Teaching loops and efficiency

Hola Marcela
Con mis estudiantes realizamos el mismo trabajo todo oral ya que tengo a cargo un primero básico y los conceptos de algoritmo y bucles deben ser muy fáciles de entender para ellos y como el algoritmo es un conjunto de instrucciones paso a paso realizamos la actividad de las galletas, donde solicitamos el comedor de la escuela y en conjunto con los apoderados mas los carteles de la receta incluimos el texto instructivo realizamos este delicioso alimento y de igual manera introduzco el concepto de bucles en fin creo que todo va hacia un mismo logro independiente que se realicen las mismas cosas.

I would work on a code together as a class that specifically has a lot of repeated steps that we can shorten with a loop or the “repeat” block.

Expilcaría el conceptode Bucle a mis estudiantes como un ciclo repetitivo.

I would use their daily routines and find other things like the mailperson or school bus etc as examples of things that are constantly doing the same thing over and over.

Explicaría el concepto de bucle de dos maneras: una de ella sería entonando una canción favorita por los estudiantes, pues se debe cantar una estrofa y luego el coro de la canción, otra estrofa y una vez más el coro de la canción.
La segunda forma sería con una dinámica grupal llamada “pie, pie ,pie…” que hace bailar una secuencia de pasos con distintas partes del cuerpo, siempre regresando al “pie,pie,pie” luego de decir otras partes del cuerpo.

Los bucles en forma simple son repeticiones que te ayudan a se mas simples las ordenes dadas y lo ejemplificaría en una clase de educación física donde realizan repeticiones de ejercicios en diferentes estaciones

I teach loops in elementary physical education all the time. During our fitness unit we talk about creative ways to keep our heart rate up- circuit training. We list numerous upper and lower body exercises. Each exercise is demonstrated step by step to to execute the skill correctly forming a sequence. Students rotate from station-to-station after a set time - algorithm. Students will eventually finish all stations (loop) and repeat the process several times.

To teach the concept of loops to my 6th graders, I would begin by connecting to prior learning from the unplugged lesson in Course F, My Robotic Friends, as the lesson suggests. I would explain that there is a strategy to simplify their algorithms by identifying repeating symbols. Next, I would take a step back and hold a discussion about repetition in other areas of life: dance steps, patterns in math, construction, sports, etc. To incorporate some movement and fun, we could draft an algorithm for a dance routine that students are familiar with, like the Cupid Shuffle, Cha Cha Slide, a Fortnite dance, or something else the students come up with. Now that they are engaged, I would revert back to the lesson, My Loopy Robotic Friends and carry out the activities using our work from the previous unplugged lesson. By the end of the lesson, students will be able to identify loops as repeating patterns in an algorithm.

As a fun follow-up, I’d also introduce the Dance Party game on Code.org and give them some free time to create using loops.

I enjoyed learning about loops in this module! I especially liked how this concept could be applied to everyday life, such as in our morning routines: brushing hair 20x to get out knots, putting breakfast in mouth and chewing 20x, etc. I think one way we could make this concept of looping even more relevant would be encouraging students to think of repetitive actions they do every day. I teach 3rd grade, and I know that student buy in skyrockets when the learning is relevant and personalized to the lives of my learners.

My idea is for students to brainstorm loops that we can observe in the classroom! I am thinking some examples could be passing out worksheets in mailboxes to every student (tedious!) or numbering lines on notebook paper for a spelling quiz (just to name a couple!) I know my students would have many ideas on this topic, and I look forward to posing this question to them in order to make the concept of loops more relevant and meaningful.

I teach first graders, and will likely use analogies such as dancing or building with legos that have multiple repeating steps.

I’m a K-6 substitute teacher. I don’t have my own class/grade level to practice on, but I can imagine teaching loops would be successful and fun by using dance, particularly in the younger grades! First of all, I would explain loops as a list of instructions that you repeat over and over again a designated number of times. I’m thinking the Macarena or I’m sure I could find some really basic country line dancing videos on YouTube for the really little ones. No matter which of those I would use, the concept is the same: establishing some basic movements that we repeat over and over.
This section got a little tricky for me as I navigated through the section on loops, so I would want to make sure I’m a little more “solid” on the concept of loops before I present to a class. That being said, it is quite possible that even the youngest elementary students are beyond where I’m at with my knowledge of and comfort level with loops, so there is an opportunity to let the students be the teachers there, too!

Hi all! I am a third grade teacher in Edmonds, Washington.
In order to first introduce loops, I would have them recall their knowledge about sequencing and algorithms. I would explain that looping is another thing that robots need in order to function!
I think a great way to teach the kids about looping is through dancing, or repetitive activities that they do in their everyday lives. This could include things such as doing math and reading centers everyday! I would ask the students what they do that is repetitive everyday, then introduce the concept of looping. I would demonstrate what looping looks like under the document camera. When students get the opportunity to connect the learning to their own lives- they are much more engaged!

After reading the unplugged lessons on Loops, I noticed that the students are going back to a previous unplugged activity where they were first introduced to the foundational concepts of computer programming. I like this idea, because in this way I would review what was previously learned when the subjects were first introduced then add on to that learning by introducing the concept of Loops. There is a repeated process of review/introduce a new idea. This reinforces and makes the learning more concrete.
I would first review visually the symbols used in the 5th Grade activity of My Robotic Friends. Then I would have them physically act out what the symbols mean and are instructing us to do. Once they are again familiar with the set of instructions, I would introduce Loops. I would take a previous program and have them work together to find patterns where sets of instructions are repeated. I would have them think and discuss what they could do to make the program shorter. After sharing ideas, I would introduce the concept of loops. I would reinforce this by having them do a movement activity which involved repitition and have them share out ideas as to how they would loop the repeated movement. In this way, they are visually and physically reinforcing the concept. They would move on to online puzzles to practice the concept on the computer.

Loops are repeating an action over and over.

How do you teach the core computer concept of loops to your students?
Using the unplugged lessons are a great way to teach students that you can use the same direction over and over and over and over again OR to make things easier you can say or show follow this direction six times.
Having students come up with scenarios that we naturally do this already creates a connection to daily life as well. Students will discuss when they are getting forks out for dinner: get six forks out, not get a fork out, get a fork out, get a fork out, etc.
There are plenty of examples that students enjoy coming up with.

I would explain that a loop is a series of actions and some times that are repeated. A great example would be Head, Shoulders, Knees, and Toes.

I like the idea of using movement to teach looping and pointing out that, instead of saying “jump up, jump up again, jump up again…” I can just tell them to jump 3 times and tie that into looping being repeated directions. When my students were doing code.org, I would have them write out all of the directions, I would asked them if there were any places they repeated a direction or a series of directions. This helped them see the loops then they were stuck during the application of the concept.

In my 4th-7th grade classroom with student with special needs, I foresee that teaching the concepts of loops would take a long time. The concept of loops is that you are repeating movements several times. I would need to begin with many kinesthetic lessons involving moving our bodies over and over, or doing actions over and over such as clapping, waving, etc as in the Getting Loopy activity. Students could spend time creating their own dance loops for other students to try. A fun, but higher level concept to try to teach to my students.

I teach 3rd grade in a general education classroom. From reading the unplugged lessons on loops, it looks like the important thing is to create a situation where students are giving directions that need to be repeated numerous times. This might be dance moves, cup stacking, etc. Then students learn how to group the repetitions to become loops. They might start with just repeating one direction (clap) several times. Later they will need to loop series of instructions.

I like the visual nature of teaching loops in the unplugged lessons (crossing out repetitions and putting a number next to the first one. I can definitely see how this gives them a foundation to loop in coding!

I have taught this lesson before. The kids really did enjoy performing the repetitive dance and trying to figure out how to re-write the commands so they were simpler. The kids also had a fairly lively discussion thinking about moves they make every day that are repetitive like climbing the stairs to their classroom, passing out papers or other supplies, jumping rope at recess, etc. They immediately embraced reducing the number of commands to be written.