logical reasoning to predict outcomes.

 Use logical reasoning to predict outputs.

 Recognize that different solutions exist for the same problem.

Algorithm: Activity 1 - Video

Watch and discuss the following video M1.4_Algorithm-Act1-Video OR

https://www.youtube.com/watch?list=PLDMP_rFBErMNgVRpiMMBfvwc2toZdg4sj&v=C
GPjraqX_ac

Duration : 10 minutes.

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Algorithm: Unplugged Activity 1 - Monster Face

Duration: 60 minutes

Introduction

Let’s go through this short unplugged activity. You will understand what algorithms are, how to
write an algorithm and how to improve it. With nothing but paper and markers, participants will
learn how to write simple algorithms. Participants will have to create directions for others to
draw a specific monster then they will switch algorithms with another and draw the monster
based on what that algorithm indicates. Is the drawing what the original intended?

Objectives

After completing this activity, participants will be able to:

1. Understand what an algorithm is
2. Write an algorithm
3. Use an algorithm
4. Improve their algorithm

Materials

 Monster Catalogue
 Blank pieces of paper
 Markers, pens, or pencils

Procedure

1. Explain the lesson is going to be about instructions and that they are going to have to
follow some instructions to draw something.
2. Explain to participants you have thought of a monster face and you would like to share it
with them.

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3. Say you have already created an algorithm to help them draw it.
4. Say you are going to use the algorithm now. Don’t give them extra detail.
5. Show them your algorithm.

Draw a triangle for the body

Add 3 eyes
Add 3 wings
Add 3 legs
Add a tail

6. Ask participants to show you what they have drawn so that you can model saying if it is
or is not what you expected. e.g. “Oh I didn’t expect that they are all different. I wanted
the legs all around and tiny eyes.

7. Ask them how you could change your algorithm so that it is what you wanted.

8. Participants should start to realize the need for precision in algorithms.

9. Ask what the good algorithm was.

10. Explain that an algorithm is a list of instructions or a set of rules to make something
happen or work something out.

11. Ask them to write their own algorithms to draw a monster face. Then switch algorithms
with others. (use D04 for this purpose)

12. Ask them whether the others can draw a monster face exactly with her/his algorithm.

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D04

Algorithms designed by: ____________________

My monster is called ____________________

Algorithm to draw Monster Face

1st attempt: My friend followed my first set 2nd attempt: My other friend followed my
of algorithms and drew improved algorithms and drew

Drawn by ___________________ Drawn by ____________________

Discussion:
Discuss what they can learn from this activity?

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Algorithm: Unplugged Activity 2 - Graph Paper Programming

Duration: 40 minutes

Introduction

By "programming" one another to draw pictures, participants will begin to understand what
programming is really about. The class will begin by having participants instruct each other to
colour squares in on grid paper in an effort to reproduce an existing picture.

Objectives

After completing this activity, participants will be able to:

1. Understand the difficulty of translating real problems into programs

2. Learn that ideas may feel clear and yet still be misinterpreted by a computer
3. Practice communicating ideas through codes and symbols

Materials

1. Grid paper
2. Pens/pencils

Procedure:

1. In pairs, we are going to guide each other toward making drawings, without letting the
other people in our group see the original image.
2. For this exercise, each participant will need sheets of 4x4 grid paper. Starting at the
upper left-hand corner, we’ll guide participants with simple instructions.

3. The arrow symbols are the “program” code and the words are the “algorithm” piece.

Here’s how we would write an algorithm and program to colour the blank grid so that it looks
like the image below:

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4. Try this out then discuss together. See if you can execute the program below.

The program:

The answer should like this:

5. Now write your own program and try it out with your partner.
6. Discuss together.

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Grid paper:

Discussion:

Discuss what they can learn from this activity?

Algorithm: Unplugged Activity 3 - Algorithms in Daily Life

Duration : 10 minutes

Step 1: Choose one of the examples from below:

 Finding a fruit in the grocery store.

 Alphabetizing name tags.

 Re-organizing your kitchen to make finding stuff easier.

 Finding keys that you lost.

 Finding something good to watch on TV.

 Washing your car windows.

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Step 2: Based on the example that you have chosen, discuss:

 The algorithms you use:

 What’s the time requirement of your algorithms?

 What’s the space requirement of your algorithms?

Step 3: Evaluate: Does your algorithm

 Solve a problem

 In shortest time

 With minimum space requirements

Conclusion

A good algorithm should be precise, effective and shortest possible among all solutions. A
learner who has the algorithmic thinking has the ability to think in terms of sequences and rules
as a way of solving problems or understanding situations. It is a core skill that best develops
when learners write their own computer programs. Once the algorithm is understood, it doesn’t
have to be worked out from scratch for every new problem.

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SUMMARY

In summary, computational thinking (CT) is a way of viewing problems and opportunities using
computer science techniques that provide a perspective to understand the underlying algorithms
and computations involved. The term computational thinking was first used by Seymour
Papert in 1996 and made popular by Jeannette Wing in 2006.

Jeannette Wing (2006) reconceptualised computational thinking as the new fundamental

thinking skill for all students and teachers. Where reading and writing became universally
fundamental with the technological development of the printing press, computational thinking
arose from the transformational technology of the computer and information networks.
Computational thinking involves solving problems, designing systems, and understanding
human behavior using mental processes, tools and perspectives developed from across the
fields of computing.

Further Exploration
Watch and discuss the video entitled Computational Thinking
M1.5_ComputationalThinking- Video OR https://youtu.be/x_1Y64zZzxo

Read the article by Jeannette Wing (M1.6_CT-JeannetteWing)

Read the article by Yadav et al. (M1.7_CT-Yadav)

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MODULE 2

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MODULE 2: EXPLORING COMPUTATIONAL THINKING

SKILLS USING SCRATCH PROGRAMMING

Overview
In this section, we will explore the application of computational thinking concepts using Scratch
Programming

Outcome:
After completing this module, participants will be able to:

 Understand what an algorithm is and are able to express simple linear algorithms
symbolically by using Scratch programming.

 Develop a simple project called “Maze” using Scratch programming

SECTION 1: GETTING STARTED

Scratch is a project of the Lifelong Kindergarten Group at the MIT Media Lab. It is provided free
of charge. Scratch is one of the good tools that allows learners to program interactive media. It
is a drag-and-drop programming environment that enables young learners to create their own
interactive stories, games, and simulations.

Source: https://scratch.mit.edu/
About Scratch

With Scratch, you can program your own interactive stories, games, and animations — and
share your creations with others in the online community.

Scratch helps young people learn to think creatively, reason systematically, and work
collaboratively — essential skills for life in the 21st century.

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“The ability to code computer programs is an important part of literacy in today’s society. When
people learn to code in Scratch, they learn important strategies for solving problems, designing
projects, and communicating ideas.” Mitchel Resnick: The Designer, LEGO Papert Professor of
Learning Research Associate Academic Head, Program in Media Arts and Sciences.
Here we use this programming tool to explore more on algorithms reason being is that it allows
us to test our algorithms on the spot. Not only that, we can also debug, reuse, remix, and
modularize our program and check the result immediately.

Activity 1. Showcase examples of Scratch Programming Projects

Duration: 60 minutes

Demo 1

Note:
The instructor shall play the project and show the codes in the script area. Explain how CT
concepts had been applied in the project.

For instance, the flow of action scripts that

shows a series of movement depicts an
algorithm.

When we “repeat” the same action (or series

of actions) we are applying “patterns”.

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The example here is assigning different arrow

keys to control to how the sprite shall move.

Here we use abstraction to control how the

sprite shall move. We abstract out what is
similar in the algorithm and substitute what is
supposed to be different (type of arrow keys,
direction and number of steps)

What is abstracted:
when ______ key pressed
point in direction _______
Move ________ steps
If on edge, bounce

Installation
 Scratch 2.0 Offline Editor
 Adobe Air

Note: At this point, instructor asks participants to install Scratch 2.0 and Adobe Air in their
respective laptops/ computers.

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SECTION 2: INTRODUCTION TO SCRATCH 2.0

Step 1 : Introduction to Scratch interface

This is the opening screen of Scratch 2.0 Offline Editor.

Fill in the blanks with the appropriate labels.

Scratch Interface consists of the following elements:

A. Stage

The Stage is where you see your stories, games,

and animations come to life. Sprites move and
interact with one another on the stage.

The stage is 480 points wide and 360 points tall. It

is divided into an x-y grid. The middle of the stage
has an x-coordinate of 0 and a y-coordinate of 0.

You can create a stage backdrop by drawing a

backdrop in the paint editor, import a backdrop
from a file in your hard disk, choose a backdrop
from the scratch library or create a new backdrop
from camera.

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B. Sprite:

Scratch projects are made up of objects called sprites.

You can change how a sprite looks by giving it a different
costume. You can make a sprite look like a person or a
train or a butterfly or anything else. You can use any
image as a sprite: you can draw an sprite in the paint
editor, import a sprite from a file in your hard disk, choose
a sprite from the scratch library or drag in an sprite from a
website.

You can give instructions to a sprite, telling it to move or

play music or react to other sprites. To tell a sprite what to
do, you snap together graphic blocks into stacks, called
scripts. When you double-click on a script, Scratch runs
the blocks from the top of the script to the bottom

C. Block Palette

The Block Palette is consisting of three tabs:

i. Scripts
ii. Costumes
iii. Sounds

To program a sprite, drag out blocks from the Blocks

Palette to the Scripts Area. To run a block, double-click on
it.

Step 2: Introduction to the Script blocks

i. The Scripts Tab consists of 10 different categories of script block, each category is
a group of script blocks that can create codes in Scratch.

Let’s click every category to see the available blocks. The following shows some
examples of blocks with different shapes and sizes.

Motion (Stack blocks) Looks (stack blocks) Sound (stack blocks)

Events (Cap blocks) Control (C block) Sensing (Boolean blocks)

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Hands-on session

1. How to rename the Sprite?

2. How to program the Sprite to move?

3. The Sprite does not move when the block is put into the Script Area. How to make it start
moving?

4. How to make the Sprite move further away (different distance)?

5. How to make the Sprite move backward?

6. Besides manually pressing the blocks to run the program, is there other ways to run the
program?

7. How do you make the sprite make sound?

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Note: Play Sounds

Click the Sounds Tab to see the sprite’s sounds.

The sound tab.

Click to play the sound.

You can record new sounds and import sound files. Scratch can read MP3 files and
uncompressed WAV, AIF, and AU files (encoded with 8-bits or 6-bits per sample, but not
4-bits per sample).

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8. What is the difference between these two stacks?

Stack 1 Stack 2

9. What is the difference between these two stacks?

Stack 1 Stack 2

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Notes: Changing Costumes

Click the Costumes Tab to see and edit the sprite’s costumes. There are
three ways to create new costumes:
 Click to paint a new costume in the Paint Editor
 Click to import an image file from your hard disk
 Drag in an image from the web or your desktop

The Costumes tab

Costumes

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SECTION 3: DEVELOPING A SCRATCH PROJECT

Overview

We will develop a Maze game project with Pico and Cat as the main characters. This step-
by-step tutorial will guide you to create the maze, import and paint the sprites. You will also
be able to create control keys that will direct the sprites to find the way out of the maze.

Scenario

Pico and Cat

Pico was looking for his long-lost friend called Cat. One day, he starts his journey to find him.
After a few obstacles, he finally found Cat. They greeted each other. Below is the illustration
of your final project.

Note:
Before we develop the project, it is a good practice to plan the pseudo codes and construct a
flow chart to visualize the sequence of actions and the decisions made before developing
the actual project.

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Developing an algorithm
An algorithm is a precisely defined sequence of instruction or a set of rules for performing a
specific task. Therefore, before we start the project, we will have to visualise the sequence of
instructions using a graphical presentation in the form of flow chart.

Start
ACTION /
EXECUTOR
Player Click Arrow key

No
Choose the direction ? Wait

Yes

Pico Move acccording to the

(Sprite 2) selected key

No
Touch Wall OR Edge?

Yes
Pico
(Sprite 2) Bounce back and move
onyou
No

Touch Cat? Move on

Yes
Pico
(Sprite 2) Say “Hi, pal! I have found you
yyyouyou !”
Cat Play sound “Meow”
(Sprite 1) Say “Yes, we meet again!”

End
(Sprite 3) Show up

End

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Tutorial : Starting A New Project : Maze Game

Session 1. Rename, resize and relocate the Sprites.

No. Action Illustration
1. Open a New Project.
On the Menu bar, click on the File
tab to display the drop down menu.
Click to choose New.

This is what you will get:

2. Rename the Sprite

i. In the Sprites Pane, click on the
blue “i” button of Sprite1 to view
the Sprite Info Pane.

ii. Change the word “Sprite1” to

“Cat”.

iii. Click the blue arrow button at the

top left corner to close the Sprite
Info Pane.

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No. Action Illustration

Notice that Sprite1 has been
renamed as “Cat”.

3 Resize the Sprite

i. In the Block Palette under the tab
“Script”, click on the “Events”
category of blocks.

ii. Drag the “When Green Flag

Clicked” cap block (Events block)
into the Script area.
iii. Click to choose the “Looks”
category and drag the “Set size to
100%” stack block (Looks block)
to the Script area and stack with
the previous cap block.

iv. Change the size to “35%”

v. Double click on this purple Looks

block to set size to 35%” to shrink
the Sprite’s size to the new size.

4 Relocate the Sprite

i. Under the “Motion” category,
choose the “go to x:0 y:0” stack
block (Motion block) and drag it to
the Script area. Stack it to the
existing stack of blocks.

ii. Change the coordinates to “x:200

y:-150”.

iii. Double click on the blue Motion

block to relocate the Sprite to the
new position.

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No. Action Illustration

This will be your end result:

Session 2. Introduce the new Sprite (The Main Character)

No. Action Illustration
1. Import a new Sprite from the
Sprite Library
i. In the Sprites Pane, click on the
first Sprite icon on the right of the
word “new sprite”.

ii. In the Sprite Library, Under the

label Category, click to select
“Fantasy” and then click to choose
the sprite named “Pico Walking”.

iii. At the bottom of the Sprite Library

windows, click the “OK” button to
confirm your selection.

This is what you will get:

2. Rename the Sprite to “Pico”

i. In the Sprites Pane, click on the
blue “i” button of the new Sprite. to
view the Sprite Info Pane.

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No. Action Illustration

ii. Rename the new Sprite as “Pico”.

iii. Below the name box, for the

“rotation style:”, click to choose the
icon.

iv. Click the blue arrow key to

close the Sprites Info Pane.

Notice that the new Sprite in the

Sprite Pane has been renamed as
“Pico”.

3 Resize the Sprite

i. Under the “Events” Category, click
to choose the “When green flag
clicked” cap block (Events block)
and drag to the Script Area.

ii. Under the “Looks” category, select

the “set size to 100%” stack block
(Looks block) and drag it to the
Script Area.

iii. Change the size to “30%”.

iv. Double click on this purple Looks

block to shrink the size of Pico.

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No. Action Illustration

4 Relocate the Sprite

i. Under the “Motion” category, select
and drag the “go to x: _ y: _” stack
block (Motion block) to the Scripting
area and stack it to the existing
block.

ii. Change the coordinates to” x; -209

y: 136”.

iii. Double click on the blue “go to...”

Motion block to relocate Pico to
the new position.

This will be the end result:

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Session 3. Create the Maze

No. Action Illustration
1. Import a new backdrop from the
Backdrop Library
i. In the Sprite Pane, click on the
“Stage 1 backdrop” icon.

ii. On the Palette, click on the

“Backdrops” tab so that you will be
able to view all the backdrops
available in the project.

iii. Import a new backdrop by clicking

on the library icon under the label
“New backdrop:”.

iv. In the Backdrop Library, click to

choose “blue sky 2”.

v. Click the “OK” button to confirm

your choice of the new backdrop.

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No. Action Illustration

vi. Rename the new backdrop as
“Maze”.

vii. Delete the first backdrop by

clicking on “backdrop1” and then
click on the icon.

This is what you will see:

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No. Action Illustration

2 Creating the Maze.
You are required to draw five (5)
rectangles to create this maze:

3 Draw rectangles
This is the Paint Editor.
The canvas is in the middle.

On the right-hand side, you will find

the tools for drawing.
i. Click to choose the Rectangle
drawing tool.

ii. On the colour palette,

click the box on the top then click
choose the royal blue colour.

Then click on the lower box and

then click to choose the royal blue
colour, too.

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No. Action Illustration

Both of the boxes should be of the
same colour.

iii. On the colour palette, click to

choose the solid fill option.

iv. Drag your cursor to draw the blue

rectangle on the canvas.

You will be able to view the

handles (circles at the edges of the
rectangle drawn).

Before you click away from the

rectangle, the handles remains.

The rectangle will appear on the

stage.

You may customize the size and

position of the rectangle as long as
the handles are still visible.

v. Draw the second rectangle as

shown.

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No. Action Illustration

vi. Draw the third rectangle as
shown.

vii. Draw the fourth rectangle as

shown.

viii. Draw the last rectangle as shown.

Your maze should look like this.

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Session 4: Save your Project

No. Action Illustration
1. On the Menu bar, click the down
arrow of the tab “File” and choose
“Save as”.

2 Name the project as “Maze” and

save it on the Desktop. Click on
the “Save” button.

Your project will be saved as

“Maze.sb2” on the desktop.

3 The name of the project shall

appear on the title bar.

Optional:
You may create a new folder in the data directory to keep your project as a more effective
folder management practice.

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Session 5: Paint a new Sprite “End”.

No. Action Illustration
1. Paint a new Sprite
In the Sprites Pane, on the
right-hand side of the label
“New sprite:”, click to select the
pen icon for “Paint new sprite”.
2
Rename the Sprite.

A new sprite will be created,

and the canvas shall appear on
the right-hand side.

Rename the Sprite as “End”.

3 Choose the Text tool.

On the left-hand side of the

canvas, click to choose the “T”
icon to start using the Text tool.

4. Choose the text colour.

On the right-hand corner of the
color palette, click the box on
the top and choose the red
colour.

Repeat the procedure so the

lower box is red, too.

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No. Action Illustration

5. Type the text “The End”.
Place your cursor on the
canvas and type “The End”.

Click on the bottom right

handle and drag towards right
to enlarge the font size.

This is what your will get:

5. Hide the Sprite.

i. On the Block Palette, click to

select “Script” tab. Under the
“Events” category, select and
drag the “When green flag
clicked” cap block into the
Script Area.

ii. Under the “Looks”

category, click to choose and
select “Hide”.
Drag it to the Script Area and
stack it with the Events block.

iii. Relocate the Sprite to x=”-

45”, y=”0” by choosing the
Motion block “go to x: _ y: _”.

iv. Change the coordinates to

x=”-45”, y=”0”

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No. Action Illustration

vi. Double click on the cap
block to execute the
algorithm.

This is what you shall see:

Session 6: Set the actions

1. Sprite “Pico” (The Main Character)
No. Action Illustration
1. Select the Sprite “Pico”.

In the Sprites Pane, click to

select the Sprite “Pico”.

2 Let Pico bounce whenever

touches the wall.
i. Under the “Control”
category, drag the
“If...then” C block
(Control block) to the
script area, away from
the existing stack of
blocks.

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No. Action Illustration

ii. Under the “Sensing”
category, select and drag
the “touching color?”
Boolean block (Sensing
block) to the script area,
away from the other
blocks.
iii. Click on the colour box on
the Sensing block, then
move to the stage and
click on any part of the
Maze wall to pick up the
colour of the wall.
The colour box on the
Sensing block shall change
to the same colour as the
Maze wall (royal blue).

iv. Drag the Sensing block

(Boolean block) into the
hexagon shape of the
“if…then”Control block.
v. Under the “Motion”
category, choose and
drag the “Move 10 steps”
stack block (Motion block)
into the space in the
middle of the “if…then”
Control block.

vi. Change the value of the

steps from “10” to “-10”.

vii. Under the “” category,

choose and drag the
“forever” C block into the
scripting area.

viii. Stack the “if...then” C

block inside the middle of
the “forever” C block to
form one stack of blocks.

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No. Action Illustration

ix. Stacks all the blocks
together.

3 Make Pico changes

costumes.
i. From the “Events”
category, drag another
“When green flag clicked”
cap block to the side of
the existing stack of
blocks.

ii. Under the “Control”

category, click to select
and drag the “Wait 1
secs” stack block to the
Script Area. Stack it to the
new cap block.
Change the time to “3”
seconds.

iii. Under the same

category, click to select
and drag the “forever” C
block, stack to the
current stack of blocks.

iv. Under the same

category, click to select
and drag the “wait 1
secs” block into the
middle of the “forever” C
block.
Change the time to “.3”
secs.

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No. Action Illustration

v. Now click to select the
“Looks” category. Click
to select and drag the
“next costume” block into
the Script Area.

vi. Stack it into the “forever”

C block, beneath the
“wait .3 secs” block.

4 Control Pico’s movement

using the Arrow Keys.
- Up Arrow Key

i. Under the “Events”

category, click to choose
and drag the “When space
key pressed” cap block
(Events block) to the Script
Area away from the
existing stack of blocks.

ii. Click the downwards

arrow to display the drop
down menu. Click to select
“up arrow”.

This is what you will get:

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No. Action Illustration

iii. Under the “Motion”
category, click to select
“point in direction 90o”,
drag into the Script Area
and stack it to the new
Events cap block.

iv. Click the down arrow

to display the drop down
menu, click to select “(0)
up”.

This is what you will get:

v. Under the same

“Motion” category, click to
select and drag the “move
10 steps” stack block into
the Script Area. Stack it
underneath the “point in
direction 0o” stack block.
vi. Under the same
“Motion” category, click to
select the “if on edge,
bounce” stack block and
drag it into the Script Area.
Stack it beneath the “move
10 steps” stack block.

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No. Action Illustration

This is what you will get:

5. Control Pico’s movement

using the Arrow Keys.
- Down Arrow Key

Repeat the same process to

assign the Down Arrow key
to move Pico downwards.
Change point I direction to
180.
6. Control Pico’s movement
using the Arrow Keys.
- Right Arrow Key

Repeat the same process to

assign the Down Arrow key
to move Pico to the right.
Change point I direction to
90.
7. Control Pico’s movement
using the Arrow Keys.
- Left Arrow Key

Repeat the same process to

assign the Down Arrow Key
to move Pico to the left.
Change point I direction to
-90.
Note:
Duplicating blocks

i. You may duplicate the

whole stack of blocks by
right clicking your mouse,
click on the “duplicate”
option.

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No. Action Illustration

ii. Drag the new block to the
appropriate location.

iii. Change the values of the

choice of the arrow key
and its direction.

8. Make Pico speaks when he

touches Cat.
i. Under the “Events”
category, choose and
drag the “When green flag
clicked” into the Script
Area away from the
existing stacks of blocks.

ii. From the “Control”

category, drag the
“forever” C block into the
Script Area.
Drag and stack it under the
Events cap block.

iii. From the same “Control”

category, drag the
“if...then” C block to the
Script Area away from the
existing stacks of blocks.

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No. Action Illustration

iv. Under the “Sensing”
category, drag the
“touching mouse-
pointer?” Boolean block to
the Script Area away from
the other blocks.

v. Click on the down arrow

key to display the drop
down menu. Click to
select “Cat”.

This is what you shall be

getting:
vi. Drag the “Sensing”
Boolean block and stack it
into the hexagon space of
the “if...the” C block.

vii. Under the “Looks”

category, drag the “say
Hello! for 2 secs” block
into the Script Area, away
from the other blocks.

viii. Change the word “Hello”

to “At last, I have found
you!”.

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No. Action Illustration

ix. Drag the “Looks” stack
block in the middle of the
“if...then” C block.

x. Drag and stack the whole

“if...then” C block into the
middle of the “forever” C
block.

9. Broadcast the ending

message.

i. Under the “Events”

category, drag the
“broadcast message1 and
wait” block into the Script
Area.

ii. Drag and stack it

underneath the “Looks”
stack block that lies within
the “if...then” C block.

Session 7: Sprite “Cat”

No. Action Illustration
1. Select the Sprite “Cat”.

In the Sprites Pane, click to

select the Sprite “Cat”.

2 Let Cat play sound when Pico

touches him.
i. Under the “Events”
category, select and drag
the “When I receive
message1” cap block into
the Script Area away from
the existing stack of blocks.

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No. Action Illustration

ii. Under the “Looks” category,

drag the “play sound meow
until done into the Script
Area.
Stack it under the “When I
receive message1” cap
block.

3. Let Cat speaks.

i. Under the same “Looks”
category, drag the block
“say Hello! for 2 secs” into
the Script Area.
ii. Stack it under the “play
sound meow until done”
block.
iii. Change the word “Hello!” to
“Yes, we meet again!”

4. Cat broadcasts a new

message.
i. Under the “Events”
category, drag the
“broadcast message1 and
wait” block into the Script
Area.
ii. Stack it beneath the “Say
Yes, we meet again! for 2
secs” block.

iii. Click the down arrow to

display the drop down
menu. Click to select “new
message...”.

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No. Action Illustration

iv. In the New Message dialog
box, change the Message
Name: to “End”.
v. Click the “OK” button.

This is how it should look:

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Session 9: Sprite “End” (The closure)

No. Action Illustration
1. Click Select the Sprite
“End”.

In the Sprites Pane, click to

select the Sprite “Pico”.

2 Let Sprite “End” reappear

when the game is over.
i. Under the “Events”
category, click to drag the
“When I receive End” cap
block into the Script Area.
Keep it away from the
existing stack of blocks.

3. ii. Under the “Looks”

category, drag the “go to
front” stack block and
stack it to the “When I
receive End” cap block.

iii. Under the same category,

drag the block “show” into
the Script Area and stack
it under the “go to front”
block.

3 Stop all scripts.

Under the “Control”
category, drag the “stop all”
block into the Script Area
and stack it under the block
“show”.

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No. Action Illustration

Save your project.

Session 10: Play the game

Title: Everything comes alive!
Outcome: Evaluate and review the project.

Instruction:
Let’s try out your project to see if it works.
Illustration Instructions

You may click the full screen button to

view the stage in full screen mode.

Click the Green Flag to start the game.

Click the Red button to stop.

Does your project run as expected?

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Challenge 1

Instructions for Challenge 1:

This challenge requires you to create a new maze by painting a new backdrop.

Illustration Instructions

Can you create a more complicated

layout for the maze?

How would you shrink Pico’s size?

Reflection

Let’s ask ourselves these questions:

 What computational thinking skills were involved in each step of your Scratch
Programming project?
 Which skill(s) had been used most frequently?
 How did it help you to solve the problem?
 How does it differ from the Higher Order Thinking Skills that you have been using
before the introduction of computational thinking skills?

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MODULE 3

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MODULE 3 - COMPUTATIONAL THINKING (CT) SKILLS INTEGRATION IN

TEACHING AND LEARNING

This part will increase educators’ confidence in applying computational thinking skills
into teaching and learning.

Overview

Just as a chef follows a tested and favourite cooking style for a much-awaited meal,
so does a teacher carefully decides on a “suspenseful” technique that can guarantee
an interesting, enjoyable and objective-driven lesson episode for every school day.
Her primary responsibility is to help learners develop their own learning style.
An effective teaching should consist of a structure, an approach and skills. Here, we
are using the BIC model: (Brain-Based- Inquiry-based- Computational Thinking)

Module 3 consists of three sections:

Section A : Brain-based – as the structure

Section B : Inquiry-based – as the approach
Section C : Computational Thinking – as the skill.

SECTION 1: TEACHING STRUCTURE: BRAIN-BASED

Brain-based learning refers to teaching methods, lesson designs and school programs that
are based on the latest scientific research about how the brain learns, including such factors
as cognitive development—how students learn differently as they age, grow, and mature
socially, emotionally, and cognitively (Great Schools Partnership, 2013).

Brain-based learning is motivated by the general belief that learning can be accelerated and
improved if educators base how and what they teach on the science of learning, rather than
on past educational practices, established conventions, or assumptions about the learning
process. For example, it was commonly believed that intelligence is a fixed characteristic
that remains largely unchanged throughout a person’s life.

An example of a brain-based teaching structure is as shown in Figure 1.

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Figure 1: Brain-based teaching structure

Activation

Use student’s prior knowledge to help them understand the nature and scope of a
problem.

1. Take time to help students activate memory.

2. Understand what students already know

3. Understand misconceptions and incorrect knowledge

How do we understand what students already know?

Develop

How students connect what they have already knew to new information determines
how they learn and apply this knowledge.

1. Communicate goals and expectations for tasks and activities at the beginning of
each module

2. Guide students through the tasks and activities as outlined in the teacher notes

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Try Out

Write down all the words you think about when you think of the World Wide Web.

Now organize these words into a graphic that makes sense to you.

Share your ideas!

Learn-By-Doing

How are you going to provide opportunity for students to learn-by-doing?

How often do you give precise feedback to your students?

Integration

Requires students to generalize their understanding and apply learning across

contexts.

1. Do not skip or rush through key skills and steps that students may not already
know. Help students move through the challenges.

2. How do you train yourself to look for student mastery of the skill before you move
on to the next topic?

Review

1. For students’ retention.

2. Closure.

3. The activity stimulates working memory to summarize the lesson.

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Preview

1. Preview the next topic

The experience helps brain pre-processor and repetition brain to focus on the new
lesson (Shaw & Hawes, 1998)

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SECTION 2: INQUIRY BASED APPROACH

Building a Culture of Inquiry

Think back to your own experiences in school. Do you remember your favourite
project? What was your topic? How did you share your information? What made the
experience so special?
This kind of learning remains a strong and compelling memory for those of us lucky
enough to have experienced a self-directed or inquiry-based project. The feelings
are the same whether we experienced this learning in the early elementary grades,
as a high school student or as a graduate student. Many of us, when asked about
positive memories of school, will remember a project with real-world applications that
engaged our emotions and our thinking. Often, it was a research project that we
shared with friends and family.

Some teachers have not had the experience of a research project in their own
schooling, but they have taken up the challenge of creating inquiry-based learning
experiences for students and are aware of the wonder and excitement that an inquiry
project can bring to learning.

What is Inquiry-Based Learning (IBL)?

A student-centred, active learning approach focusing on questioning, critical thinking,

and problem solving is as shown in Figure 2.

Figure 2 : Inquiry-Based Learning Cycle

Source: Queen’s University, Belfast
www.qub.ac.uk

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What Does The Research Say?

Research suggests that using inquiry-based learning with students can help them
become more creative, more positive and more independent (Kuhne, 1995). This is
true for all students, including those with special needs who require more individual
attention during the process.

Other academic research shows that inquiry-based learning improves student

achievement. Some of the research on this effect comes from studies of effective
school library programs that are centres of inquiry-based learning.

Building a culture of inquiry also means recognizing, supporting and teaching the
role of metacognition as in Figure 3. Metacognitive skills are part of the “learning to
learn” skills that are transferable to new learning situations, in school and out of
school. Through reflecting on the process during inquiry-based learning activities,
students are given opportunities to explore and understand both the cognitive and
affective domains of “learning to learn”. Understand and dealing with thoughts and
feelings makes inquiry-based learning a powerful learning experience for students
and teachers.

Figure 3: Metacognition Skill in IBL

Why Inquiry-Based Learning?

Inquiry-based learning provides opportunities for students to:

 Develop skills they will need all their lives

 Learn to cope with problems that may not have clear solutions
 Deal with changes and challenges to understandings
 Shape their search for solutions, now and in the future
 Develop problem solving and lifelong learning
 Internalize a variety of inquiry skills and strategies for independent and group
use
 Adapt procedures to various inquiry situations
(Adapted from Alberta Education, 1990, p. 9)

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Tips for Teachers

Building a culture of inquiry which includes:

 Approach inquiry with enthusiasm and excitement

 Admit that inquiry involves the unexpected for you and for students
 Model the inquiry process in your instruction (show as well as tell)
 Use the language of inquiry
 Facilitate the process – discuss, clarify, support and monitor
 Evaluate the process (and make it really count)
 Use technology to do what would be impossible otherwise
 Set a specific time for inquiry-based learning

Metacognition:

 Pose questions about thinking and feeling, and allow students to reflect upon
their learning progress
 Model the diverse learning styles and perspectives
 Model the inquiry process out loud on a consistent basis
 Explicitly call the students’ attention to the Inquiry Model and to the particular
phase at which they are working
 Set timelines
 Review the inquiry process through class discussion, journal writing and
ongoing and retrospective analyses of the data generated throughout the
inquiry process

Suggestion for Practise

The following example elaborates on the practical steps teachers can use for inquiry-
based teaching method:

Step 1: Questioning
 Concept development phase
 Example: “Did you ever wonder why gum gets smaller when you chew it?”
 Stimulates student interest in the topic for exploration

Step 2: Planning and Predicting

 Listen to student’s answer (their prediction)
 Pick a few of students’ answer and form hypothesis
 Create activity for investigation

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 It may take some times until students are used to this method
 It is important that teachers model this process, asking questions that can be
investigated, and eliminating or rewording those that can’t be investigated
easily

Step 3: Investigating
 Students become involved in their inquiries
 It is vital to give them ample time to complete their investigations

Step 4: Recording and reporting

 Students record and communicate their findings in this stage of inquiry
learning
 They can report their findings in a variety of ways

Step 5: Reflecting:
 Students revisit the phenomenon and plan further investigations
 New questions may occur as a result of the inquiry and the process is
repeated

Inquiry Process

The inquiry process in Inquiry Based Learning are as in Figure 4.

Figure 4: Inquiry Process in Inquiry Based Learning

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Questioning Technique

Mistakes that teachers make while questioning are:

 Asking too many irrelevant questions

 Asking a question and answering it yourself

 Simplifying the question when students don’t’ immediately respond

 Asking questions of only the most able or likeable students

 Asking several questions at once

 Asking only closed questions that allow one right/wrong possible answer

 Asking “guess what is in my head” questions, where you know the answer
you want to hear and you ignore or reject answers that are different

 Judging every student response with “well done”, “nearly there”, “not
quite”. “Well done” can discourage alternative ideas being offered

 Not giving students time to think or discuss before responding

 Ignoring incorrect answers and moving on

What kinds of questions promote inquiry?

 The teacher plans questions that encourage thinking and reasoning

 Everyone is included

 Students are given time to think

 The teacher avoids judging students’ responses

 Students’ responses are followed up in ways that encourage deeper

thinking

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Summary

The Overall Plan for Inquiry-Based Learning Activity is shown in Table 1.

Before Activity During Activity After Activity

What I know: What skills will I use: What did I learn:
1.
How I know: 2. How well did I achieve
my goal:
What else I need to know: What resources do I need:
What changes did I have
Why I want to know: What procedures or steps to make to meet my
do I follow: goals:

Goal of Activity For next time:

Main Goal: What might go wrong: Where else can I use

these strategies
Sub-goals:

Date due:

Ideas and feelings to

put on the notes:

Table 1 : Overall Plan for Inquiry-based Learning Activity

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CT Rubrics

Introduction
A rubric is a coherent set of criteria for students’ work that includes descriptions of
levels of performance quality on the criteria. The genius of rubrics is that they are
descriptive and not evaluative. Of course, rubrics can be used to evaluate, but the
operating principle is you match the performance to the description rather than
“judge” it. Thus rubrics are as good or bad as the criteria selected and the
descriptions of the levels of performance under each.

The main purpose of rubrics is to assess performances. For example, how are
students performing when using an electric drill or discussing an issue? Another
purpose is to assess the product, which is the result of the students’ work. For
example, we can use rubrics to assess students’ finished bookshelf or a written
report.

Design Rubrics

Use the below questions as guide to design your rubrics:

 What you are assessing?

 What criteria you are looking for?
 How do you want to scale these criteria?
 Is the description clear and objective

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Criteria Definition Measures Beginning Developing Accomplished

Creatively develop,  Ask probing  No or limited logical  Most information and ideas  Logical connection of ideas.
select and test questions to connection of ideas. are presented in a logical  Questions are probing and
relevant hypotheses uncover details of  Few questions formulated. and effective manner. help clarify facts, concepts,
the problem. Expects others to define the  All questions may not be and relationship in regard to
 Clearly defines questions. Does not seem to relevant. May have some problem. Follow-up
the problem. understand the central difficulty formulating questions are gleaned from
 Defines clear problem. questions to move toward appropriate sources.
Logical
success criteria  Problem is defined incorrectly better understanding of the  Clearly defines the problem
Reasoning
for the project or too narrowly. Key problem. and outlines necessary
including information is missing or  Problem statement has objectives in an efficient
measurable incorrect. some ambiguity or misses manner.
objectives  Fails to formulate hypotheses some important issues.  Formulates and relates
to test.  Formulates and relates hypotheses to test as well as
hypotheses to test. relating them to previous
knowledge.
Ability to visualize  “Sees the big  Unable to make connection to  Applies limited amount of  Effectively applies
the whole and identify picture” previous knowledge. prior knowledge to current previous knowledge to the
the relevant parts and  Decomposes the  Unable to make connections problem. Does not current problem. Integrates
relationships of those problem into between information gathered consistently apply with new information to
parts in order to solve component parts. and the problem. information effectively. assist the problem solving
Abstract a problem.  Correlates the  Unwilling to review  Information gathered may process.
Thinking relationships summaries of prior not be extensive, or may  Consistently gathers a
between knowledge for useful have occasional difficulty broad spectrum of
components and information. using information resources and information
prior knowledge  Fails to gather information, effectively in problem and integrates it with prior
or obtains it from limited or solving. knowledge and problem-
inappropriate sources. solving strategies.
Ability to select and  Identifies the  Creates a vague framework  Can create a framework but  Creates and applies a
execute appropriate steps required to that doesn’t move the may not use it consistently framework (e.g. diagram,
steps to solve a solve problem. problem-solving process in an effective manner, or flowcharts, algorithms)
complex problem.  Identifies the along. revise it as needed. throughout the process and
sequence of steps  Doesn’t seek help from  All team members revises it as necessary.
including others. generally cooperate and  Team takes the initiative to
Algorithmic
possible  Team spends time on tasks prioritize tasks, but may define tasks, match
Thinking
decisions and that interfere with the not consistently rotate assignments to expertise,
branching. problem-solving process. responsibilities or work out rotate responsibilities,
 Identifies normal  Team members don’t know most effective strategies for maintain open
and exceptional who is responsible for which success. communication, and
behaviour of a task. develop strategies to
solution. enhance group success.

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Conclusion

Stepping into 21st Century, it is no longer a century of knowledge transfer from

teacher to students. It is about life-long learning because children now live in a world
of almost unlimited streams of trivial and profound information, of enormous
opportunity and difficult choices. Helping students make vital practical, emotional and
social connections to skill and content is more important than ever.

It is important for teachers to:

 Make content relevant to students’ lives;

 Bring the world into the classroom;
 Take students out into the world;
 Create opportunities for students to interact with each other, with teachers
and with other knowledgeable adults in authentic learning experiences.

It is important for us to instil Computational Thinking into learners so that they can
really become independent learners, life-long learners.

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SECTION 3 - CT SKILLS INTEGRATION IN TEACHING LEARNING

ACTIVITIES
UNPLUGGED ACTIVITIES

The following are examples of teaching and learning activities that demonstrate the
integration of 4 main computational thinking concepts: decompose, pattern, abstraction and
algorithm.

Subject : Mathematics
Topic : Counting

Objective : At the end of the activity, participants will be able to

i. sum up all the numbers between any two given numbers

Computational Thinking Concepts: Decompose, Pattern, Abstraction, Algorithm

Materials : Chalkboard, markers

Duration : 30 minutes
Activity 1 : Figuring it Out
Steps:

No Teaching and Learning Activity CT skills

1 Write 1, 2,..., 198, 199, 200 on the chalkboard.
Ask participants to sum up all of the numbers between 1
& 200. Let them know that they must do it all in their
heads within thirty seconds. Watch the class as you
keep time. How many are lost in thought?
2 When time is up, ask if anyone was able to get the total.
Ask if there is anyone who thought the problem was so
hard that they didn't even attempt it.
Did anyone attempt it and just not finish? What did they
try?
3 Now, guide participants toward thinking a little smaller. decompose
Tell participants that if we break the problem up into
smaller pieces, it becomes easier to manage.
Let's start at the two ends.
What is 200 + 1?
What is 199 + 2?
What is 198 + 3?
4 Ask participants if they see a pattern? pattern
All the pairs total to 201.
5 How many of these pairs will we have? pattern
What is the last pair we will find? 100 + 101
That means that we have 100 total pairs.
If we have 100 total pairs of sums of 201, how do we
find the final total?
What is 100 * 201?

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No Teaching and Learning Activity CT skills

6 Now, what if we wanted to find the trick to do this with abstraction
other numbers?
Can we do it easily with 2,000? How about 20,000?
What stays the same? What is different?

7 Make an algorithm that will work for the sum of all the abstraction
numbers between 1 & any number algorithm
You should get :
i. Determine the last number, =“blank”
ii. Determine the number of pairs, = “blank”/2
iii. Determine the sum of each pair, = “blank” + 1
iv. Now find the sum of all the numbers using,
= ("blank"/2) * ("blank"+1)

8 Do a few simple examples to show that the algorithm is

correct for blanks= 2, 3, 4, & 5.

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Subject : Science
Topic : Cardinal directions

Objectives : At the end of the activity, participants will be able to:

i. follow verbal cardinal directions to reach a destination
(North, South, East, West)

ii. distinguish between the four cardinal directions

Computational Thinking Concepts: Decompose, Algorithm

Materials : Student game board, teacher game board, cips

Duration : 30 minutes
Activity 2 : Move it, Move it

Steps :

No Teaching and Learning Activity CT skills

1 Distribute a game board to each group.

A
1 1 1
1 2 3 4 5 6 7 8 9
0 1 2

Student game board

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No Teaching and Learning Activity CT skills

Teacher has a game board with objects on it.

1 2 3 4 5 6 7 8 9 10 11 12

Teacher game board

2 Teacher acts as controller. Decompose

i. Controller will specify starting grid. For example : A4. Algorithm
Participants write the word “start here” in the A4 grid.
ii. Controller calls out a direction. Participants move
their cip on their game board according to the direction
given. For example : North. Participants moves their cip
upwards one box above grid A4 on their game board.
iii.Controller calls out other directions one by one until
the desired object (sun, moon, cloud or tree) is reached.
Controller calls out “stop”.
iv. Participants will mark their destination grid.
Participants check answers by revealing their final grid.

3 Game is repeated for each object. This time a

participant plays the role of controller.

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Subject : Reka Bentuk Teknologi

Topic : Jahitan Jelujur

Objective : At the end of the activity, participants will be able to :

i. identify the pattern for “jahitan jelujur”

ii. write an algorithm for “jahitan jelujur”

Computational Thinking Concepts : Decompose, Patterns, Algorithm

Materials : Pre-cut weaving mat template made on light weight card, coloured
paper strips made with light weight card

Duration : 30 minutes
Activity 3 : Weaving Mat
Steps :

No Teaching and Learning Activity CT Skills

1 Distribute pre-cut weaving mat template and one coloured
paper strip to each participant.

2 How to prepare pre-cut weaving mat:

Step 1: Draw a frame Step 2: Cut horizontal parallel

lines in frame

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No Teaching and Learning Activity CT Skills

Step 3: Flex card to loosen Step 4: Start weaving with

cut lines equal spacing

3 Teacher displays examples of “jahitan jelujur” weaving.

4 Participants try to weave according to the patterns in the Decompose
display using materials given. Pattern

5 Class discussion on the steps involved to produce “jahitan Algorithm

jelujur” stitch.

6 Participants record the algorithm for “jahitan jelujur” stitch.

7 Explains that “jahitan jelujur” stitch needs planning and

following the proper steps to ensure a tidy stitch

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Subject : Pendidikan Seni Visual

Topic : Papier-Mache

Objective : At the end of the activity, participants will be able to :

create a 3D object- a bowl, using papier mache technique

Computational Thinking Concepts : Decompose,

Materials : Ballons, paper strips, old newspaper, homemade glue, table

covering, emulsion paint, vaseline and paintbrush

Duration : 60 min
Activity 4 : Fun with papier-mache
Steps :

No Teaching and Learning Activity CT Skills

1 Teacher explains what is paper mache and informs
class that the objective of the class is to create a bowl
using the papier-mache technique.

2 Teacher shows sample objects made of papier-mache.

3 Participants have been told earlier to bring a set of the decompose
above materials. algorithm
Teacher instructs and demonstrates how to make a
bowl using the papier-mache technique step by step.
Participants do along with the teacher.
4 After they have completed making the bowl, participants algorithm
are asked to list down the steps involved in making the
bowl using the papier-mache technique.
5 When they have finished, teacher tells participants to pattern
take the bowl home, dry it thoroughly and decorate it at
home. The decorations must consist of no more than
three colours and the motif should consist of a
tessellation of three geometrical shapes.

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Subject : Bahasa Melayu

Topic : Essay Writing

Objective : At the end of the activity, participants will be able to write an essay for
a new topic by abstracting appropriate information from the sample
essay given.

Computational Thinking Concept: Decompose, Pattern, Abstraction

Materials : Sample essay, red pens, sticky note pad, cellophane tape

Duration : 30 minutes
Activity 5 : Smart Writer
Steps :
No Teaching and Learning Activity CT Skills
1 Divide participants into groups of 4 or 5. Give each group a
sample essay titled “Lawatan ke Zoo Negara”. Each group has
to write a new essay titled “Lawatan ke Muzium Negara”
based on the given sample by retaining the original essay
structure.

Karangan bertajuk ‘Lawatan ke Zoo Negara’.

Pada masa cuti sekolah yang lalu, sekolah saya telah

mengadakan suatu lawatan sambil belajar ke Zoo
Negara. Lawatan ini disertai oleh beberapa orang murid
dan guru. Saya turut menyertai lawatan tersebut.

Kami bertolak pada pukul 6.00 pagi dengan menaiki

sebuah bas yang disewa khas. Kami tiba di Zoo Negara
pada pukul 10.00 pagi. Kemudian guru kami beratur
untuk membeli tiket. Setelah itu, kami masuk ke dalam
Zoo Negara.

Di dalam zoo terdapat pelbagai jenis binatang seperti

singa, gajah, zirafah, monyet, buaya, burung dan
sebagainya. Binatang yang liar dikurung di dalam
sangkar sementara binatang yang jinak seperti arnab
dibiarkan bebas. Suasana di dalam zoo riuh-rendah
dengan bunyi binatang dan kicauan burung.

Kami sempat menyaksikan satu pertunjukan gajah dan

ular di Zoo Negara. Pertunjukan itu diadakan sempena
cuti sekolah. Saya gembira melihat gajah bermain bola
dan ular menari mengikut bunyi serunai. Saya
mengambil beberapa keping gambar sebagai kenang-
kenangan.

Selepas itu, kami berasa penat. Saya dan kawan-kawan

saya berehat seketika di beberapa pondok yang

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No Teaching and Learning Activity CT Skills

disediakan khas kepada pelawat. Kami makan sambil
memerhatikan gelagat unggas.

Pada pukul 5.00 petang kami bertolak pulang.

Walaupun penat, lawatan ini dapat menambahkan ilmu
pengetahuan kami.

2 Based on the sample essay structure, Decompos

i. Work sentence by sentence. Read and underline with red e
pen a word/ phrases that you think can be replaced based on Pattern
the new title. Abstraction
Remove specific words and retain the general words.
ii. Using a red pen, replace the words with new suitable words
related to the new essay.

3 Ask participants to check that the essay reads correctly and

matches the new title given.

4 Do a gallery walk.

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Subject : English Language

Topic : Writing – Sequencing

Objective : At the end of the activity, participants will be able to use sequencing
words to give directions and write instructions.
.
Computational Thinking Concept: Decompose, Abstraction, Algorithm

Materials : City Tube Map, A Cut Out Piece of Smiley, Route Recording Sheet

Duration : 30 minutes
Activity 6 : Tour Guide
Steps:

No Teaching and Learning Activity CT Skills

1 Participant are placed in groups of 4/5. Each group is
given a copy of the city tube map, a cut out piece of
smiley and a route recording sheet to record their
answer on.

2 The participants have to write instructions for the hotel

tour guide. Tourists staying in the hotel expect to be
taken on a tour visiting all the city’s attractions. The
participants have been given a special city tube map
that shows all the locations of the attractions and how
they are linked by the tube lines.

3 The participants must work out a route that starts from abstraction
the hotel and visit every tourist site. The ideal route will algorithm
visit every site exactly once. The participants should try
and work it out by placing the smiley piece on the hotel
and then moving it from location to location following the
lines, looking for a route that works.

4 Once the participants have worked out a route they algorithm

should record the route on the route-recording sheet.

5 Participants then write the instructions for the hotel tour

guide using appropriate sequencing words based on the
route-recording sheet. The same sequencing words
cannot be used more than twice.

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Starting at the hotel, plan a route so that

tourists can visit every tourist attraction just
once ending up back at the hotel.

A Cut Out Piece of Smiley

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Subject : History
Topic : Kesultanan Melayu Melaka

Objective : At the end of the activity, participants will be able to list the Melaka
Malay Sultanate according to chronological order.

Computational Thinking Concept: Decompose, abstraction

Materials : A passage on the Melaka Malay Sultanate, A4 papers

Duration : 30 minutes
Activity 7 : The Melaka Malay Sultanate Timeline
Steps:

No Teaching and Learning Activity CT Skills

1 Teacher distributes a passage on the Melaka Malay
Sultanate to groups of 4-5 participants.

2 Participants are given 15 minutes to read and

understand the passage.

3 Then each group will create a timeline to show the Decompose

chronological order for the Melaka Malay Sultanate. abstraction

4 Teacher initiates whole class discussion on the correct

timeline.

Kesultanan Melayu Melaka

Kesultanan Melayu Melaka diasaskan oleh seorang putera dari Palembang iaitu
Parameswara di antara tahun 1400 hingga tahun 1403. Pada awalnya Melaka
bukanlah sebuah kerajaan Islam. Hal ini berubah pada tahun 1409 apabila
Parameswara berkahwin dengan puteri dari Pasai. Agama Islam dijadikan sebagai
agama rasmi Kesultanan Melayu Melaka oleh Sultan Muzaffar Syah. Pemerintahan
Kesultanan Melayu Melaka berterusan selama lebih satu abad sehinggalah Melaka
tewas di tangan penjajah Portugis pimpinan Alfonso de Albuquerque pada 1511.
Sultan Mahmud Shah merupakan sultan terakhir Kesultanan Melayu Melaka. Pada
1528, seorang putera baginda Sultan Alauddin Riayat Shah II menubuhkan
Kesultanan Johor bagi mewarisi Kesultanan Melaka.
Parameswara memeluk Islam pada tahun 1409 dan telah menggelar diri baginda
sebagai Raja Iskandar Syah. Baginda telah berkahwin dengan puteri Pasai,
Indonesia. Pada tahun 1409 juga, Laksamana Cheng Ho telah singgah di Melaka
dalam rangka lawatan beliau untuk meneroka dunia. Pada 1411, Parameswara telah
membuat pelayaran melawat negara China dengan rombongan pengiring sebanyak
540 orang untuk pertemuan dengan Maharaja Ming, Yung Lo. Maharaja Yung Lo
juga mengiktiraf Parameswara sebagai raja Melaka.
Raja Iskandar Shah (Parameswara) mangkat pada tahun 1414 dan diwarisi oleh

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anaknya, Megat Iskandar Shah 1414-1424, Baginda kemudian digantikan dengan

putera baginda, Sri Maharaja, yang kemudiannya mengambil gelaran "Sultan
Muhammad Shah, Melaka" (1424-1444). Pada kemangkatannya dalam tahun 1444,
beliau diganti oleh putera bongsunya dari isteri kedua baginda Puteri Rokan, Raja
Ibrahim. Disebabkan pemerintah sebenarnya adalah oleh sepupu Puteri Rokan,
orang-orang besar Melaka tidak setuju dan telah membunuh Raja Ibrahim dan
dimakamkan dengan gelaran "Sultan Abu Syahid".
Kekanda Raja Ibrahim, Raja Kassim anak isteri pertama Tun Wati, menaiki takhta
pada tahun 1445 dan memakai gelaran "Sultan Muzaffar Syah" (1445-1456) menaiki
takhta dan mengisytiharkan Islam sebagai agama rasmi negeri. Pendakwah-
pendakwah Islam dihantar oleh Sultan ke seluruh Kepulauan Melayu seperti Jawa,
Borneo dan Filipina.

Sebahagian besar penduduk Asia Tenggara pada ketika itu beragama Hindu.
Semasa pemerintahannya, pihak Siam membuat dua serangan ke atas Melaka.
Serangan pertama diketuai oleh Awi Chakra melalui darat pada tahun 1445, tetapi
telah ditewaskan oleh Tun Perak dan Tun Hamzah (Tok Bongkok) tidak jauh dari
Muar. Pada tahun 1456, Siam melancarkan serangan kedua pada 1456 yang
diketuai oleh Awi Dichu melalui laut, dan sekali lagi Tun Perak telah berjaya
menewaskan mereka dan kali ini, dengan mudah. Selepas dua kekalahan di darat
dan laut ini, Siam tidak lagi mencuba untuk menyerang Empayar Melayu Melaka.
Tun Perak telah dijadikan Bendahara dengan gelaran "Bendahara Paduka Raja".
Beliau berkhidmat di bawah empat Sultan dan merupakan tulang belakang kepada
perkembangan Melaka ke mercu kekuasaannya di Kepulauan Melayu
Pada tahun 1459, Sultan Mansur Shah (1459 - 1477) menaiki takhta. Disebabkan
kedudukannya yang strategik, Melaka menjadi sebuah pangkalan luar yang penting
bagi kapal-kapal. Bagi mengeratkan hubungan diplomatik dengan Melaka, Maharaja
China telah menganugerahkan anaknya Puteri Hang Li Po dengan tujuan untuk
dikahwinkan dengan Sultan Mansur Shah. Untuk menyambut Hang Li Po, Sultan
Mansur Shah juga menghantar Tun Perpatih Putih dengan segolongan pengiring ke
negeri China untuk mengiringnya. Hang Li Po tiba di Melaka pada tahun 1458
bersama-sama 500 orang pengiring.
Pada tahun 1488, Sultan Mahmud Shah mewarisi Melaka yang telah mencapai
kemuncak kuasa dan merupakan pusat dagangan yang unggul di Asia Tenggara.
Bendahara Tun Perak, pencipta keunggulan Melaka, telah tua. Begitu juga dengan
Laksamana Hang Tuah. Pemerintahan Sultan Mahmud Shah juga mengalami
rancangan jahat dan pilih kasih. Beliau bukan seorang raja yang cekap, akan tetapi
beliau juga seorang mangsa keadaan. Ayahandanya Sultan Alauddin Riayat Shah
mangkat pada usia yang masih muda. Oleh itu, baginda menaiki takhta ketika masih
kanak-kanak. Portugal pada awal abad ke-16 sedang mengasaskan sebuah
empayar luar negeri.
Pada tahun 1509, Diego Lopez de Sequiera dengan 18 buah kapal daripada Angkatan
diRaja Portugal tiba di Melaka. Mereka merupakan orang Eropah pertama yang tiba di Asia
Tenggara dan digelar "Benggali Putih" oleh orang tempatan. Oleh kerana orang-orang
Portugis membuat kacau di Melaka seperti mengusik gadis-gadis dan mencuri di samping
perselisihan faham, Sultan Mahmud Shah kemudiannya mengarahkan supaya orang-orang
Portugis dihalau dari Melaka. Angkatan Portugis diserang dan 20 anak kapalnya ditahan.

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Pada 10 Ogos 1511, sebuah armada laut Portugis yang besar dari Goa, India diketuai oleh
Alfonso de Albuquerque kembali ke Melaka. Albuquerque membuat beberapa permintaan
membina markas Portugis di Melaka tetapi permintaannya ditolak oleh Sultan Mahmud
Shah. Permintaan-permintaannya ialah pembebasan semua tawanan-tawanan Portugis,
meminta agar Sultan Melaka membayar ganti rugi dan izin untuk mendirikan kubu
pertahanan di Melaka, A Famosa. Selepas 10 hari mengepung, pihak Portugis berjaya
menawan Kota Melaka pada 24 Ogos. Kekalahan Melaka adalah disebabkan maklumat
kekuatan pertahanan Melaka telah dibocorkan oleh Si Kitol. Sultan Ahmad Shah,
ayahandanya Sultan Mahmud Shah dan pengikut mereka telah berundur ke Muar dan
kemudian ke Pahang di pantai timur di mana beliau gagal dalam percubaannya mendapat
pertolongan daripada negara China.
Kemudiannya, Sultan Mahmud Shah berpindah ke selatan dan mengasaskan Kesultanan
Johor selepas kemangkatan anaknya sebagai pusat dagangan saingan kepada Melaka.
Dengan ibu kotanya di pulau Bentan yang terletaknya berdekatan dengan Temasik
(Singapura), beliau terus menerima ufti dan kesetiaan daripada kawasan-kawasan sekeliling
yang diberinya sewaktu beliau masih menjadi Sultan Melaka. Sultan Mahmud Shah menjadi
ketua gabungan Melayu dan berkali-kali menyerang Melaka. Pada tahun 1525, Laksamana
Hang Nadim berjaya mengepung Kota A Famosa sehingga pihak Portugis terpaksa
membuat catuan makanan dari Goa.
Pada 1526, pihak Portugis membalas dengan seangkatan kapal yang besar dengan
ketuannya Pedro Mascarenhaas dan memusnahkan ibu kota Bentan. Sultan Mahmud Shah
melarikan diri ke Kampar, Sumatera tetapi anakandanya, Tengku Alauddin Shah tinggal dan
mengembangkan Johor sebagai sebuah empayar yang berkuasa dan yang mencapai
keunggulannya pada abad ke-18 dan ke-19. Lagi seorang anakanda Sultan Mahmud Shah,
Tengku Muzaffar Shah, dijemput oleh orang-orang utara untuk menjadi sultan mereka dan
beliau mengasaskan Kesultanan Perak.
Sultan Mahmud Shah mangkat dua tahun kemudian di Kampar pada tahun 1526.

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Subject: Moral Studies

Topic : Isu-isu moral semasa – contoh isu-isu moral di sekolah: buli

Objective : At the end of the activity, participants will be able to identify and
categorize the different types of bullying (verbal, physical, social and
cyber).
.
Computational Thinking Concept : Pattern, Abstraction

Materials : A4 paper for each student, marker pens, blue tac

Duration : 30 minutes
Activity 8 : What kind of a bullyist are you?
Steps:

No Teaching and Learning Activity CT Skills

1 Teacher distributes A4 papers to all participants.
Participants are asked to write down briefly one
example of a bullying behaviour/incident.
2 Participants stick their respective papers on the board
for everyone to see.
3 Teacher initiates a class discussion on bullying. Teacher Pattern
asks participants to classify the A4 paper into 4 groups abstraction
according to types of bullying.
4 Teacher leads a class discussion to come with category
title/name for each category such as: abstraction
(i) verbal bullying
(ii) physical bullying
(iii) social bullying
(iv) cyber bullying

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Subject : Islamic Studies

Topic : Pillars of Haj

Objective : At the end of the activity, participants will be able to learn about the
pillars of Haj and the correct order to perform the haj.

Computational Thinking Concept: Algorithm, abstraction, decompose

Materials : 12 Flash cards, A4 papers

Duration : 30 minutes
Activity 9 : “My Haj” flow chart
Steps:

No Teaching and Learning Activity CT Skills

1 Teacher displays the large flashcards of “rukun haji” dan
“wajib haji” in random order on the whiteboard.

Rukun Wajib

Ihram Niat ihram

Wukuf Bermalam di Muzdalifah
Tawaf ifadah Melontar jumrah aqabah
Sai’e Bermalam di Mina
Tahallul Melontar jumrah ula,
wustha dan aqabah
Tertib Tawaf wada’

2 Teacher asks participants to sort the flashcards into two Abstraction

categories that is the “rukun haji” and “wajib haji” on the
whiteboard as the table above shows.

3 Then teacher asks each group of participants to write Decompose

and arrange each category in sequence to perform algorithm
“rukun haji” and “wajib haji” correctly on an A4 paper.

4 Participants are required to construct a flow chart to algorithm

show the correct sequence in performing the haj. At
each level of the flow chart, participants need to
elaborate the process and suggest the alternative action
if they cannot fulfil certain processes in performing the
haj.

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Subject : Pendidikan Jasmani dan Kesihatan

Topic : Latihan khusus untuk kecergasan fizikal

Contoh Kaedah-Kaedah Latihan Kecergasan Fizikal: Latihan Litar

Objective : At the end of the activity, participants will be able to design a plan to
conduct a circuit training to improve cardio fitness as well as enhancing
strength, stamina and mobility for athletes

Computational Thinking Concepts: Pattern, abstractionion.

Materials : Mahjung papers, marker pens, cellophane tape

Duration : 60 minutes
Activity 10 : I am a designer too.
Steps:

No Teaching and Learning Activity CT Skills

1. Teacher displays the following scenario on the board. Decompose

John is 40 years old. He will be taking part in a

marathon for Men’s Juniour Veteran category to be
held in three months from now.
Teacher conducts class discussion on a suitable circuit
training.

2. Participants are divided into groups. Each group is Pattern

asked to design a plan to conduct a circuit training to Algorithm
help John. Participants are advised to use the following
guide to help them in their planning.

6 easy steps to plan your circuit:

1. Step 1: Select your time limit. ...
2. Step 2: Pick an upper-body exercise. ...
3. Step 3: Pick a lower-body exercise. ...
4. Step 4: Pick a compound exercise. ...
5. Step 5: Choose a sprint for _ minute. ...
6. Step 6: Rest for _ minute.

3. Participants present their circuit training plans and give

justifications on how their plan may help John improve
cardio fitness as well as enhance strength, stamina and
mobility.

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Subject : Bimbingan dan Kaunseling Kelompok

Topic : Fasa-fasa kaunseling kelompok

Objective : At the end of the activity, participants will be able to relate the different
phases in group counselling systematically through presentations.

Computational Thinking Concepts: Decompose, Algorithm.

Materials : Mahjung paper, Power point

Duration : 60 minutes
Activity 11 : I need someone to talk to
Steps:

No Teaching and Learning Activity CT Skills

1. Teacher displays the scenario below on the board.

“Pada satu hari, seorang lelaki yang kurang siuman

telah masuk ke sekolah lalu menyerang kanak-kanak
tahun lima yang berada di kantin. Dalam serangan itu
tiga orang kanak-kanak terbunuh”.

2. Participants are divided into groups of 4 or 5. Each Decompose

group will discuss and come up with a step by step plan Algorithm
on how they would execute a group counselling session
based on the above scenario.

3. Participants present their plans and give justifications on

how their plan may help the surviving children.

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Subject : Dyslexia, Dyscalculia and Dysgraphia in Remedial Education

Topic : Introduction to dyslexia- dyslexic students’ difficulties

Objective : At the end of the activity, participants will be able to identify categories of
common mistakes and behaviours from samples of dyslexic student writings.

Computational Thinking Concepts: Decompose, Pattern.

Materials : Handout, A4 papers, 4 samples of dyslexic student writings

Duration : 60 minutes
Activity 12 : Insights - Dyslexia
Steps:

No Teaching and Learning Activity CT Skills

1. Participants are divided into groups of 4 or 5. Teacher
distributes samples of dyslexic students’ writings to
each group. Groups are required to identify the mistakes
in the writings by underlining the letters, words or
numbers.

Sample 1 Sample 2

Sample 4

Sample 3

2. Participants are asked to look for patterns and group Decompose

mistakes into categories. Pattern

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No Teaching and Learning Activity CT Skills

3. Once groups have finished categorizing the mistakes, Decompose
teacher distributes the “common mistakes and Pattern
behaviour” handout. Participants are required to
compare their categories with the ones given in the
handout and regroup their answers.

Common mistakes and behaviour

Category Examples
Visual confusions between  b ↔d
similar looking letters  p ↔q
 n ↔u
 m ↔n
 f ↔t
 sh ↔ ch

Inversions of letters,  sign ↔ sing

between letters, and less  was ↔ saw
often between syllables or  on ↔ no
words  not ↔ ton

Addition of letters, syllables  pain → plain

or prefixes/suffixes  sale → sayil
 happy → unhappy

Omission of sounded  pain ↔ pan

letters, especially in  a banana ↔ a nana
unstressed syllables, or of  hopeful ↔ hope
prefixes/suffixes
Substitution of words  he saw a car → he
saw a chair

Other types of mistakes in  - contractions or fusing

spelling two words into one
 < locked it > → < loctit
>
 - de-contractions,
splitting a word up into
two
 < mystery > → < mis
tery >

4. Whole class discussion to review categories of mistakes

and behaviours of dyslexic students.

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Subject : Music
Topic : Sing a song from different types of repertoire

Objective : At the end of the activity, participants will be able to sing with correct
pronunciation and tempo.

Computational Thinking Concept: Algorithms, abstraction, pattern and decompose

Material : Music video and lyrics of ‘Hokey Pokey’

Duration : 30 minutes
Activity 13 : Sing Along
Steps:

No. Teaching and Learning Activity CT Skills

1 Distribute “Hokey Pokey” lyrics sheet to all participants
2 Ask participants to read through the lyrics of the song.
3 Ask participants to identify difficult words to pronounce. abstraction
4 Practice pronunciation of difficult words with participants.
5 Teacher sings the song verse by verse and claps his/her Decompose
hands to indicate tempo Pattern
6 Participants sing along and clap their hands according to Pattern
the tempo. algorithm
7 Teacher then changes tempo and participants sing along Pattern
to new tempo. algorithm

The Hokey Pokey Song Lyrics

Everybody form a circle Let's do the hokey pokey!

Put your left foot in Let's do the hokey pokey!
Your left foot out Let's do the hokey pokey!
Your left foot in That's what it's all about
And shake it all about Put your right hand in
You do the hokey pokey Your right hand out
And turn yourself around Your right hand in
Now put your right foot in And shake it all about
Your right foot out You do the hokey pokey
Right foot in And you turn yourself around
Then you shake it all about Now put your tongue in
And then you do the hokey pokey And your tongue out
Turn yourself around Tongue in
That's what it's all about And blblblblbl!
You put your head in You do the hokey pokey
You put your head out Turn yourself around
Put your head in That's what it's all about
And bang it all about You put your bottom in
Do the hokey pokey Put your bottom out
And turn yourself around Put your bottom in
That's what it's all about You put your bottom out

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Put your bottom in

You put your bottom out

Put your bottom in
You put your bottom out
Put your bottom in
You put your bottom out
Put your bottom in
You put your bottom out
Put your bottom in
You put your bottom out
Do the hokey pokey
Turn yourself about
Let's do the hokey pokey
Let's do the hokey pokey
Let's do the hokey pokey
That's what it's all about

Songwriters: Charles Macak / Charles

P Macak / Larry Laprise / Taft Baker
The Hokey Pokey lyrics © Sony/ATV
Music Publishing LLC

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Subject : Bahasa Khadazan Dusun

Topic : Essay Writing

Objective : At the end of the activity, participants will be able to write an essay for
a new topic by abstracting appropriate information from the sample
essay given.

Computational Thinking Concept: Decompose, Pattern, Abstraction

Materials : Sample essay, red pens, sticky note pad, cellophane tape

Duration : 30 minutes
Activity 14 : Smart Writer
Steps:
No Teaching and Learning Activity CT Skills
1 Divide participants into groups of 4 or 5. Give each group a
sample essay titled “Lawatan ke Zoo Negara”. Each group has
to write a new essay titled “Lawatan ke Muzium Negara”
based on the given sample by retaining the original essay
structure.

Pangandahaan hilo id Zoo Negara

Id maso do koundarangan sikul di nakatalib, pinapaharo do sikul
ku iso pangandahaan sambil balajal hilo id Zoo Negara. Diti
pangandahaan natanud do pipiro mongingia om tanak sikul. Yoho
nogi nga tinumanud.

Minibok yahai ontok doh 6.00 kosuabon momoguno doh bas ii

siniwa khas . Nokorikot Yahai id Zoo Negara ontok jam 10.00
kosuabon. Ongoi no ii mongingia yahai do pomoli do tiket do
sumuang hilo id Zoo Negara. Kalapas no dii, suang no yahai hilo
Id Zoo Negara.

Id suang do Zoo Negara haro do ogumu Kawo do dupot miagal

do mondou, Godingon, Zirafah, bado, buayo, nintorusan om
ogumu po. Dupot di oliar pinokurung di suang do sangkar om ii
dupot ii alaya pinologos do mimpanau. Id Suang do Zoo kiwa
ogumu tuni do dupot om nogi tuni do tombolog.

Nakasampat yahai minintong do iso pertunjukan Godingon om

tulanut id Zoo Negara. Pinapaharo dilo Pertunjukan sempena do
koundarangan do sikul. Ounsikou yahai nokokito dilo Godingon
mimbuul om dilo tulanut sumayau tumanud do tuni serunai.
Minaganu oku pipiro do gambal sabaagi do kanang-kanangan.
Kalapas no dii, Kopuriman yahai do ohuyan tomod. ongoi no
yahai rihat hilo id pipiro sulap di nokosodia khas kuma
totombului. Akan no yahai sambil do mintong dilo manuk.

Ontok jam 5.00 misosodop uli yahai noh. Sundung tu kopuriman

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No Teaching and Learning Activity CT Skills

do ohuyan tomod nga iti pangandahaan kaanu papatamba nunu di
toilaan dahai.

2 Based on the sample essay structure, Decompose

i. Work sentence by sentence. Read and underline with red Pattern
pen a word/ phrases that you think can be replaced based on Abstraction
the new title.
Remove specific words and retain the general words.
ii. Using a red pen, replace the words with new suitable words
related to the new essay.

3 Ask participants to check that the essay reads correctly and

matches the new title given.

4 Do a gallery walk.

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Subject : Bahasa Iban

Topic : Essay Writing

Objective : At the end of the activity, participants will be able to write an essay for
a new topic by abstracting appropriate information from the sample
essay given.

Computational Thinking Concept: Decompose, Pattern, Abstraction

Materials : Sample essay, red pens, sticky note pad, cellophane tape

Duration : 30 minutes
Activity 15 : Smart Writer
Steps:

No Teaching and Learning Activity CT Skills

1 Divide participants into groups of 4 or 5. Give each group a
sample essay titled “Lawatan ke Zoo Negara”. Each group has
to write a new essay titled “Lawatan ke Muzium Negara”
based on the given sample by retaining the original essay
structure.

Penemuai Ngagai Zoo Negara

Lebuh maya kemisi sekula empai lama, sekula aku
bisi bejalaika siti program iya nya penemuai sambil belajar
ngagai Zoo Negara. Beberapa iku bala pengajar enggau
nembiak bela ngambi bagi dalam program tu. Aku mega
siku ari nembiak ti enggau nemuai ngagai Zoo Negara.
Kami bekejang urung pukul 6:00 pagi iya nya nepan
sebuah bas sua ti udah diungkupka kena ngemujurka
program tu bejalai enggau lanchar. Sepengudah nya, lebuh
kami udah datai ba Zoo Negara bala pengajar bela bebaris
meli tiket dikena tama. Sepenembu bebelika tiket penama,
kami lalu tama ke dalam Zoo Negara.
Dalam Zoo Negara mayuh macham bansa jelu baka
remaung, gajah, jerapah, kera, baya, burung enggau ti
bukai. Jelu ti siga dikurung dalam sangkar lalu jelu ti jinak
baka rabit dilakka meras pia aja. Genturung Zoo Negara
nya chukup ragak enggau bemacham-macham munyi jelu
enggau munyi chiap burung.

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Ukai nya aja, kami mega sempat meda show jelu
gajah enggau ular ba dalam Zoo Negara. Show nya
dipejalaika semina maya kemisi sekula aja. Aku chukup
gaga ati meda gajah bemain buah bol lalu ular betanda
nitihka rentak munyi seruding. Aku sempat ngambi peluang
nangkap beberapa iti kepin gambar nyadika buah kenang.
Sepengudah nya, kami ngasaika diri udah lelak. Aku
enggau bala bakih ti bukai ngenduh enda lama ba baruh
pondok ti endang udah disediaka ngagai bala temuai
belelak. Serayaka duduk, kami bela makai sambil beratika
ulah burung.
Chukup jam nunjukka ngagai pukul 5:00 lemai, dia
kami pan bekejang mulaika diri. Taja pan lelak, tang
penemuai tu ulih nambahka penemu kami.

2 Based on the sample essay structure, Decompose

i. Work sentence by sentence. Read and underline with red Pattern
pen a word/ phrases that you think can be replaced based on Abstraction
the new title.
Remove specific words and retain the general words.
ii. Using a red pen, replace the words with new suitable words
related to the new essay.

3 Ask participants to check that the essay reads correctly and

matches the new title given.

4 Do a gallery walk.

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Subject : Bahasa Tamil

Topic : Essay Writing

Objective : At the end of the activity, participants will be able to write an essay for
a new topic by abstracting appropriate information from the sample
essay given.

Computational Thinking Concept : Decompose, Pattern, Abstraction

Materials : Sample essay, red pens, sticky note pad, cellophane tape

Duration : 30 minutes
Activity 16 : Smart Writer
Steps:

No Teaching and Learning Activity CT Skills

1 Divide participants into groups of 4 or 5. Give each group a
sample essay titled “Lawatan ke Zoo Negara”. Each group has
to write a new essay titled “Lawatan ke Muzium Negara”
based on the given sample by retaining the original essay
structure.

தேசிய விலங் கு காட்சி சாலல சுற் றுலா

கடந்ே விடுமுறறயின் ப த ாது எங் கள் ள் ளி

தேசிய விலங் கு காட்சி சாலல சுற் றுலா ஏற் த ாடு
சசய் திருந்ேது. இச்சுற் றுதலாவில் சில
தமாணவர்களும் ஆசிரியர்களும் கலந்து
சதகாண்டனர். தநானும் அச்சுற் றுதலாவில் கலந்து
சதகாண்படன்.

தகாறல மணி 6.00க்கு தநாங் கள் அறனவரும் ப

ருந்தில் புற ப் ட்பதடாம் . தகாறல 10.00 மணி
அளவில் பேசிய விலங் கு தகாட்சி ச த ாறலறயச்
சசன்ற றடந்பதோம் . அங் கு, எங் கள் ஆசிரியர்
வரிசறயில் நின்று ற் றுச் சீட்டுகறள
தவாங் கிதனார். அேன் பின்னர் தநாங் கள்
அறனவரும் பேசிய விலங் கு தகாட்சி
ச த ாறலக்குள் நுறறந்பதோம் .

விலங் கு தகாட்சி ச த ாறலக்குள் சிங் கம் ,

தயாறன, ஒட்டகச்சிவிங் கி, குரங் கு, முேறல,
ற றவகள் என்று பமலும் ல விலங் குகளும்
தகாணப் ட்டன. தகாட்டு விலங் குகள்
கூண்டுக்குள் அறடக்கப் ட்டிருந்ேன. முயல் ப
த ான்ற ச த ாதுதவான மிருகங் கள் சவளியில்

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விடப் ட்டிருந்ேன. விலங் கு தகாட்சி ச த ாறலறய
மிருகங் கள் எழுப்பும் ஒலியும் ற றவகளின்
கீட்சிடும் ச ே்ேமும் ஆக்கிரமிே்துக்
சதகாண்டிருந்ேன.

தநாங் கள் அங் கு தயாறன மற் றும் த ாம் புகளின்

ச த ாசக தகாட்சிகறளக் கண்டு களிே்பதோம் .
தயாறன ந்து விறளதயாடியது. த ாம் பு மகுடி
இசறக்பகற் ஆடியது. தநான் அக்கட்சிகறளப்
புறகப் டசமடுே்பேன்.

பின்னர் கறளப்பு மிகுதிதயால்

வருறகதயாளருக்கு என்று கட்டப் ட்ட குடில் களில்
இறளப் த ாறிபதனாம் . உணவு உண்டு
சதகாண்பட ற றவகளின் சுட்டிே் ேனே்றே
ரசிே்பதோம் .

தமாறல 5.00 மணியளவில் வீட்டிற் குப் புற ப்

ட்பதடாம் . கறளப்பு மிகுந்ே சுற் றுதலாதவாக
இருந்தோலும் எங் களது ச த ாது அறிறவ
வளர்க்கும் சுற் றுதலாதவாக அது அறமந்ே்து.

2 Based on the sample essay structure, Decompos

i. Work sentence by sentence. Read and underline with red e
pen a word/ phrases that you think can be replaced based on Pattern
the new title. Abstraction
Remove specific words and retain the general words.
ii. Using a red pen, replace the words with new suitable words
related to the new essay.

3 Ask participants to check that the essay reads correctly and

matches the new title given.

4 Do a gallery walk.

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Subject : Bahasa Arab

Topic : Essay Writing

Objective : At the end of the activity, participants will be able to write an essay for
a new topic by abstracting appropriate information from the sample
essay given.

Computational Thinking Concept : Decompose, Pattern, Abstraction

Materials : Sample essay, red pens, sticky note pad, cellophane tape

Duration : 30 minutes

Activity 17 : Smart Writer

Steps:

No Teaching and Learning Activity CT Skills

1 Divide participants into groups of 4 or 5. Give each group a
sample essay titled “Lawatan ke Zoo Negara”. Each group has
to write a new essay titled “Lawatan ke Muzium Negara”
based on the given sample by retaining the original essay
structure.

Lawatan ke Zoo Negara

2 Based on the sample essay structure, Decompose

i. Work sentence by sentence. Read and underline with red Pattern

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No Teaching and Learning Activity CT Skills

pen a word/ phrases that you think can be replaced based on Abstraction
the new title.
Remove specific words and retain the general words.
ii. Using a red pen, replace the words with new suitable words
related to the new essay.

3 Ask participants to check that the essay reads correctly and

matches the new title given.

4 Do a gallery walk.

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Subject: Music and Creativity in Early Childhood Learning (Muzik dan Kreativiti
dalam PAKK)

Topic : Creativity through music with actions

Objective : At the end of the activity, participants will be able to remix the lyrics by
abstracting appropriate information from the sample song given.

Computational Thinking Concepts: Decompose, Pattern, Abstraction

Materials : Sample song, red pens, sticky note pad, cellophane tape

Duration : 30 minutes
Activity 18 : Smart Song Writer
Steps:

No Teaching and Learning Activity CT Skills

1 Divide participants into groups of 4 or 5. Give each group a
sample song titled “Kalau Rasa Gembira”. Each group has to
remix the lyrics by abstracting appropriate information from the
sample song given.

Kalau Rasa Gembira

Kalau rasa gembira tepuk tangan,

Kalau rasa gembira tepuk tangan,
Kalau rasa gembira beginilah caranya,
Kalau rasa gembira tepuk tangan.

Kalau rasa gembira hentak kaki,

Kalau rasa gembira hentak kaki,
Kalau rasa gembira beginilah caranya,
Kalau rasa gembira hentak kaki.

2 Based on the sample song, Decompose

i. Work sentence by sentence. Read and underline with red Pattern
pen a word/ phrases that you think can be replaced based on Abstraction
the new title.
Remove specific words and retain the general words.
ii. Using a red pen, replace the words with new suitable words
related to the new song.

3 Each group will perform the remixed song with actions.

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Subject : Chinese Language, Literature and Culture (BCN1064 Bahasa, Sastera

dan Budaya Sosial) 语文、文学和社会文化
Topic : 《西游记》选读 《三打白骨精》Journey to the West: Combating
with the Skeleton Demon Thrice

Objective : 评析《三打白骨精》的写作特色
Analysing the literary elements and language style in the Chinese
Novel. (Menganalisis gaya bahasa dan seni penulisan sumber bacaan)

Computational Thinking Concepts : Decompose 分解, Abstraction 摘要

Materials : 麻将纸，马克笔，胶纸
Mahjong papers, marker pens, cellophane tape/ masking tape

Duration : 60 minutes
Activity 19 : Mind map/Thinking Maps 思路图
Steps:

No Teaching and Learning Activity CT

SKILLS
1 Briefly review the mind maps portraying the literary Abstract
elements and the art of writing in Chinese literature.
摘要
简略地复习小说的要素思路图和中国小说叙述语言的审美追
求思路图 作为阅读技巧的依附，以掌握小说描写方法，评析
小说的写作特色。

（一）小说的要素思路图 Mind maps of the literary

elements of Chinese Novel：

（二）中国小说叙述语言的审美追求思路图 Mind maps of

the art of writing Chinese Novel.

2. 进行合作教学策略,将学员分为 7 组（约 3 人为一组）。 Decompose

Participants are divided into seven groups, about 3 to a 分解
group.
根据小说的要素思路图和中国小说叙述语言的审美追求思路
图，每一组将根据下列的评析范围的分配，评析《三打白骨
精》的写作特色。
Each group is given a copy of the handout, which is the
excerpt of Journey to the West: Episode 27, Combating
with the Skeleton Demon thrice.
第 1 组：辨析中国小说的要素 -人物-典型人物（核心）

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SKILLS

第 2 组：辨析中国小说的要素 - 故事情节（骨架）

第 3 组：辨析中国小说的要素 - 环境（依托）

第 4 组: 中国小说叙述语言的审美追求例子 - 简洁

第 5 组: 中国小说叙述语言的审美追求例子 - 生动

第 6 组：中国小说叙述语言的审美追求例子 - 曲折

第 7 组：中国小说叙述语言的审美追求例子 - 奇幻
3 各组将在 30 分钟内根据小组活动范围，辨析小说的写作特 Decompose
色部分，将其摘要绘制成思路图，记录在麻将纸上。 分解
Abstraction
摘要
4 各组在墙上张贴个别的麻将纸上，然后进行游览学习活动
(Gallery Walk）.。
5 总结对评析《三打白骨精》的写作特色所得。

Appendix: 《西游记》选读 《三打白骨精》Journey to the West: Combating with the

Skeleton Demon Thrice
第二十七回 尸魔三戏唐三藏 圣僧恨逐美猴王
--------------------------------------------------------------------------------
却说三藏师徒,次日天明,收拾前进.那镇元子与行者结为兄弟,两人情投意合,决不肯放,又安排管待,一
连住了五六日.那长老自服了草还丹,真似脱胎换骨,神爽体健.他取经心重,那里肯淹留,无已,遂行.
师徒别了上路,早见一座高山.三藏道：“徒弟,前面有山险峻,恐马不能前,大家须仔细仔细.”行者道：
“师父放心,我等自然理会.”好猴王,他在那马前,横担着棒,剖开山路,上了高崖,看不尽：峰岩重叠,涧壑
湾环.虎狼成阵走,麂鹿作群行.
无数獐豝钻簇簇,满山狐兔聚丛丛.千尺大蟒,万丈长蛇.大蟒喷愁雾,长蛇吐怪风.道旁荆棘牵漫,岭上松
楠秀丽.薜萝满目,芳草连天.影落沧溟北,云开斗柄南.万古常含元气老,千峰巍列日光寒.那长老马上心
惊,孙大圣布施手段,舞着铁棒,哮吼一声,唬得那狼虫颠窜,虎豹奔逃.师徒们入此山,正行到嵯峨之处,
三藏道：“悟空,我这一日,肚中饥了,你去那里化些斋吃?”行者陪笑道：“师父好不聪明.这等半山之中,
前不巴村,后不着店,有钱也没买处,教往那里寻斋?”三藏心中不快,口里骂道：“你这猴子!想你在两界
山,被如来压在石匣之内,口能言,足不能行,也亏我救你性命,摩顶受戒,做了我的徒弟.怎么不肯努力,
常怀懒惰之心!”行者道：“弟子亦颇殷勤,何尝懒惰?”三藏道：“你既殷勤,何不化斋我吃?我肚饥怎行?
况此地山岚瘴气,怎么得上雷音?”行者道：“师父休怪,少要言语.我知你尊性高傲,十分违慢了你,便要
念那话儿咒.你下马稳坐,等我寻那里有人家处化斋去.”行者将身一纵,跳上云端里,手搭凉篷,睁眼观
看.可怜西方路甚是寂寞,更无庄堡人家,正是多逢树木少见人烟去处.看多时,只见正南上有一座高山,
那山向阳处,有一片鲜红的点子.行者按下云头道：
“师父,有吃的了.”那长老问甚东西,行者道：“这里没人家化饭,那南山有一片红的,想必是熟透了的山
桃,我去摘几个来你充饥.”三藏喜道：“出家人若有桃子吃,就为上分了,快去!”
行者取了钵盂,纵起祥光,你看他觔斗幌幌,冷气飕飕,须臾间,奔南山摘桃不题.
却说常言有云：山高必有怪,岭峻却生精.果然这山上有一个妖精,孙大圣去时,惊动那怪.他在云端里,
踏着阴风,看见长老坐在地下,就不胜欢喜道：“造化!造化!几年家人都讲东土的唐和尚取大乘,他本是

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金蝉子化身,十世修行的原体.
有人吃他一块肉,长寿长生.真个今日到了.”那妖精上前就要拿他,只见长老左右手下有两员大将护持,
不敢拢身.他说两员大将是谁?说是八戒、沙僧.八戒、沙僧虽没甚么大本事,然八戒是天蓬元帅,沙僧
是卷帘大将,他的威气尚不曾泄,故不敢拢身.妖精说：“等我且戏他戏,看怎么说.”
好妖精,停下阴风,在那山凹里,摇身一变,变做个月貌花容的女儿,说不尽那眉清目秀,齿白唇红,左手提
着一个青砂罐儿,右手提着一个绿磁瓶儿,从西向东,径奔唐僧.圣僧歇马在山岩,忽见裙钗女近前.翠袖
轻摇笼玉笋,湘裙斜拽显金莲.
汗流粉面花含露,尘拂峨眉柳带烟.仔细定睛观看处,看看行至到身边.三藏见了,叫：“八戒,沙僧,悟空
才说这里旷野无人,你看那里不走出一个人来了?”八戒道：“师父,你与沙僧坐着,等老猪去看看来.”那
呆子放下钉钯,整整直裰,摆摆摇摇,充作个斯文气象,一直的觌面相迎.真个是远看未实,近看分明,那女
子生得：冰肌藏玉骨,衫领露酥胸.柳眉积翠黛,杏眼闪银星.月样容仪俏,天然性格清.体似燕藏柳,声如
莺啭林.
半放海棠笼晓日,才开芍药弄春晴.那八戒见他生得俊俏,呆子就动了凡心,忍不住胡言乱语,叫道：“女
菩萨,往那里去?手里提着是甚么东西?”分明是个妖怪,他却不能认得.那女子连声答应道：“长老,我这
青罐里是香米饭,绿瓶里是炒面筋,特来此处无他故,因还誓愿要斋僧.”八戒闻言,满心欢喜,急抽身,就
跑了个猪颠风,报与三藏道：“师父!吉人自有天报!师父饿了,教师兄去化斋,那猴子不知那里摘桃儿耍
子去了.桃子吃多了,也有些嘈人,又有些下坠.你看那不是个斋僧的来了?”唐僧不信道：“你这个夯货
胡缠!我们走了这向,好人也不曾遇着一个,斋僧的从何而来!”八戒道：“师父,这不到了?”
三藏一见,连忙跳起身来,合掌当胸道：“女菩萨,你府上在何处住?是甚人家?有甚愿心,来此斋僧?”分
明是个妖精,那长老也不认得.那妖精见唐僧问他来历,他立地就起个虚情,花言巧语来赚哄道：“师父,
此山叫做蛇回兽怕的白虎岭,正西下面是我家.我父母在堂,看经好善,广斋方上远近僧人,只因无子,求
福作福,生了奴奴,欲扳门第,配嫁他人,又恐老来无倚,只得将奴招了一个女婿,养老送终.”三藏闻言道：
“女菩萨,你语言差了.圣经云：父母在,不远游,游必有方.你既有父母在堂,又与你招了女婿,有愿心,教
你男子还,便也罢,怎么自家在山行走?又没个侍儿随从.这个是不遵妇道了.”
那女子笑吟吟,忙陪俏语道：“师父,我丈夫在山北凹里,带几个客子锄田.这是奴奴煮的午饭,送与那些
人吃的.只为五黄六月,无人使唤,父母又年老,所以亲身来送.忽遇三位远来,却思父母好善,故将此饭斋
僧,如不弃嫌,愿表芹献.”三藏道：
“善哉!善哉!我有徒弟摘果子去了,就来,我不敢吃.假如我和尚吃了你饭,你丈夫晓得,骂你,却不罪坐贫
僧也?”那女子见唐僧不肯吃,却又满面春生道：“师父啊,我父母斋僧,还是小可；我丈夫更是个善人,
一生好的是修桥补路,爱老怜贫.但听见说这饭送与师父吃了,他与我夫妻情上,比寻常更是不同.”三藏
也只是不吃,旁边却恼坏了八戒.那呆子努着嘴,口里埋怨道：“天下和尚也无数,不曾象我这个老和尚
罢软!现成的饭三分儿倒不吃,只等那猴子来,做四分才吃!”他不容分说,一嘴把个罐子拱倒,就要动口.
只见那行者自南山顶上,摘了几个桃子,托着钵盂,一筋斗,点将回来,睁火眼金睛观看,认得那女子是个
妖精,放下钵盂,掣铁棒,当头就打.唬得个长老用手扯住道：“悟空!你走将来打谁?”行者道：“师父,你
面前这个女子,莫当做个好人.
他是个妖精,要来骗你哩.”三藏道：“你这猴头,当时倒也有些眼力,今日如何乱道!这女菩萨有此善心,
将这饭要斋我等,你怎么说他是个妖精?”行者笑道：“师父,你那里认得!老孙在水帘洞里做妖魔时,若
想人肉吃,便是这等：或变金银,或变庄台,或变醉人,或变女色.有那等痴心的,爱上我,我就迷他到洞里,
尽意随心,或蒸或煮受用；吃不了,还要晒干了防天阴哩!师父,我若来迟,你定入他套子,遭他毒手!”那
唐僧那里肯信,只说是个好人.行者道：“师父,我知道你了,你见他那等容貌,必然动了凡心.若果有此
意,叫八戒伐几棵树来,沙僧寻些草来,我做木匠,就在这里搭个窝铺,你与他圆房成事,我们大家散了,却
不是件事业?何必又跋涉,取甚经去!”那长老原是个软善的人,那里吃得他这句言语,羞得个光头彻耳
通红.三藏正在此羞惭,行者又发起性来,掣铁棒,望妖精劈脸一下.那怪物有些手段,使个解尸法,见行者
棍子来时,他却抖擞精神,预先走了,把一个假尸首打死在地下.唬得个长老战战兢兢,口中作念道：“这
猴着然无礼!屡劝不从,无故伤人性命!”行者道：“师父莫怪,你且来看看这罐子里是甚东西.”沙僧搀着
长老,近前看时,那里是甚香米饭,却是一罐子拖尾巴的长蛆,也不是面筋,却是几个青蛙、癞虾蟆,满地
乱跳.长老才有三分儿信了,怎禁猪八戒气不忿,在旁漏八分儿唆嘴道：“师父,说起这个女子,他是此间
农妇,因为送饭下田,路遇我等,却怎么栽他是个妖怪?哥哥的棍重,走将来试手打他一下,不期就打杀了；
怕你念甚么《紧箍儿咒》,故意的使个障眼法儿,变做这等样东西,演幌你眼,使不念咒哩.”
三藏自此一言,就是晦气到了：果然信那呆子撺唆,手中捻诀,口里念咒,行者就叫：“头疼!头疼!莫念!
莫念!有话便说.”唐僧道：“有甚话说!出家人时时常要方便,念念不离善心,扫地恐伤蝼蚁命,爱惜飞蛾

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纱罩灯.你怎么步步行凶,打死这个无故平人,取将经来何用?你回去罢!”行者道：“师父,你教我回那里
去?”唐僧道：“我不要你做徒弟.”行者道：“你不要我做徒弟,只怕你西天路去不成.”唐僧道：“我命在
天,该那个妖精蒸了吃,就是煮了,也算不过.终不然,你救得我的大限?
你快回去!”行者道：“师父,我回去便也罢了,只是不曾报得你的恩哩.”唐僧道：“我与你有甚恩?”那大
圣闻言,连忙跪下叩头道：“老孙因大闹天宫,致下了伤身之难,被我佛压在两界山,幸观音菩萨与我受
了戒行,幸师父救脱吾身,若不与你同上西天,显得我知恩不报非君子,万古千秋作骂名.”原来这唐僧是
个慈悯的圣僧,他见行者哀告,却也回心转意道：“既如此说,且饶你这一次,再休无礼.如若仍前作恶,
这咒语颠倒就念二十遍!”行者道：“三十遍也由你,只是我不打人了.”却才伏侍唐僧上马,又将摘来桃
子奉上.唐僧在马上也吃了几个,权且充饥.
却说那妖精,脱命升空.原来行者那一棒不曾打杀妖精,妖精出神去了.他在那云端里,咬牙切齿,暗恨行
者道：“几年只闻得讲他手段,今日果然话不虚传.那唐僧已此不认得我,将要吃饭.若低头闻一闻儿,我
就一把捞住,却不是我的人了?
不期被他走来,弄破我这勾当,又几乎被他打了一棒.若饶了这个和尚,诚然是劳而无功也,我还下去戏
他一戏.”
好妖精,按落阴云,在那前山坡下,摇身一变,变作个老妇人,年满八旬,手拄着一根弯头竹杖,一步一声的
哭着走来.八戒见了,大惊道：“师父!不好了!那妈妈儿来寻人了!”唐僧道：
“寻甚人?”八戒道：“师兄打杀的,定是他女儿.这个定是他娘寻将来了.”行者道：“兄弟莫要胡说!那女
子十八岁,这老妇有八十岁,怎么六十多岁还生产?断乎是个假的,等老孙去看来.”好行者,拽开步,走近
前观看,那怪物：假变一婆婆,两鬓如冰雪.走路慢腾腾,行步虚怯怯.弱体瘦伶仃,脸如枯菜叶.
颧骨望上翘,嘴唇往下别.老年不比少年时,满脸都是荷叶摺.
行者认得他是妖精,更不理论,举棒照头便打.那怪见棍子起时,依然抖擞,又出化了元神,脱真儿去了,把
个假尸首又打死在山路之下.唐僧一见,惊下马来,睡在路旁,更无二话,只是把《紧箍儿咒》颠倒足足
念了二十遍.可怜把个行者头,勒得似个亚腰儿葫芦,十分疼痛难忍,滚将来哀告道：“师父莫念了!
有甚话说了罢!”唐僧道：“有甚话说!出家人耳听善言,不堕地狱.我这般劝化你,你怎么只是行凶?把平
人打死一个,又打死一个,此是何说?”行者道：“他是妖精.”唐僧道：“这个猴子胡说!就有这许多妖怪!
你是个无心向善之辈,有意作恶之人,你去罢!”行者道：“师父又教我去,回去便也回去了,只是一件不
相应.”唐僧道：“你有甚么不相应处?”八戒道：“师父,他要和你分行李哩.跟着你做了这几年和尚,不
成空着手回去?你把那包袱里的甚么旧褊衫,破帽子,分两件与他罢.”行者闻言,气得暴跳道：“我把你
这个尖嘴的夯货!老孙一向秉教沙门,更无一毫嫉妒之意,贪恋之心,怎么要分甚么行李?”唐僧道：“你
既不嫉妒贪恋,如何不去?”行者道：“实不瞒师父说,老孙五百年前,居花果山水帘洞大展英雄之际,收
降七十二洞邪魔,手下有四万七千群怪,头戴的是紫金冠,身穿的是赭黄袍,腰系的是蓝田带,足踏的是
步云履,手执的是如意金箍棒,着实也曾为人.自从涅盘罪度,削发秉正沙门,跟你做了徒弟,把这个金箍
儿勒在我头上,若回去,却也难见故乡人.师父果若不要我,把那个《松箍儿咒》念一念,退下这个箍子,
交付与你,套在别人头上,我就快活相应了,也是跟你一场.莫不成这些人意儿也没有了?”唐僧大惊道：
“悟空,我当时只是菩萨暗受一卷《紧箍儿咒》,却没有甚么松箍儿咒.”行者道：“若无《松箍儿咒》,
你还带我去走走罢.”长老又没奈何道：“你且起来,我再饶你这一次,却不可再行凶了.”行者道：“再不
敢了,再不敢了.”又伏侍师父上马,剖路前进.
却说那妖精,原来行者第二棍也不曾打杀他.那怪物在半空中,夸奖不尽道：“好个猴王,着然有眼!我那
般变了去,他也还认得我.这些和尚,他去得快,若过此山,西下四十里,就不伏我所管了.若是被别处妖魔
捞了去,好道就笑破他人口,使碎自家心,我还下去戏他一戏.”好妖怪,按耸阴风,在山坡下摇身一变,变
成一个老公公,真个是：白发如彭祖,苍髯赛寿星,耳中鸣玉磬,眼里幌金星.手拄龙头拐,身穿鹤氅轻.数
珠掐在手,口诵南无经.唐僧在马上见了,心中欢喜道：“阿弥陀佛!西方真是福地!那公公路也走不上来,
逼法的还念经哩.”
八戒道：“师父,你且莫要夸奖,那个是祸的根哩.”唐僧道：“怎么是祸根?”八戒道：“行者打杀他的女
儿,又打杀他的婆子,这个正是他的老儿寻将来了.我们若撞在他的怀里呵,师父,你便偿命,该个死罪；
把老猪为从,问个充军；沙僧喝令,问个摆站；那行者使个遁法走了,却不苦了我们三个顶缸?”行者听
见道：“这个呆根,这等胡说,可不唬了师父?等老孙再去看看.”
他把棍藏在身边,走上前迎着怪物,叫声：“老官儿,往那里去?
怎么又走路,又念经?”那妖精错认了定盘星,把孙大圣也当做个等闲的,遂答道：“长老啊,我老汉祖居
此地,一生好善斋僧,看经念佛.命里无儿,止生得一个小女,招了个女婿,今早送饭下田,想是遭逢虎口.
老妻先来找寻,也不见回去,全然不知下落,老汉特来寻看.果然是伤残他命,也没奈何,将他骸骨收拾回

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去,安葬茔中.”行者笑道：“我是个做吓虎的祖宗,你怎么袖子里笼了个鬼儿来哄我?你瞒了诸人,瞒不
过我!我认得你是个妖精!”那妖精唬得顿口无言.行者掣出棒来,自忖思道：“若要不打他,显得他倒弄
个风儿；若要打他,又怕师父念那话儿咒语.”又思量道：“不打杀他,他一时间抄空儿把师父捞了去,却
不又费心劳力去救他?还打的是!就一棍子打杀他,师父念起那咒,常言道,虎毒不吃儿.凭着我巧言花语,
嘴伶舌便,哄他一哄,好道也罢了.”好大圣,念动咒语叫当坊土地、本处山神道：“这妖精三番来戏弄我
师父,这一番却要打杀他.你与我在半空中作证,不许走了.”众神听令,谁敢不从?都在云端里照应.那大
圣棍起处,打倒妖魔,才断绝了灵光.
那唐僧在马上,又唬得战战兢兢,口不能言.八戒在旁边又笑道：“好行者!风发了!只行了半日路,倒打
死三个人!”唐僧正要念咒,行者急到马前,叫道：“师父,莫念!莫念!你且来看看他的模样.”却是一堆粉骷
髅在那里.唐僧大惊道：“悟空,这个人才死了,怎么就化作一堆骷髅?”行者道：“他是个潜灵作怪的僵
尸,在此迷人败本,被我打杀,他就现了本相.他那脊梁上有一行字,叫做白骨夫人.”唐僧闻说,倒也信了,
怎禁那八戒旁边唆嘴道：“师父,他的手重棍凶,把人打死,只怕你念那话儿,故意变化这个模样,掩你的
眼目哩!”唐僧果然耳软,又信了他,随复念起.行者禁不得疼痛,跪于路旁,只叫：“莫念!莫念!有话快说了
罢!”唐僧道：“猴头!还有甚说话!出家人行善,如春园之草,不见其长,日有所增；行恶之人,如磨刀之石,
不见其损,日有所亏.你在这荒郊野外,一连打死三人,还是无人检举,没有对头；倘到城市之中,人烟凑
集之所,你拿了那哭丧棒,一时不知好歹,乱打起人来,撞出大祸,教我怎的脱身?你回去罢!”行者道：“师
父错怪了我也.这厮分明是个妖魔,他实有心害你.我倒打死他,替你除了害,你却不认得,反信了那呆子
谗言冷语,屡次逐我.常言道,事不过三.我若不去,真是个下流无耻之徒.我去我去!去便去了,只是你手
下无人.”唐僧发怒道：“这泼猴越发无礼!看起来,只你是人,那悟能、悟净就不是人?”那大圣一闻得说
他两个是人,止不住伤情凄惨,对唐僧道声：“苦啊!你那时节,出了长安,有刘伯钦送你上路；到两界山,
救我出来,投拜你为师,我曾穿古洞,入深林,擒魔捉怪,收八戒,得沙僧,吃尽千辛万苦.今日昧着惺惺使
糊涂,只教我回去：这才是鸟尽弓藏,兔死狗烹!罢罢罢!但只是多了那《紧箍儿咒》.”唐僧道：“我再
不念了.”行者道：“这个难说.若到那毒魔苦难处不得脱身,八戒沙僧救不得你,那时节,想起我来,忍不
住又念诵起来,就是十万里路,我的头也是疼的；假如再来见你,不如作此意.”唐僧见他言言语语,越添
恼怒,滚鞍下马来,叫沙僧包袱内取出纸笔,即于涧下取水,石上磨墨,写了一纸贬书,递于行者道：“猴
头!执此为照,再不要你做徒弟了!如再与你相见,我就堕了阿鼻地狱!”
行者连忙接了贬书道：“师父,不消发誓,老孙去罢.”他将书摺了,留在袖中,却又软款唐僧道：“师父,我
也是跟你一场,又蒙菩萨指教,今日半途而废,不曾成得功果,你请坐,受我一拜,我也去得放心.”唐僧转
回身不睬,口里唧唧哝哝的道：“我是个好和尚,不受你歹人的礼!”大圣见他不睬,又使个身外法,把脑
后毫毛拔了三根,吹口仙气,叫“变!”即变了三个行者,连本身四个,四面围住师父下拜.那长老左右躲不
脱,好道也受了一拜.
大圣跳起来,把身一抖,收上毫毛,却又吩咐沙僧道：“贤弟,你是个好人,却只要留心防着八戒言语,途
中更要仔细.倘一时有妖精拿住师父,你就说老孙是他大徒弟.西方毛怪,闻我的手段,不敢伤我师父.”
唐僧道：“我是个好和尚,不题你这歹人的名字,你回去罢.”那大圣见长老三番两复,不肯转意回心,没
奈何才去.你看他：噙泪叩头辞长老,含悲留意嘱沙僧.
一头拭迸坡前草,两脚蹬翻地上藤.上天下地如轮转,跨海飞山第一能.顷刻之间不见影,霎时疾返旧途
程.你看他忍气别了师父,纵筋斗云,径回花果山水帘洞去了.独自个凄凄惨惨,忽闻得水声聒耳,大圣在
那半空里看时,原来是东洋大海潮发的声响.一见了,又想起唐僧,止不住腮边泪坠,停云住步,良久方去.
毕竟不知此去反复何如,且听下回分解.

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Conclusion

Stepping into 21st Century, it is no longer a century of knowledge transfer from teacher to
students. It is about life-long learning because children now live in a world of almost
unlimited streams of trivial and profound information, of enormous opportunity and difficult
choices. Helping students make vital practical, emotional and social connections to skill and
content is more important than ever.

It is important for teachers to:

 Make content relevant to students’ lives;
 Bring the world into the classroom;
 Take students out into the world;
 Create opportunities for students to interact with each other, with teachers and with
other knowledgeable adults in authentic learning experiences.

It is important for us to instil Computational Thinking into learners so that they can really
become independent learners, life-long learners.

After class assignment

In groups, write a lesson plan on one of the topics in your subject area based on the BIC
Model.
Explain in which part of the lesson that you integrated computational thinking skills.
Present your lesson plan to the group. Give justification regarding the appropriateness of
your computational thinking skills integration.

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BIBLIOGRAPHY

Alberta Education. (1990). Focus on research: A guide to developing students’ research

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COMPUTATIONAL THINKING SKILL TRAINING MODULE

FOR CONTINUOUS PROFESSIONAL DEVELOPMENT 2017

INSTITUT PENDIDIKAN GURU MALAYSIA

KEMENTERIAN PENDIDIKAN MALAYSIA

PANEL OF MODULE WRITERS

Head of Panel

Dr. Elango Periasamy

Pensyarah
IPG Kampus Pendidikan Teknik

Panel Members

Pn. Parimalarani Sivasubramaniam Dr. Faridah Binti Salam

Pensyarah Pensyarah
IPG Kampus Pendidikan Teknik IPG Kampus Tuanku Bainun

Pn. Azlin Binti Mohd. Rosdi Pn. Anisah Binti Hashim

Pensyarah Pensyarah
IPG Kampus Pendidikan Teknik IPG Kampus Pendidikan Teknik

Cik. Kan Fong Kuen Pn. Rouzil Armiza Binti Shamsir

Pensyarah Pensyarah
IPG Kampus Tun Hussein Onn IPG Kampus Pendidikan Teknik

Dr. Siti Rosni Binti Mohamad Yusoff Pn. Norhiza Binti Mohd. Salleh
Pensyarah Pensyarah
IPG Kampus Bahasa Antarabangsa IPG Kampus Pendidikan Teknik

En. Ahmad Jihadi Bin Abu Samah

Pensyarah
IPG Kampus Tuanku Bainun

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PANEL OF EDITORS
Head of Panel

Dr. Elango Periasamy

Pensyarah
IPG Kampus Pendidikan Teknik

Panel Members

Pn. Parimalarani Sivasubramaniam

Pensyarah
IPG Kampus Pendidikan Teknik

Pn. Azlin Binti Mohd. Rosdi

Pensyarah
IPG Kampus Pendidikan Teknik

Cik. Kan Fong Kuen

Pensyarah
IPG Kampus Tun Hussein Onn

PANEL OF COORDINATORS
NAMA

Dr. Jami’ah Binti Mohamad Pn. Zainab Bee binti Hamid

Pengarah Pusat Pembangunan Akademik
Pusat Pembangunan Akademik Institut Pendidikan Guru Malaysia
Institut Pendidikan Guru Malaysia

Dr. Nazifah Binti Shaik Ismail En. Muhammad Bin Ibrahim

Pusat Pembangunan Akademik Pusat Pembangunan Akademik
Institut Pendidikan Guru Malaysia Institut Pendidikan Guru Malaysia

Computational Thinking Skill Training Module

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